This descriptive-correlational study aimed to find out the difficulties encountered in the aspect of assessment as well as the academic performance of Grade IV pupils in the District of San Remigio I, Division of Antique. This study was conducted from May 2022 to June 2022 involving 20 Grades IV pupils. Data in this study were gathered using the researcher-formulated validated and reliability tested instrument dubbed as the 'checklist on the difficulties encountered in the assessment of pupils’ academic performance in English'. Data for the academic performance were taken from the participants’ report card for school year 2021-2022. Statistical tools used to treat the data were frequency, mean and standard deviation as descriptive statistical tools, while t-test and spearman rho were used as inferential statistical tools. The level of difficulties encountered by pupils in the aspect of written works in terms of comprehension, content and connection with competencies is “moderate”. However, their level of difficulty in terms of technical aspects was found to be “low”. The level of difficulties encountered by pupils in the aspect of performance tasks in terms of understanding the process, executing the actual tasks and complying with target outputs was also found to be “moderate”. The performance of pupils in summative assessments in terms of written works and performance tasks was found to be “very good”.
Written works, academic performance, performance task, assessment
This paper is presented in 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)
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Cite this article:
Vicera, E.P. (2023). Difficulties in Written and Performance Task Assessment and Pupils’ Academic Performance in the New Normal. Industry and Academic Research Review, 4 (1), 122-127.
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