MID-YEAR ACCOMPLISHMENT REPORT

MID-YEAR ACCOMPLISHMENT REPORT

Maduya Elementary School is one with SDO-
Cavite in its Project AGAP (Alamin Gawain
Angkop sa Pagtataya) through capacitating the
teachers in performing their duties and
responsibilities while preparing assessment tools
and analyzing test results in order to be aware of
students’ progress and needs. This serves as basis to
identify the assistance to be given to the learners
through varied school programs and projects.
 Mid-Year
LOA Results
 The following graphs show the
Learning Outcome Assessment
(LOA) of the school’s learners
for Quarter 1 and Quarter 2 in
different learning areas.
The graph shows that there is increase in the Mean
Percentage Score (MPS) from Quarter 1 to Quarter
2 in almost all grade levels. For the two quarters,
Grade 2 to Grade 6 learners have shown Moving
Towards Mastery (MTM) of the learning
competencies in English with over-all MPS of 79
for Quarter 1 and 80 for Quarter 2.
The graph shows that there is increase in the Mean
Percentage Score (MPS) from Quarter 1 to Quarter
2 in almost all grade levels. For the two quarters,
Grade 1 to Grade 6 learners have shown Moving
Towards Mastery (MTM) of the learning
competencies in Filipino with over-all MPS of 79 for
Quarter 1 and 81 for Quarter 2.
The graph shows that there is increase in the
Mean Percentage Score (MPS) from Quarter 1 to
Quarter 2 in almost all grade levels. For the two
quarters, Grade 1 to Grade 6 learners have
shown Moving Towards Mastery (MTM) of the
learning competencies in Mathematics with
over-all MPS of 79 for Quarter 1 and 80 for
Quarter 2.
 The graph shows that there is increase in the
Mean Percentage Score (MPS) from Quarter 1
to Quarter 2 in the grade levels. For the two
quarters, Grade 3 to Grade 6 learners have
shown Moving Towards Mastery (MTM) of the
learning competencies in Science with over-all
MPS of 80 for Quarter 1 and 81 for Quarter 2.
 The graph shows that there is increase in
the Mean Percentage Score (MPS) from
Quarter 1 to Quarter 2 in the grade levels. For
the two quarters, Grade 1 to Grade 6 learners
have shown Moving Towards Mastery (MTM)
of the learning competencies in Araling
Panlipunan with over-all MPS of 79 for
Quarter 1 and 81 for Quarter 2.
 The graph shows that there is increase in the
Mean Percentage Score (MPS) from Quarter 1 to
Quarter 2 in the grade levels. For the two
quarters, Grade 4 to Grade 6 learners have
shown Moving Towards Mastery (MTM) of the
learning competencies in EPP with over-all MPS
of 80 for Quarter 1 and 82 for Quarter 2.
 The graph shows that there is increase in the
Mean Percentage Score (MPS) from Quarter 1
to Quarter 2 in the grade levels. For the two
quarters, Grade 1 to Grade 6 learners have
shown Moving Towards Mastery (MTM) of the
learning competencies in MAPEH with over-all
MPS of 81 for Quarter 1 and 82 for Quarter 2.
 The graph shows that there is increase in
the Mean Percentage Score (MPS) from
Quarter 1 to Quarter 2 in the grade levels. For
the two quarters, Grade 1 to Grade 6 learners
have shown Moving Towards Mastery (MTM)
of the learning competencies in EsP with
over-all MPS of 81 for Quarter 1 and 82 for
Quarter 2.
 The graph shows that there is increase in
the Mean Percentage Score (MPS) from
Quarter 1 to Quarter 2 in the grade levels. For
the two quarters, Grade 1 to Grade 3 learners
have shown Moving Towards Mastery (MTM) of
the learning competencies in MTB-MLE with
over-all MPS of 80 for Quarter 1 and 81 for
Quarter 2.
 Not Mastered
MELCs &
Learners Given
Intervention
 The following graphs show the
percentage of MELCs not mastered per
subject area as well as the number of
learners given intervention per learning
area. These are already combined data
of Quarter 1 and Quarter 2.
