Testing Program Script
Testing Program Script
The Early Grade Reading Assessment (EGRA) measures students' progress towards reading.
EGRA gauges early literacy skills through a 15-minute individual oral assessment of five fundamental
reading skills. EGRA stands for “Early Grade Reading Assessment.” • The assessment is. used to
measure. children's progress. toward learning to read.
UTILIZATION OF THE EARLY GRADE READING ASSESSMENT (EGRA) AND EARLY GRADE MATH
ASSESSMENT (EGMA) TOOLS FOR SYSTEM ASSESSMENT
I. Rationale
1. Literacy and numeracy skills development is one of the basic goals of elementary education.
2. One of the major curriculum reforms of the K to 12 Basic Education Program is the use of the
Mother Tongue (MT) as the medium of teaching and learning (MOTL) through MTB-MLE to improve
learning in Kindergarten to Grade 3 (K to 3). The MTB-MLE program was piloted in 921 schools all
over the country in School Year (SY) 2011-2012. It was implemented nationwide in Grade 1 starting SY
2012-2013, and was rolled out in the succeeding grade levels in the subsequent school years.
3. Since the initial implementation of MTB-MLE, there have been efforts to gather data on reading
competencies in the early grades through EGRA. These initiatives were performed by independent
service providers. DepEd, however, recognizes the need to build its own capacity for collection and
analysis of assessment data.
4. Sound assessment data is crucial for determining curricular reform implementation effectiveness.
Measures of student learning outcomes will be used as one of the monitoring and evaluation tools
that will allow DepEd planners and decision-makers to objectively evaluate system effectiveness.
5. There are three major assessment tools in K to 3: EGRA and EGMA from Kindergarten to Grade 3,
and the Language Assessment for Primary Grades (LAPG) at the end of Grade 3. The EGRA and EGMA
aim to track progress of learning or monitor the development of early literacy and numeracy
competencies over time in selected Mother Tongues. The LAPG aims to evaluate the effectiveness of
MTB-MLE instruction across all nineteen languages currently supported by the program. These
assessments are based on the precept that the MOTL should be the language of assessment. These
assessments aim to identify the state of learning outcomes in the early grades, when learners are
expected to gain the foundational reading and mathematics skills upon which all later learning is built.
6. This DepEd Order establishes a policy on EGRA and EGMA administration and utilization of EGRA
and EGMA for monitoring and evaluating student learning outcomes in the early grades as basis for
the assessment of the education system.
A. Early Grade Reading Assessment (EGRA) is an individually administered oral assessment that aims
to assess foundational literacy skills of children in the early grades. It was adapted by the DepEd
following international standards and guidelines.
B. Early Grade Math Assessment (EGMA) is an individually administered oral test that aims to measure
the primary numeracy and mathematics skills of children in the early grades. It was adapted by the
DepEd following international standards and guidelines.
C. Assessor is a DepEd personnel (teacher, school head, or supervisor) who has been trained to
administer EGRA or EGMA following the standard procedures for test administration.
D. identify literacy skills and competencies that are acquired by the early grade learners, as well as
least learned skills and competencies that should be focused on instructional and/or intervention
programs.
V. Procedure
A. EGRA
Following the tool adaptation standards and guidelines set by independent service providers, leveled
versions (1 version each for Kindergarten, Grade 1, and Grade 3; and 2 versions for Grade 2) of EGRA
tools were developed by the DepEd in January 2015 in selected MTs: 1) flokano; 2) Sinugbuanong
Binisaya,; 3) Bikol; 4) Waray; and 5) Chavacano. The primary skills assessed in the EGRA are described
in Table 1.
Initial Sound Discrimination ability to identify the first sound of each word
Oral Reading Fluency Passage and ability to quickly and accurately read connected text on a page and
Oral Reading Comprehension answer comprehension questions about what has been read
Listening Comprehension Passage Ability to listen and understand a passage being read
Dictation ability to spell and follow mechanics of print such as spacing and
direction of text, capitalization, and punctuation
B. EGMA
In 2012, parallel versions of EGMA tools were developed in selected MTs: 1) Ilokano; 2) Sinugbuanong
Binisaya; 3) Bikol; 4) Waray; 5) Chavacano; 6) Hiligaynon; and 7) Maguindanaoan. These were
developed by the DepEd with technical assistance from RTI International. The primary skills assessed
in the EGMA are described in Table 2.
