The process of checking and recording learners’ Quarterly Assessments (QAs) has always been a time-consuming task for teachers. With large class sizes and multiple subjects, manual checking and computing of scores often delay feedback and reduce time for instruction. In an era of technological advancement and digital learning, it has become imperative for schools to adopt automated systems that enhance assessment efficiency, accuracy, and transparency.
Project SCORE (Systematic Collection of Results and Evaluation) introduces the use of the Evalbee mobile and web-based application as an innovative solution for automating test scoring and performance analysis. Evalbee allows teachers to scan answer sheets using a smartphone camera, instantly grade multiple-choice tests, and generate comprehensive reports.
Literacy is the cornerstone of academic achievement and lifelong learning. Competence in spelling, vocabulary, grammar, listening, and writing enables learners to communicate effectively, comprehend academic texts, and express ideas with confidence. As English serves as the medium of instruction in many learning areas, deficiencies in foundational language skills can adversely affect learners' overall academic performance across the curriculum. Hence, strengthening literacy is one of the school's priorities in improving learner outcomes and ensuring quality education.
To determine the literacy needs of the learners, the English Department administered a Diagnostic Test covering five essential language domains: Spelling, Vocabulary, Grammar, Listening, and Sentence Construction. The assessment results revealed an overall mean percentage score (MPS) of only 46.43%, indicating that many learners have yet to attain the expected proficiency level. Among the five domains, Vocabulary obtained the highest overall MPS at 62.67%, followed by Spelling (61.43%), while Grammar (36.47%), Listening (39.47%), and particularly Sentence Construction (32.08%) emerged as the weakest areas requiring immediate intervention. These findings suggest that although learners possess basic word recognition and vocabulary knowledge, they struggle to apply language conventions accurately and communicate effectively through spoken and written language.
The results also show considerable differences in literacy performance across grade levels and sections. The lowest overall MPS was recorded in Grade 7–Quezon (23.30%) and Grade 7–Aguinaldo (26.24%), highlighting the urgent need to strengthen foundational literacy among incoming junior high school learners. Likewise, Grade 9–Rizal (32.37%) and Grade 11–Aquino (38.22%) demonstrated significant learning gaps. In contrast, the highest overall performances were observed in Grade 12–Luna (70.01%) and Grade 12–Magsaysay (69.87%), indicating that literacy proficiency generally improves in the higher grade levels but remains below the desired mastery level in several competencies. These data underscore the importance of implementing differentiated literacy interventions that address the varying needs of learners across grade levels.
In response to these findings, the English teachers proposes LITERACY PLUS: Promoting Language Understanding Skills, a comprehensive, school-based literacy intervention program that integrates engaging, evidence-based, and learner-centered instructional strategies into regular English classes. The program aims to strengthen learners' foundational English skills through the daily integration of Wordle as a vocabulary and spelling routine, along with contextualized grammar exercises, listening activities, guided writing tasks, peer collaboration, and formative assessments. By fostering a culture of literacy through meaningful classroom experiences and continuous progress monitoring, LITERACY PLUS seeks to improve learners' language proficiency, boost their confidence, and develop competent communicators equipped with the literacy skills necessary for academic success and lifelong learning.
This project supports the Department of Education’s push for digital transformation in assessment and evaluation, aligning with its goal to make classroom assessment more data-driven and responsive. By implementing Project SCORE, teachers can reduce checking time, eliminate manual errors, and quickly provide learners with meaningful feedback that supports learning improvement.
Ultimately, the project aims to foster a culture of timely feedback, data-informed decision-making, and digital competence among educators of Leandro G. Japos National High School.