 The graph shows that Grade 6 (34%) has the
highest percentage of MELCs not mastered
while Grade 2 (10%) has the lowest. Grade 6 (52)
has the highest number of learners who are
given intervention while Grade 4 (33) has the
lowest. This also shows that the total
percentage of MELCs not mastered is 22% and
the number of pupils who are given intervention
in English for Quarter 1 and 2 is 202.
 The graph shows that Grade 2 (22%) has the
highest percentage of MELCs not mastered
while Grade 4 (12%) has the lowest. Grade 2 (41)
has the highest number of learners who are
given intervention while Grade 1 (15) has the
lowest. This also shows that the total
percentage of MELCs not mastered is 17% and
the total number of pupils who are given
intervention in Filipino for Quarter 1 and 2 is 181.
 The graph shows that Grade 2 (23%) has the
highest percentage of MELCs not mastered while
Grade 4 (13%) has the lowest. Grade 6 (67) has
the highest number of learners who are given
intervention while Grade 3 (36) has the lowest.
This also shows that the total percentage of
MELCs not mastered is 18% and the total number
of pupils who are given intervention in
Mathematics for Quarter 1 and 2 is 275.
 The graph shows that Grade 3 (40%) has the
highest percentage of MELCs not mastered while
Grade 6 (13%) has the lowest. Grade 6 (53) has
the highest number of learners who are given
intervention while Grade 4 (28) has the lowest.
This also shows that the total percentage of
MELCs not mastered is 27% and the total number
of pupils who are given intervention in Science for
Quarter 1 and 2 is 150.
 The graph shows that Grade 5 (25%) has the
highest percentage of MELCs not mastered while
Grade 6 (14%) has the lowest. Grade 2 and Grade
6 (41) has the highest number of learners who are
given intervention while Grade 4 (24) has the
lowest. This also shows that the total percentage
of MELCs not mastered is 20% and the total
number of pupils who are given intervention in
Araling Panlipunan for Quarter 1 and 2 is 203.
 The graph shows that Grade 5 (19%) has the
highest percentage of MELCs not mastered while
Grade 4 (15%) has the lowest. Grade 6 (36) has
the highest number of learners who are given
intervention while Grade 5 (18) has the lowest.
This also shows that the total percentage of
MELCs not mastered is 17% and the total number
of pupils who are given intervention in EPP-TLE for
Quarter 1 and 2 is 76.
 The graph shows that Grade 1 (19%) has the
highest percentage of MELCs not mastered while
Grade 4 (11%) has the lowest. Grade 6 and Grade
2 (36) have the highest number of learners who
are given intervention while Grade 4 (24) has the
lowest. This also shows that the total percentage
of MELCs not mastered is 17% and the total
number of pupils who are given intervention in
MAPEH for Quarter 1 and 2 is 191.
 The graph shows that all grade levels have no
unmastered competencies in EsP. But still, there
were learners who needed intervention. Grade 2
(32) has the highest number of learners who are
given intervention while Grade 5 (9) has the
lowest. This also shows that the total number of
pupils who are given intervention in EsP for
Quarter 1 and 2 is 134.
 The graph shows that Grade 2 (19%) has the
highest percentage of MELCs not mastered while
Grade 1 and Grade 3 (8%) have the lowest. Grade
2 (36) has the highest number of learners who are
given intervention while Grade 3 (27) has the
lowest. This also shows that the total percentage
of MELCs not mastered is 12% and the total
number of pupils who are given intervention in
MTB-MLE for Quarter 1 and 2 is 95.
 Sample
Assessment
Tools
 The following are sample
assessment tools made and
produced by the teachers to
assess the learners’ learning
abilities.
 Sample
Summative
Tests
 Sample
Performance
Tasks
 Maduya Elementary School believes that quality
assessment and quality learning are interdependent .
Effective assessment opportunities lead to the type of
learning we would hope all learners would experience.
When it comes to quality assessment and quality
learning, the real accountability system is in the tasks
that learners are asked to do, or what learners will
know as a result of ‘the doing’. Because assessment is
today’s means of modifying tomorrow’s instruction.
MID-YEAR ACCOMPLISHMENT REPORT