Addition Level 1 ability to apply basic addition facts with some level of automaticity and fluency
Addition Level 2 ability to use and apply procedural addition knowledge to solve addition
problems at increasing levels of difficulty
Subtraction Level 1 ability to apply basic subtraction facts with some level of automaticity and
Sub-task What is Assessed
fluency
Subtraction Level 2 ability to use and apply procedural addition knowledge to solve subtraction
problems at increasing levels of difficulty
Word Problems ability to use operations of addition and subtraction to solve a given problem
To ensure validity and reliability of all versions of the EGRA and EGMA tools, a field validation of the
said instruments was conducted. Field validation was done to establish grade level appropriateness of
the tools, and to check if the language that was used to contextualize the tools were understood by
the learners. Item analysis was performed on the data gathered from each MT version of the EGRA
and EGMA tools and for each grade level. Items that were not reliable and valid were revised. The
tools were finalized in June 2015.
The Bureau of Educational Assessment (BEA) in close collaboration with the Bureau of Learning
Delivery (BLD), manages the assessment process for EGRA and EGMA.
Baseline data gathering of Grade 1 students’ literacy and numeracy skills was conducted at the
beginning of SY 2015-2016. A multistage sampling procedure was used to determine the schools
divisions, schools, and students involved in the data gathering. Baseline data in literacy was gathered
in the following regions: 1) Cordillera
Administrative Region (CAR); 2) Region V; 3) Region VIII; 4) Region IX; and 5) Caraga Region. Baseline
data in numeracy was gathered in the same five regions, as well as in Region VI and Autonomous
Region of Muslim Mindanao (ARMM).
The current EGRA and EGMA testing design tracks the same cohort (identified through sampling)
across the grade levels. Thus, the sampling procedure followed in the baseline data gathering must be
followed in the ensuing EGRA and EGMA assessments. Ensuing data collection shall be scheduled at
the beginning of every school year for the succeeding grade levels.
C. Assessors
Only trained EGRA and EGMA assessors can administer the said tools. This shall ensure the accuracy
of the data (i.e., following the standard procedures of test administration, random sampling of
students in a school, and data encoding and submission guidelines). See Annex 1 for the Terms of
Reference of EGRA and EGMA assessors and supervisors. DepEd Central Office, through the BEA, shall
manage the training of the assessors. The Regional and Schools Division Offices shall facilitate the
selection and engagement of assessors during training and data gathering periods.
The trained assessors shall encode the assessment results immediately, and submit the results to the
focal person in BEA within a month. BEA focal persons shall process the data, and forward these to an
independent service provider. The independent service provider shall perform the data analysis. Data
processing and analysis is approximately three (3) months.
The independent service provider shall perform the analysis and technical report in close coordination
with BEA. A copy of the final report shall be given to the Bureau of Curriculum Development (BCD),
Bureau of Learning Delivery (BLD), and the participating regions and schools divisions.
Data from the EGRA and EGMA assessments can be generalized to the population of schools in the
region using the selected MT as MOTL. A report on the results of the assessment shall be provided to
the concerned divisions and regions. The information provided shall be essential in making informed
changes in teacher education and support, curriculum development, and implementation. Specifically,
the data from the assessments can be used for the following purposes at all levels of governance:
Develop teacher training programs on early literacy and numeracy instruction, assessment, and
intervention to improve teaching and learning outcomes.
C. Initiating and conducting research on MTB-MLE instructional practices and learning environment
provisions (i.e., instructional materials) that impact student learning outcomes.
Formulate evidence-based policies and plans for MTB-MLE implementation to improve teaching and
learning outcomes.
These assessments are managed by the DepEd Central Office (CO) under the Curriculum and
Instruction strand. These assessments may be discontinued once relevant system-level evidence has
been generated to inform policymaking and adjustments in programming.
To ensure the integrity and reliability of EGRA and EGMA data, monitoring and evaluation procedures
should be followed. This is particularly important for the following processes:
A. Assessors’ training
Training supervisors should ensure that the protocols and procedures of the training are strictly
followed.
B. Data gathering
Only the list of selected schools provided by the DepEd CO should be part of the sample. The
prescribed student sampling procedure and test administration procedures should be strictly
followed.
The schedule of encoding and submission should be strictly followed. Technical assistance should be
provided as necessary to ensure timely submission of data.
