1. Assessment
The term ‘assessment’ refers to all those activities undertaken by teachers, and by their
students in assessing themselves, which provide information to be used as feedback to modify the
teaching and learning activities in which they are engaged.
Since this seminal article, educators have differentiated assessment according to its purpose:
Assessment for learning Assessment as learning Assessment of learning
- Assessment for learning - Assessment as learning - Assessment of learning
is ongoing, diagnostic, actively involves students. occurs at end of year or
and formative. It is for It is ongoing, and it at key stages. It is
ongoing planning. It is involves self and peer summative. It is for
not used for grading and assessment. It provides grading and Report cards.
Report Cards. students with the
opportunity to use the
feedback to improve
learning. Allows time for
self-edit.
diagnostic and formative self-assessment summative
teacher assessment, the development of self- teacher assessment
student self-assessment, assessment skills may be either criterion-
and/or student peer peer-assessment referenced (based on
assessment the development of peer- prescribed learning
criterion-referenced – assessment skills outcomes) or norm-
criteria based on provides students with referenced (comparing
prescribed learning information on their own student achievement to
outcomes identified in achievement and prompts that of others)
the provincial them to consider how they information on student
curriculum, reflecting can continue to improve performance can be
performance in relation their learning shared with
to a specific learning student-determined parents/guardians, school
task criteria based on previous and district staff, and
involves both teacher learning and personal other education
and student in a process learning goals professionals (e.g., for
of continual reflection students use assessment the purposes of
and review about information to make curriculum development)
progress adaptations to their used to make judgments
teachers adjust their learning process and to about students’
plans and engage in develop new performance in relation
corrective teaching in understandings to provincial standards
response to formative provides the opportunity used for grading and
assessment to respond to assessment Report Cards
feedback to improve a
project.

2. ASSESSMENT OF LEARNING
Assessment is defined as the process of observing and measuring learning. In order to improve
student learning, teachers evaluate students' achievement levels. While many people still think of
assessment as a multiple-choice test, in reality, assessments are accomplished in a number of ways.
Educator and scholar Rick DuFour once defined the core mission of education as ensuring that
students learn, rather than merely being taught. This raises the questions of what students should learn
and how to determine whether they have learned it. State standardized tests and similar assessments
help answer these questions by assessing student learning. Since the 1980s, assessment of learning has
been a key element in educational accountability.
Identification
 Assessment of learning, also known as summative assessment, is designed to measure student
achievement and gauge what they have learned. Federal and state education laws, aimed at
strengthening educational accountability, often require such assessments as measures of how
well schools and their students perform academically. Guided by state and federal standards,
school systems determine what knowledge and skills students should acquire and align school
curriculum to instruments designed to assess the extent to which students have learned.
Significance
 Because education policy-makers use assessments of learning as a kind of report card by which
to grade the performance of individual campuses and entire school systems, educators and
students receive enormous pressure to perform well on these tests. The federal No Child Left
Behind law, passed in 2001, mandates school improvement requirements for campuses and
school systems that fall short of state performance standards.
Types
 State standardized tests in reading/language arts, mathematics, science and social studies are
the most common types of summative assessments. Other examples include the Scholastic
Aptitude Test (SAT), which many colleges and universities require for admission. The SAT
measures verbal and mathematical skills. School- and classroom-based final exams in specific
subjects are other examples of assessments of learning, because they measure how well
students learned the course material.
History
 Assessment of learning grew in prominence in American education in the 1980s, following the
publication of "A Nation at Risk," a federal report which warned of "a rising tide of mediocrity"
in American schools. This report set off a wave of education reforms that included a new
emphasis on school accountability, as measured by standardized assessments. Key states in this
reform movement included Texas, South Carolina and Arkansas.
Misconceptions
 Because of the high stakes associated with standardized testing, many people may regard all
tests as assessments of learning. However, there is another class of assessment, known as
formative. Formative tests are assessments for learning, rather than assessments of learning.
Formative assessments are designed to measure student progress in learning, and can help
guide classroom instruction by identifying strengths and weaknesses in student knowledge.
These assessments also can identify students who need additional academic help. Examples of
assessments for learning include benchmark assessments, which some school systems

