Form 3

RESULT OF THE 1ST SEM MIDTERM

S. Y. 2019-2020
TEST ITEM ANALYSIS

School: LIBUAC NATIONAL HIGH SCHOOL Year & Section: Grade 8-LINNAEUS
No. of Students: 41 18 Subject: Araling Panlipunan

Item Total of Correct

% Remarks
No. Responses

1 16 100 Mastered

2 13 81 Mastered

3 13 81 Mastered

4 10 63 Nearly Mastered

5 14 88 Mastered

6 10 63 Nearly Mastered

7 10 63 Nearly Mastered

8 17 106 Mastered

9 10 63 Nearly Mastered

10 10 63 Nearly Mastered

11 9 56 Nearly Mastered

12 4 25 Unmastered

13 10 63 Nearly Mastered

14 11 69 Nearly Mastered

15 9 56 Nearly Mastered

16 10 63 Nearly Mastered

17 10 63 Nearly Mastered

18 10 63 Nearly Mastered

19 10 63 Nearly Mastered

20 9 56 Nearly Mastered

21 12 75 Mastered

22 6 38 Unmastered

23 10 63 Nearly Mastered

24 10 63 Nearly Mastered

25 10 63 Nearly Mastered
26 2 13 Unmastered

27 7 44 Unmastered

28 5 31 Unmastered

29 6 38 Unmastered

30 10 63 Nearly Mastered

31 5 31 Unmastered

32 10 63 Nearly Mastered

33 8 50 Nearly Mastered

34 10 63 Nearly Mastered

35 13 81 Mastered

36 8 50 Nearly Mastered

37 14 88 Mastered

38 13 81 Mastered

39 6 38 Unmastered

40 3 19 Unmastered

41 8 50 Nearly Mastered

42 10 63 Nearly Mastered

43 7 44 Unmastered

44 9 56 Nearly Mastered

45 12 75 Mastered

46 16 100 Mastered

47 13 81 Mastered

48 15 94 Mastered

49 16 100 Mastered

50 3 19 Unmastered

3075
MPS 61.50
Legend:

M - Mastered (75-100)
NM - Nearly Mastered (50-74)
UN - Unmastered (0-48)
 RESULT OF THE 1ST SEM MIDTERM
S. Y. 2019-2020
TEST ITEM ANALYSIS