VII. References
Brombacher, A. et al. (2015). National Assessment of Learning Achievement at Grade 2: Results for
Early Grade Reading and Mathematics in Zambia. Retrieved from www.eddataglobal.org.
Department of Education Memo No. 127, s.2014, “Administration of School Year (SY) 2014-2015
National Achievement Test (NAT) and Language Assessment for Primary Grades (LAPG)”.
Pouezevara, S. et al. (2013). PhilEd Data: Strengthening Information for Education, Policy, Planning and
Management in the Philippines: Component 2: Early Grade Reading Assessment Results (Grade 3
English and Filipino, Grade 1 Ilokano). Retrieved from www.eddataglobal.org
UP NISMED. (2015). Results of the Field Validation of the Five Sets of the Early Grade Mathematics
Assessment Tools.
UP NISMED. (2015). Results of the Field Validation of the Early Grade Reading Assessment Tools in
Five Philippine Mother Tongues.
VIII. Effectivity
This policy effective SY 2015-2016 shall remain in force and effect, unless sooner repealed, amended,
or rescinded.
PHIL - IRI
Phil-IRI Graded Passages refer to informal assessment tools used to record individual student's
performance in oral reading, silent reading and listening comprehension.
1. The Department of Education (DepEd) supports Every Child a Reader Program, which aims to
make every Filipino child a reader and a writer at his/her grade level. Thus, the DepEd through
the Bureau of Learning Delivery-Teaching and Learning Division (BLD-TLD) shall continue to
administer the Revised Philippine Informal Reading Inventory (Phil-IRI) assessment to learners
in public elementary schools nationwide effective School Year 2018-2019.
2. The Phil-IRI used as a classroom-based assessment tool aims to measure and describe the
learners’ reading performance in both English and Filipino languages in oral reading, silent
reading and listening comprehension. These three types of assessment aim to determine the
learner’s independent, instructional and frustration levels.
3. The Phil-IRI data shall also serve as one of the bases in planning, designing/redesigning the
reading instruction of the teachers and the school’s reading programs or activities to improve
the overall school’s reading performance.
4. For more information, contact the Bureau of Learning Delivery-Teaching and Learning Division
(BLD-TLD), 4th Floor, Bonifacio Building, Department of Education (DepEd) Central Office,
DepEd Complex, Meralco Avenue, Pasig City through telephone nos. (02) 687-2948 or (02) 637-
4347 or email tld. bld@deped. gov. ph.
5. Immediate dissemination of this Memorandum is desired.
LEONOR MAGTOLIS BRIONES
Secretary
I. Rationale
1. Literacy is one of the most fundamental skills a child can learn. Reading is the foundation for all
academic learning. Learning to read, write and count is crucial to a child’s success in school and
in later life. Literacy improvement is one of the priorities of the Department of Education
(DepEd). It is anchored on the flagship program of the Department: “Every Child A Reader
Program,” which aims to make every Filipino child a reader and a writer at his/her grade level.
2. The Philippine Informal Reading Inventory (Phil-IRI) Assessment Tool is aimed to be used as a
classroom-based assessment tool to measure and describe students’ reading performance.
Information gathered from the assessment can help classroom teachers design and provide
appropriate reading instruction for their students. This diagnostic approach to describing how
children read embraces inclusionary principles that emphasize the need for education that is
learner-oriented, responsive and culturally sensitive. At the school level, the information from
Phil-IRI assessment will help school heads plan for appropriate school reading programs or
activities for improved student learning outcomes.
3. Informal reading inventories are designed to provide greater insight into an individual learner’s
reading level vis-a-vis a specific passage in order to allow teachers to customize instruction to
the needs of their students (Rutlledge, 1998). The underlying assumption is that an
approximation of a student’s literacy abilities is best shown through his/her performance in
actual reading and writing tasks. This is in contrast to formal reading tests that are
standardized and often conducted for the purpose of comparing a student’s performance with
that of others (Weaver, 2014).
II. Scope of the Policy
1. This DepEd Order provides the guidelines for the administration of the revised Philippine
Informal Reading Inventory (Phil-IRI). The tool is administered for Grades 3 to 6 learners in
public elementary schools nationwide. It defines the responsibilities of the different levels of
governance pertaining to the dissemination and utilization of the said tool.