3. administer during the course of a school year to gauge student progress in reaching learning
objectives.
What Is Assessment of Learning?
Assessment of learning refers to strategies designed to confirm what students know,
demonstrate whether or not they have met curriculum outcomes or the goals of their individualized
programs, or to certify proficiency and make decisions about students’ future programs or placements.
It is designed to provide evidence of achievement to parents, other educators, the students themselves,
and sometimes to outside groups (e.g., employers, other educational institutions).
Assessment of learning is the assessment that becomes public and results in statements or
symbols about how well students are learning. It often contributes to pivotal decisions that will affect
students’ futures. It is important, then, that the underlying logic and measurement of assessment of
learning be credible and defensible.
Teachers’ Roles in Assessment of Learning
Because the consequences of assessment of learning are often far-reaching and affect students
seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on
evidence obtained from a variety of contexts and applications. Effective assessment of learning requires
that teachers provide
 a rationale for undertaking a particular assessment of learning at a particular point in time
 clear descriptions of the intended learning
 processes that make it possible for students to demonstrate their competence and skill
 a range of alternative mechanisms for assessing the same outcomes
 public and defensible reference points for making judgments
 transparent approaches to interpretation
 descriptions of the assessment process
 strategies for recourse in the event of disagreement about the decisions
With the help of their teachers, students can look forward to assessment of learning tasks as
occasions to show their competence, as well as the depth and breadth of their learning.
Planning Assessment of Learning
Why am I
assessing?
The purpose of assessment of learning is to measure, certify, and report the level of students’
learning, so that reasonable decisions can be made about students.
There are many potential users of the information:
 teachers (who can use the information to communicate with parents about their children’s
proficiency and progress)
 parents and students (who can use the results for making educational and vocational decisions)
 potential employers and post-secondary institutions (who can use the information to make
decisions about hiring or acceptance)
 principals, district or divisional administrators, and teachers (who can use the information to
review and revise programming)

4. What am I
assessing?
Assessment of learning requires the collection and interpretation of information about students’
accomplishments in important curricular areas, in ways that represent the nature and complexity of the
intended learning. Because genuine learning for understanding is much more than just recognition or
recall of facts or algorithms, assessment of learning tasks need to enable students to show the
complexity of their understanding. Students need to be able to apply key concepts, knowledge, skills,
and attitudes in ways that are authentic and consistent with current thinking in the knowledge domain.
What assessment
method should I use?
In assessment of learning, the methods chosen need to address the intended curriculum
outcomes and the continuum of learning that is required to reach the outcomes. The methods must
allow all students to show their understanding and produce sufficient information to support credible
and defensible statements about the nature and quality of their learning, so that others can use the
results in appropriate ways.
Assessment of learning methods include not only tests and examinations, but also a rich variety
of products and demonstrations of learning—portfolios, exhibitions, performances, presentations,
simulations, multimedia projects, and a variety of other written, oral, and visual methods.
Graduation Portfolios
- is a requirement for graduation from British Columbia and Yukon Senior Years schools. These
portfolios comprise collections (electronic or printed) of evidence of students’ accomplishments
at school, home, and in the community, including demonstrations of their competence in skills
that are not measured in examinations.
Worth four credits toward graduation, the portfolios begin in Grade 10 and are completed by the end of
Grade 12. The following are some goals of graduation portfolios:
Students will adopt an active and reflective role in planning, managing, and assessing their
learning.
Students will demonstrate learning that complements intellectual development and course-
based learning.
Students will plan for successful transitions beyond Grade 12.
Graduation portfolios are prepared at the school level and are based on specific Ministry criteria and
standards. Students use the criteria and standards as guides for planning, collecting, and presenting
their evidence, and for self-assessing. Teachers use the criteria and standards to assess student evidence
and assign marks.