Year and Section : Grade 11- Thimonier

Subject: Media and Information Literacy

Competencies

compare and contrast the nuances of varied online platforms, sites, and content to best
achieve specific class objectives or address situational challenges
compare and contrast the nuances of varied online platforms, sites, and content to best
achieve specific class objectives or address situational challenges
compare and contrast the nuances of varied online platforms, sites, and content to best
achieve specific class objectives or address situational challenges
compare and contrast the nuances of varied online platforms, sites, and content to best
achieve specific class objectives or address situational challenges
compare and contrast the nuances of varied online platforms, sites, and content to best
achieve specific class objectives or address situational challenges
compare and contrast the nuances of varied online platforms, sites, and content to best
achieve specific class objectives or address situational challenges
compare and contrast the nuances of varied online platforms, sites, and content to best
achieve specific class objectives or address situational challenges
compare and contrast the nuances of varied online platforms, sites, and content to best
achieve specific class objectives or address situational challenges
compare and contrast the nuances of varied online platforms, sites, and content to best
achieve specific class objectives or address situational challenges
compare and contrast the nuances of varied online platforms, sites, and content to best
achieve specific class objectives or address situational challenges
apply online safety, security, ethics, and etiquette standards and practice in the use of ICTs
as it would relate to their specific professional tracks
apply online safety, security, ethics, and etiquette standards and practice in the use of ICTs
as it would relate to their specific professional tracks
apply online safety, security, ethics, and etiquette standards and practice in the use of ICTs
as it would relate to their specific professional tracks
apply online safety, security, ethics, and etiquette standards and practice in the use of ICTs
as it would relate to their specific professional tracks
apply online safety, security, ethics, and etiquette standards and practice in the use of ICTs
as it would relate to their specific professional tracks
use the Internet as a tool for credible research and information gathering to best achieve
specific class objectives or address situational challenges
use the Internet as a tool for credible research and information gathering to best achieve
specific class objectives or address situational challenges
use the Internet as a tool for credible research and information gathering to best achieve
specific class objectives or address situational challenges
use the Internet as a tool for credible research and information gathering to best achieve
specific class objectives or address situational challenges
use the Internet as a tool for credible research and information gathering to best achieve
specific class objectives or address situational challenges
uses common productivity tools effectively by maximizing advanced application
techniques.
.creates an original or derivative ICT content to effectively communicate or present data
or information related to specific professional tracks.
.creates an original or derivative ICT content to effectively communicate or present data
or information related to specific professional tracks.
.evaluate existing websites and online resources based on the principles of layout,
graphic, and visual message design.
use image manipulation techniques on existing images to change or enhance their current
state to communicate a message for a specific purpose
use image manipulation techniques on existing images to change or enhance their current
state to communicate a message for a specific purpose
use image manipulation techniques on existing images to change or enhance their current
state to communicate a message for a specific purpose
use image manipulation techniques on existing images to change or enhance their current
state to communicate a message for a specific purpose
use image manipulation techniques on existing images to change or enhance their current
state to communicate a message for a specific purpose
create an original or derivative ICT content to effectively communicate a visual message
in an online environment related to specific professional tracks
.evaluate existing online creation tools, platforms and applications in developing ICT
content for specific professional tracks
.evaluate existing online creation tools, platforms and applications in developing ICT
content for specific professional tracks
.evaluate existing online creation tools, platforms and applications in developing ICT
content for specific professional tracks
.evaluate existing online creation tools, platforms and applications in developing ICT
content for specific professional tracks
.evaluate existing online creation tools, platforms and applications in developing ICT
content for specific professional tracks
apply web design principles and elements using online creation tools, platforms, and
applications to communicate a message for a specific purpose in specific professional
tracks
apply web design principles and elements using online creation tools, platforms, and
applications to communicate a message for a specific purpose in specific professional
tracks
apply web design principles and elements using online creation tools, platforms, and
applications to communicate a message for a specific purpose in specific professional
tracks
apply web design principles and elements using online creation tools, platforms, and
applications to communicate a message for a specific purpose in specific professional
tracks
apply web design principles and elements using online creation tools, platforms, and
applications to communicate a message for a specific purpose in specific professional
tracks

create an original or derivative ICT content using online creation tools, platforms, and
applications to effectively communicate messages related to specific professional tracks

create an original or derivative ICT content using online creation tools, platforms, and
applications to effectively communicate messages related to specific professional tracks

create an original or derivative ICT content using online creation tools, platforms, and
applications to effectively communicate messages related to specific professional tracks

create an original or derivative ICT content using online creation tools, platforms, and
applications to effectively communicate messages related to specific professional tracks

create an original or derivative ICT content using online creation tools, platforms, and
applications to effectively communicate messages related to specific professional tracks

evaluate the quality, value, and appropriateness of peer’s existing or previously developed
ICT content in relation to the theme or intended audience/ viewer of an ICT project

evaluate the quality, value, and appropriateness of peer’s existing or previously developed
ICT content in relation to the theme or intended audience/ viewer of an ICT project

evaluate the quality, value, and appropriateness of peer’s existing or previously developed
ICT content in relation to the theme or intended audience/ viewer of an ICT project

share and showcase existing or previously developed material in the form of a

collaboratively designed newsletter or blog site intended for a specific audience or viewer

share and showcase existing or previously developed material in the form of a

collaboratively designed newsletter or blog site intended for a specific audience or viewer
Prepared by:
JULENE JOY Z. ABELADA
Subject-Teacher
Form 3
RESULT OF THE 1ST QUARTER EXAMINATION
S. Y. 2019-2020
TEST ITEM ANALYSIS