III. Definition of Terms
For the purposes of this Order, the following terms are defined and understood as follows:
a. Phil-IRI refers to the revised assessment tool composed of a set of graded passages administered
to the whole class and to individual students, which was designed to determine a student’s reading
level.
b. Phil-IRI Group Screening Test (GST) is a 20-item group-administered reading comprehension test
for each grade level covering Grade 3 to Grade 6 in Filipino and Grade 4 to Grade 6 in English. The
objective of the GST is to identify students who need further testing.
c. Phil-IRI Graded Passages refer to informal assessment tools used to record individual student’s
performance in oral reading, silent reading and listening comprehension. There are four sets (Sets A,
B, C and D) of passages for both Filipino and English spanning Kindergarten to Grade 7 levels which
can be used for both pretesting and post-testing.
The Phil-IRI Silent Reading Test maybe administered after the Oral Reading Test is conducted to
further check the student’s comprehension skill.
d. Phil-IRI Testing Kit is a set of materials composed of a) the Manual of Administration, b) Group
Screening Test for English and Filipino, c) Graded Passages with Comprehension Questions for English
and Filipino, and d) Phil-IRI forms.
These guidelines establish the standardized procedures on administering the Phil-IRI as described in
this DepEd Order. This procedure, when applied and strictly followed, should ensure that:
a. teachers and school heads can adopt an evidence-based approach to classroom instruction;
b. literacy instruction is learner-oriented and responsive to the strengths and needs of individual
students and/or whole class; and
c. it supports DepEd Order No. 8, s 2015 “Policy Guidelines on Classroom Assessment for the Ktol2
Basic Education Program”.
V. Procedure of Administration
The Bureau of Learning Resources (BLR) is responsible for uploading the Phil-IRI materials thru the
Learning Resource Management Development System (LRMDS) portal of the DepEd website before
the start of the school year in time for the opening of classes. These can be downloaded by the
teachers, school heads and education supervisors. To ensure that teachers have the complete set of
materials, the schools are advised to use the MOOE funds for the reproduction and distribution. It is
necessary that the region/division shall conduct an orientation-training to teachers on the proper
administration of the revised Phil-IRI which shall be part of the Early Language Literacy and Numeracy
(ELLN) Program of the Department of Education.
All students will undergo the Phil-IRI Group Screening Test (GST) in Filipino, and/or English. Students
identified to be performing below level of expectation (those with a total Raw Score below 14 in the
Phil-IRI GST) should undergo further assessment through the individually administered Phil-IRI
Graded Passages.
Table 1 shows the schedule of activities in relation to the administration of the Phil-IRI.
Orientation-training to
Teachers on the Before the start of the SY (Summer break as part of INSET)
Administration of the Tools
Filipino English
(for Grade 3 to (for Grade 4 to
Grade 6) Grade 6)
For the standard and efficient implementation of the Phil-IRI, Table 2 shows the roles and
responsibilities of the different levels of governance.
Reproduction and Distribution of the Phil-IRI Materials School (c/o School MOOE funds)
Administration of Group Screening Test (GST) and Filipino and English subject teachers
accomplishment of forms for Grades 3 to 6
Collection of copies of the accomplished Phil-IRI forms showing School Head in collaboration with
results of the assessment and analysis of results to plan,
teachers
design/redesign and implement schoolwide reading programs
Capacity building for teachers on the conduct of additional Region/Division EPS in charge of
assessment training programs and interventions ELLN/Languages
The teachers who will administer the Phil-IRI should read the manual thoroughly and prepare all the
necessary materials and forms prior to the scheduled date of test administration. The details on the
mechanics of the administration, which include directions for administering, scoring and interpreting
data, are contained in the manual of administration. The Handbook for Reading Intervention as part
of the Phil-IRI material or other appropriate reading activities can be used as guide or reference for
interventions.
The schools/school heads shall ensure that a school database of Phil-IRI results will be developed and
maintained. This will provide historical data for the school as they analyze the trends and develop
more appropriate interventions for our learners.
To ensure the effective implementation of the policy, Table 3 shows the roles and responsibilities of
the different levels of governance in monitoring the administration of Phil-IRI.
Region and Division June-July (within the 1st quarter of the SY)
Administration of
Supervisors in English and January-February (within the 4 th quarter of the
Phil-IRI
Filipino SY)
Part of the regular instructional supervision
School Heads
(class hours)
VIII. References
IX. Effectivity
All existing Orders and Memoranda inconsistent with this Order are rescinded. These guidelines will
remain in force and effect, unless sooner, repealed, amended or rescinded.
