Evaluation of Teacher - Made Examination in Grade 2 Mathematics of Villaverde District

Source abstract

The research focused on evaluating teacher-made quarterly examinations. Its primary objective was to compile test questions that mirror a range of learning competencies, segmented into Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS), in accordance with the mandates of the Enhanced Basic Education Act of 2013. Employing a descriptive research methodology, data were collected from Mathematics teachers and 201 students across nine schools during the 2020-2021 academic year. All the 12 teachers teaching Mathematics 2 were taken as teacher respondents, and the 396-total population of grade 2 entire the district that were handled by the 12 teacher-respondents were the target pupil-respondents of the study. The findings revealed that 225 test items met acceptable criteria, with an additional 50 items proposed for inclusion in the examination. Various test characteristics, such as content validity, difficulty index, discrimination index, and reliability, were assessed to ensure the quality of the examination. The study implies that data-driven approaches in question development can lead to reliable exam forms, paving the way for standardized district-wide testing.