School: LIBUAC NATIONAL HIGH SCHOOL Year & Section: Grade 8-LINNAEUS
No. of Students: 41 18 Subject: Araling Panlipunan

Item Total of Correct

% Remarks
No. Responses

1 16 89 Mastered

2 11 61 Nearly Mastered

3 14 78 Mastered

4 10 56 Nearly Mastered

5 10 56 Nearly Mastered

6 10 56 Nearly Mastered

7 10 56 Nearly Mastered

8 9 50 Nearly Mastered

9 9 50 Nearly Mastered

10 9 50 Nearly Mastered

11 5 28 Unmastered

12 9 50 Nearly Mastered

13 18 100 Mastered

14 6 33 Unmastered

15 10 56 Nearly Mastered
16 10 56 Nearly Mastered

17 10 56 Nearly Mastered

18 13 72 Nearly Mastered

19 11 61 Nearly Mastered

20 15 83 Mastered

21 10 56 Nearly Mastered

22 10 56 Nearly Mastered

23 13 72 Nearly Mastered

24 13 72 Nearly Mastered

25 10 56 Nearly Mastered

26 10 56 Nearly Mastered

27 10 56 Nearly Mastered

28 10 56 Nearly Mastered

29 10 56 Nearly Mastered

30 9 50 Nearly Mastered

31 15 83 Mastered
 32 15 83 Mastered

33 9 50 Nearly Mastered
34 12 67 Nearly Mastered
35 15 83 Mastered
36 15 83 Mastered
37 13 72 Nearly Mastered
38 11 61 Nearly Mastered
39 10 56 Nearly Mastered
40 13 72 Nearly Mastered

41 13 72 Nearly Mastered

42 15 83 Mastered

43 11 61 Nearly Mastered

44 13 72 Nearly Mastered

45 13 72 Nearly Mastered

46 10 56 Nearly Mastered

47 2 11 Unmastered

48 10 56 Nearly Mastered

49 10 56 Nearly Mastered

50 10 56 Nearly Mastered
3083
MPS 61.67

Legend:

M - Mastered (75-100)
NM - Nearly Mastered (50-74)
UN - Unmastered (0-48)
RESULT OF THE 1ST QUARTER EXAMINATION
S. Y. 2019-2020
TEST ITEM ANALYSIS

Year and Section : Grade 10 - EINSTEIN

Subject: Science 10

Competencies

Distinguishes aerobic from muscle-and bone-strengthening activities

PEH11FH-Ia-1
Distinguishes aerobic from muscle-and bone-strengthening activities
PEH11FH-Ia-2
Distinguishes aerobic from muscle-and bone-strengthening activities
PEH11FH-Ia-3
Distinguishes aerobic from muscle-and bone-strengthening activities
PEH11FH-Ia-4
Distinguishes aerobic from muscle-and bone-strengthening activities
PEH11FH-Ia-5
Distinguishes aerobic from muscle-and bone-strengthening activities
PEH11FH-Ia-6
Distinguishes aerobic from muscle-and bone-strengthening activities
PEH11FH-Ia-7
Explains how to optimize the energy systems for safe and improved
performance PEH11FH-Ib-c-2
Explains how to optimize the energy systems for safe and improved
performance PEH11FH-Ib-c-3
Explains how to optimize the energy systems for safe and improved
performance PEH11FH-Ib-c-4
Explains how to optimize the energy systems for safe and improved
performance PEH11FH-Ib-c-5
Explains how to optimize the energy systems for safe and improved
performance PEH11FH-Ib-c-6
Explains how to optimize the energy systems for safe and improved
performance PEH11FH-Ib-c-7
Explains how to optimize the energy systems for safe and improved
performance PEH11FH-Ib-c-8

Relates health behaviors (eating habits, sleep and stress management) to

health risks factors and PA performance PEH11FH-Id-3
Relates health behaviors (eating habits, sleep and stress management) to
health risks factors and PA performance PEH11FH-Id-4