PARALLEL ASSESSMENT
In education, the term assessment refers to the wide variety of methods or tools that educators use to
evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or
educational needs of students.
Formative assessment and summative assessment are two overlapping, complementary ways
of assessing pupil progress in schools. While the common goal is to establish the development,
strengths and weaknesses of each student, each assessment type provides different insights and
actions for educators. The key to holistic assessment practice is to understand what each method
contributes to the end goals — improving school attainment levels and individual pupils’ learning —
and to maximise the effectiveness of each.
Summative assessment explained
Summative assessment aims to evaluate student learning and academic achievement at the end
of a term, year or semester by comparing it against a universal standard or school benchmark.
Summative assessments often have a high point value, take place under controlled conditions, and
therefore have more visibility.
Cumulative work over an extended period such as a final project or creative portfolio
Standardised tests that demonstrate school accountability are used for pupil admissions; SATs,
GCSEs and A-Levels
Summative assessment contributes largely towards improving the British curriculum and overall
curriculum planning. When summative assessment data indicates gaps across the board between
student knowledge and learning targets, schools may turn to improved curriculum planning and new
learning criteria to assess and improve their school attainment levels.
Never miss a beat with the latest insights, tips and updates for school leaders and educators.
Subscribe today
View our privacy policy.
Most formative assessment strategies are quick to use and fit seamlessly into the instruction process.
The information gathered is rarely marked or graded. Descriptive feedback may accompany formative
assessment to let students know whether they have mastered an outcome or whether they require
more practice.
Short comparative assessments to see how pupils are performing against their peers
As the learning journey progresses, further formative assessments indicate whether teaching plans
need to be revised to reinforce or extend learning.
Pupil assessment, both formative and summative, is deemed an imperative part of the education
process. Unfortunately, standardised exams and informal testing in schools are also blamed for the
narrowing of the curriculum and teaching methods, contributing towards damaging levels of stress
among teachers and pupils, and only valuing specific achievements to the detriment of broader
learning.
It’s been suggested that the Department for Education should separate student exam results from
teachers’ direct performance evaluations. Summative assessment results should, rather, serve as a
discussion point or a means to highlight where additional resources may be required.
At the same time, employing more formative assessment throughout the year can take the pressure
of end of term assessments for both teachers and pupils. This could include weekly quizzes or short
lesson evaluations that can help improve student learning on the spot and increase pupils’
confidence. This ensures that final summative assessment has a positive impact on learning as well
as providing pupils with more tools to improve throughout the term.
be hard to identify. For example, schools may use benchmark testing to monitor the academic
progress of pupils and determine whether they are on track to mastering the material that will
formative; they are diagnostic and help modify learning techniques, but others may consider
them to be summative.
In our current education system, the purposes of both formative and summative assessment are not
always mutually supportive.
Traditional assessment — evaluation used for summative purposes — contains key diagnostic data
for teachers, but this information is perhaps too infrequent, or comes too late for appropriate action.
Selected response and formative written assessments, homework, meanwhile, and ongoing class
feedback all serve as valuable activities as part of a teacher’s evaluation toolkit, if used appropriately.
Official standard results like grades A-C may symbolise pupil achievement, yet they rarely incorporate
related learning factors such as readiness to learn or motivation. What’s more, grades are not
explicit to student progress, nor do they provide teachers with information that might further their
teaching methods.
Schools, then, should consider cutting the time teachers spend conducting summative assessments
so that they can focus on conducting diagnostic, formative assessments.
There are alternative ways of assessing pupils progress and enhancing learning with summative and
formative assessment.
National exams and standardised tests leave little room for adaptation or creativity, but a midterm
assessment or a module final, however, could be tasked as a visual presentation, a long-form test, or
an individual essay.
Technology-enhanced assessment requires students to interact with exam material in various ways
— dragging and dropping answers, highlighting relevant data, and completing sentences or equations
in a drop-down menu. This fosters students’ digital literacy and prepares them for life after education.
By allowing students to explain their material in a medium they feel comfortable with, such as on
mobile devices or on an interactive front of class display like ActivPanels, teachers get an
accurate picture of their pupils’ understanding. This gives much greater opportunity for students to
demonstrate their particular skills.
Teachers can also set final exams or assessments in a form that resembles vocational assessments
or job applications. This style of assessment can cover a broad range of material, and prepare older
students for performance reviews and projects in a working environment, providing a stepping stone
for the future.