5. THREE MAJOR COMPONENTS OF A GRADUATION PORTFOLIO:
1. Portfolio Core (30 percent of the mark). Students must complete requirements in the
following six portfolio organizers: arts and design (respond to an art, performance, or design
work); community involvement and responsibility (participate co-operatively and respectfully in
a service activity); education and career planning (complete a graduation transition plan);
employability skills (complete 30 hours of work or volunteer experience); information
technology (use information technology skills); personal health (complete 80 hours of moderate
to intense physical activity)
2. Portfolio Choice (50 percent of the mark). Students expand on the above areas,
choosing additional evidence of their achievements.
3. Portfolio Presentation (20 percent of the mark). Students celebrate their learning
and reflect at the end of the portfolio process.
(Portfolio Assessment and Focus Areas: A Program Guide)
How can I ensure
quality in this
assessment process?
Assessment of learning needs to be very carefully constructed so that the information upon
which decisions are made is of the highest quality. Assessment of learning is designed to be summative,
and to produce defensible and accurate descriptions of student competence in relation to defined
outcomes and, occasionally, in relation to other students’ assessment results. Certification of students’
proficiency should be based on a rigorous, reliable, valid, and equitable process of assessment and
evaluation.
Reliability
Reliability in assessment of learning depends on how accurate, consistent, fair, and free from bias and
distortion the assessment is. Teachers might ask themselves:
 Do I have enough information about the learning of this particular student to make a definitive
statement?
 Was the information collected in a way that gives all students an equal chance to show their
learning?
 Would another teacher arrive at the same conclusion?
 Would I make the same decision if I considered this information at another time or in another
way?
Reference Points
Typically, the reference points for assessment of learning are the learning outcomes as
identified in the curriculum that make up the course of study. Assessment tasks include measures of
these learning outcomes, and a student’s performance is interpreted and reported in relation to these
learning outcomes.

6. In some situations where selection decisions need to be made for limited positions (e.g.,
university entrance, scholarships, employment opportunities), assessment of learning results are used to
rank students. In such norm-referenced situations, what is being measured needs to be clear, and the
way it is being measured needs to be transparent to anyone who might use the assessment results.
Validity
Because assessment of learning results in statements about students’ proficiency in wide areas
of study, assessment of learning tasks must reflect the key knowledge, concepts, skills, and dispositions
set out in the curriculum, and the statements and inferences that emerge must be upheld by the
evidence collected.
Record-Keeping
Whichever approaches teachers choose for assessment of learning, it is their records that
provide details about the quality of the measurement. Detailed records of the various components of
the assessment of learning are essential, with a description of what each component measures, with
what accuracy and against what criteria and reference points, and should include supporting evidence
related to the outcomes as justification.
When teachers keep records that are detailed and descriptive, they are in an excellent position
to provide meaningful reports to parents and others. Merely a symbolic representation of a student’s
accomplishments (e.g., a letter grade or percentage) is inadequate. Reports to parents and others
should identify the intended learning that the report covers, the assessment methods used to gather the
supporting information, and the criteria used to make the judgment.
Assessing to Meet Benchmarks
 Standards are set by every state for each grade level as goals for achievement. Students are
assessed to see if they are performing at grade level. For example, in language arts, upper
elementary students should be skilled in using reference materials such as a dictionary and
thesaurus, and they should be able to identify cause and effect and propaganda techniques. By
using assessments to evaluate skill levels, teachers can identify those who need additional help
in achieving grade-level goals.
Authentic Assessments
 Authentic assessments in the classroom resemble tasks a student might encounter in the real
world. Working on an authentic assessment task is an engaging learning activity that motivates
the student to complete the assignment. An example of an authentic assessment for reading
might be to ask students questions based on reading a newspaper. For authentic assessments,
the teacher takes the thinking process the student uses into consideration.
Standardized Tests
 Standardized tests are typically a multiple-choice format in which all students answer the same
questions. There is usually only one correct answer to the question. This type of testing is only
one of the assessment tools used in today's classroom. The problem with standardized tests is
that they reward a student's ability to answer a question quickly without any in-depth thought
or creativity. Standardized tests have been criticized for not taking minority students' cultural

