Appendix VI: Assessment Results (June 13, 2025) Oral Exam

Appendix VI: Assessment Results (June 13, 2025) Oral Exam Data

Grading System Used

1. Test Structure
   
   

   • Both the Diagnostic Test (May 19) and Post-Test (April 23) consisted of 20 items, each worth 1 point.
     
     

   • Items measured core reading skills:
     
     

     • Phonemic awareness (initial/final sounds, blending, segmenting)
       
       

     • Decoding (CVC, digraphs, Magic E, vowel teams)
       
       

     • Fluency (accuracy, pacing, expression in oral reading)
       
       

     • Comprehension (sentence meaning, subject-action identification)
       
       

2. Scoring
   
   

   • Each learner’s raw score (out of 20) was converted into a percentage:

Example: Learner 1 (L1) scored 8/20 in the diagnostic = 40%, then 16/20 in the post-test = 80%.

3. Gain Computation
   
   

   • The Gain (%) reflects the learner’s improvement from baseline to post-test:
     Example:
     
     

     • L1 = 80% – 40% = +40
       
       

     • L2 = 75% – 50% = +25
       
       

4. Remarks
   
   

   • Remarks were qualitative descriptions based on learner performance patterns across tests and classroom observations (Appendix IV – Teacher’s Observation Journal).
     
     

     • “Improved significantly in decoding and comprehension” → learner showed fewer decoding errors and stronger understanding of sentences.
       
       

     • “Needs reinforcement on vowel teams” → learner still misread vowel digraphs in the post-test.
       
       

     • “More confident in word recognition” → observed in oral drills and supported by test gains.
       
       

5. Overall Average
   
   

   • Group averages were calculated by summing individual scores and dividing by number of learners (n=10).
     
     

   • Example:
     
     

     • Baseline Average = 9.3/20 (46.5%)
       
       

     • Post-Test Average = 15.3/20 (76.5%)
       
       

     • Average Gain = +30%
       
       

This grading approach aligns with literacy assessment practices recommended by Johnston & Scanlon (2021) and Pikulski & Chard (2005), which emphasize pre- and post-testing to track decoding, fluency, and comprehension growth.