All assessment activities have their limitations. Any individual assessment (summative or formative)
can only give a snapshot of a pupil’s achievement on a single occasion. This may prevent teachers
from drawing clear conclusions about end-to-end strengths and weaknesses.
Some teachers believe that formative assessment can impede upon lesson time itself, with a
requirement to rush through learning to proceed with assessments and evaluations. Unlike
summative assessment, that cumulates towards the end of a segment and is planned and prepared
for, formative assessment relies upon educators to take time from their current learning schedule,
even when the results lack weight in the school’s overall marks.
What’s more, with students potentially aware that this type of assessment has no bearing on their
final grades, they may take formative tests less seriously. This could lead to skewed results and
teachers misreading the feedback.
Summative assessment, meanwhile, has been blamed for forcing teachers to educate with no room
for creativity, and teaching ‘to the test’. Students may be expected to spend hours drilling specific
exercises instead of other creative and engaging exercises that inspires an interest in less
conventional subjects.
All types of summative assessment and informal formative assessment are essential to assessing
pupil progress. Both contribute towards an improved outcome from the pupils’ learning and ensure a
better end result.
Teachers should, however, focus as much energy and resources on formative assessment as
summative, despite the lack of weight or accountability on the former. Weaving one with the other will
greatly improve a pupil’s holistic ability to prepare for end of term exams or other forms of
standardised testing. This contributes towards superior school attainment levels and a more positive
impression of your institution. Meanwhile, the Department for Education should consider detaching
teacher performance evaluations from summative assessment alone to give teachers more room for
creative forms of formative assessment.
Overall, a comprehensive assessment program balances formative and summative student data.
With this approach, educators receive the clearest insight on where a student is relative to his or her
peers, their overall education goals, and UK learning targets and standards. To help support students
in showing their understanding, get in touch for a free, no-obligation demo of the ActivPanel and
see how it can transform your classroom environment.
NAT
IN THE NAME OF THE FATHER AND OF THE SON AND OF THE HOLY SPIRIT.Dear Heavenly
Father, You are all-knowing and wise; we are grateful for this day as we begin our class virtually. We
seek your wisdom and insight. IN THE NAME OF THE FATHER AND OF THE SON AND OF THE HOLY
SPIRIT
ECCD
The Checklist is divided into 7 domains: Gross Motor, Fine Motor, Self-Help, Receptive Language,
Expressive Language, Cognitive and Social-Emotional. Early childhood assessment is a tool
used to gather and provide educators, parents, and families with critical information about a
child's development and growth. In Massachusetts, licensed early childhood programs are now
required to include a child assessment component in their programs. Developmental checklists allow
teachers to consistently monitor and document progress or deficiencies in developmental
growth. Checklists can be found in a number of books designed to assist teachers in successfully
assessing preschoolers.
DIAGNOSTIC TESTS
Diagnostic assessments are sets of written questions (multiple choice or short answer) that
assess a learner's current knowledge base or current views on a topic/issue to be studied in
the course. Diagnostic assessment examples include pre-assessment tests that give you a
snapshot of or diagnose knowledge to screen students. For instance, if a teacher wants to start a
lesson on two-digit multiplication with young pupils, they can use diagnostic assessment to make sure
the lesson is delivered well.Oct 13, 2021Diagnostic assessments are “low-stake” assessments
because they are non-graded and do not determine whether the student moves to the next
educational level. Rather, they show a student's strengths and weaknesses regarding a specific field
of study. Indicate students' prior knowledge. Assess the learning that has occurred during a
teaching/learning session. Can help instructors adjust content and activities to encourage more
effective learning. Diagnostic assessment is a form of pre-assessment that allows a teacher to
determine students' individual strengths, weaknesses, knowledge, and skills prior to instruction. It is
primarily used to diagnose student difficulties and to guide lesson and curriculum
planning.May 10, 2021An Achievement test is used to measure the relative accomplishment of
pupils in specified areas of learning. While the Diagnostic test is the test to know the strength,
weaknesses, knowledge, and skill of a student prior to the instructions. It is used to diagnose the
difficulties and to guide accordingly as a result.
PERIODICAL TESTS
Periodical examinations are part of the assessment tools used to evaluate the academic
performance of a student. This is taken by the students every quarter within the school year.
Periodical examinations are part of the assessment tools used to evaluate the academic
performance of a student. This is taken by the students every quarter within the school year.Sep
22, 2020