Relates health behaviors (eating habits, sleep and stress management) to

health risks factors and PA performance PEH11FH-Id-5

Relates health behaviors (eating habits, sleep and stress management) to

health risks factors and PA performance PEH11FH-Id-6

Relates health behaviors (eating habits, sleep and stress management) to

health risks factors and PA performance PEH11FH-Id-7

Relates health behaviors (eating habits, sleep and stress management) to

health risks factors and PA performance PEH11FH-Id-8

Relates health behaviors (eating habits, sleep and stress management) to

health risks factors and PA performance PEH11FH-Id-9

Relates health behaviors (eating habits, sleep and stress management) to

health risks factors and PA performance PEH11FH-Id-10

Relates health behaviors (eating habits, sleep and stress management) to

health risks factors and PA performance PEH11FH-Id-11

Differentiates types of eating (fueling for performance, emotional eating,

social eating, eating while watching tv or sports events) PEH11FH-Ie-4

Differentiates types of eating (fueling for performance, emotional eating,

social eating, eating while watching tv or sports events) PEH11FH-Ie-5

Differentiates types of eating (fueling for performance, emotional eating,

social eating, eating while watching tv or sports events) PEH11FH-Ie-6

Differentiates types of eating (fueling for performance, emotional eating,

social eating, eating while watching tv or sports events) PEH11FH-Ie-7

Differentiates types of eating (fueling for performance, emotional eating,

social eating, eating while watching tv or sports events) PEH11FH-Ie-8

Differentiates types of eating (fueling for performance, emotional eating,

social eating, eating while watching tv or sports events) PEH11FH-Ie-9

Differentiates types of eating (fueling for performance, emotional eating,

social eating, eating while watching tv or sports events) PEH11FH-Ie-10

Differentiates types of eating (fueling for performance, emotional eating,

social eating, eating while watching tv or sports events) PEH11FH-Ie-11
Differentiates types of eating (fueling for performance, emotional eating,
social eating, eating while watching tv or sports events) PEH11FH-Ie-12
Recognizes the role of PAs in managing one’s stress PEH11FH-If-5
Recognizes the role of PAs in managing one’s stress PEH11FH-If-6
Recognizes the role of PAs in managing one’s stress PEH11FH-If-7
Recognizes the role of PAs in managing one’s stress PEH11FH-If-8
Recognizes the role of PAs in managing one’s stress PEH11FH-If-9
Recognizes the role of PAs in managing one’s stress PEH11FH-If-10

Recognizes the role of PAs in managing one’s stress PEH11FH-If-11

Recognizes the role of PAs in managing one’s stress PEH11FH-If-12
Self-assesses health-related fitness (HRF). status, barriers to PA
participation and one’s diet PEH11FH-Ig-i-6
Self-assesses health-related fitness (HRF). status, barriers to PA
participation and one’s diet PEH11FH-Ig-i-7
Self-assesses health-related fitness (HRF). status, barriers to PA
participation and one’s diet PEH11FH-Ig-i-8
Self-assesses health-related fitness (HRF). status, barriers to PA
participation and one’s diet PEH11FH-Ig-i-9
Self-assesses health-related fitness (HRF). status, barriers to PA
participation and one’s diet PEH11FH-Ig-i-10
Sets FITT goals based on training principles to achieve and/or maintain
HRF. PEH11FH-Ii-j-7
Sets FITT goals based on training principles to achieve and/or maintain
HRF. PEH11FH-Ii-j-8
Sets FITT goals based on training principles to achieve and/or maintain
HRF. PEH11FH-Ii-j-9
Sets FITT goals based on training principles to achieve and/or maintain
HRF. PEH11FH-Ii-j-10
Sets FITT goals based on training principles to achieve and/or maintain
HRF. PEH11FH-Ii-j-11

Prepared by:
JULENE JOY Z. ABELADA
Subject-Teacher
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