7. background into consideration and because they do not reflect accurately what is now known
about how people learn.
Performance Assessments
 Another form of assessment in common use today is the performance assessment. For this type
of assessment, students are asked to apply their skills. Students are typically presented with a
scoring rubric or matrix ahead of time, so they understand how they are being graded.
Performance assessments have the added bonus of allowing students to work in cooperative
groups, with each member contributing based on individual interests or skills. For example, after
reading a short story by Edgar Allan Poe in class, groups might be assigned to research the
author, read another of his stories and compare it to the first one, dramatize a scene from the
story and create a visual aid for a presentation. Group members may be allowed to select the
contributions they would like to make to the project.
How can I use the
information from this
assessment?
Feedback to Students
Because assessment of learning comes most often at the end of a unit or learning cycle,
feedback to students has a less obvious effect on student learning than assessment for learning and
assessment as learning. Nevertheless, students do rely on their marks and on teachers’ comments as
indicators of their level of success, and to make decisions about their future learning endeavors.
Differentiating Learning
In assessment of learning, differentiation occurs in the assessment itself. It would make little
sense to ask a near-sighted person to demonstrate driving proficiency without glasses. When the driver
uses glasses, it is possible for the examiner to get an accurate picture of the driver’s ability, and to
certify him or her as proficient. In much the same way, differentiation in assessment of learning requires
that the necessary accommodations be in place that allow students to make the particular learning
visible. Multiple forms of assessment offer multiple pathways for making student learning transparent
to the teacher. A particular curriculum outcome requirement, such as an understanding of the social
studies notion of conflict, for example, might be demonstrated through visual, oral, dramatic, or written
representations. As long as writing were not an explicit component of the outcome, students who have
difficulties with written language, for example, would then have the same opportunity to demonstrate
their learning as other students.
Although assessment of learning does not always lead teachers to differentiate instruction or
resources, it has a profound effect on the placement and promotion of students and, consequently, on
the nature and differentiation of the future instruction and programming that students receive.
Therefore, assessment results need to be accurate and detailed enough to allow for wise
recommendations.
Reporting
There are many possible approaches to reporting student proficiency. Reporting assessment of
learning needs to be appropriate for the audiences for whom it is intended, and should provide all of the
information necessary for them to make reasoned decisions. Regardless of the form of the reporting,
however, it should be honest, fair, and provide sufficient detail and contextual information so that it can
be clearly understood. Traditional reporting, which relies only on a student’s average score, provides

8. little information about that student’s skill development or knowledge. One alternate mechanism, which
recognizes many forms of success and provides a profile of a student’s level of performance on an
emergent-proficient continuum, is the parent-student- teacher conference. This forum provides parents
with a great deal of information, and reinforces students’ responsibility for their learning.
ASSESSMENT FOR LEARNING
ASSESSMENT FOR LEARNING AT A GLANCE
Assessment for learning is a relatively new concept. This involves a process where assessment,
including tests, quizzes, and informal assessments such as discussions, journaling and question-and-
answer exchanges in the classroom, is directly aligned to the learning outcomes of a particular unit. In
other words, the assessment is designed to match the objectives and outcomes for each unit of study.
It is a crucial component of effective instruction. When students clearly understand their
learning targets, and their progress toward those learning targets, they are more motivated. Additionally
when teachers clearly understand how well their students are learning content, they can make better
decisions about how to differentiate and pace learning experiences in the classroom.
Educators define assessment for learning as the process of determining what a student knows
or what skills the student has and then making sure the assessment aligns with the knowledge which the
student needs to gain in a curriculum unit. Increasingly, educational research favors methods of
assessment that involve the student in actively constructing a product or idea and that allow the student
to express knowledge in multiple ways: reading, writing, drawing, acting and composing. Such methods
maximize student learning and involvement in the process.
The Process
This approach to developing assessment for learning involves six components:
One: Develop Guiding Questions
Effective questions should be comprehensive—that is, if students can effectively answer all of
the guiding questions for a unit, they should do well on the end of unit assessments. Also, questions
should be easy for students to understand.
Two: Develop Answers to the Guiding Questions
Prior to teaching, teachers should identify (a) what students need to know to be able to answer
the unit question successfully, and (b) what students need to be able to do in order to successfully
answer each unit question.
Three: Write Specific Proficiencies
Once teachers have written answer to the guiding questions, or while they are answering
questions, they should create a list of specific proficiencies: short sentences that summarize the content
or abilities students need to learn, demonstrate, or master. Good specific proficiencies are (a) partial
answers to guiding questions, (b) short, (c) contain one idea, (d) written as complete sentences, and are
(e) easily understood by students.

9. Four: Identify Informal Assessments
Review the list of possible assessments. Identify effective assessments for each specific
proficiencies. Effective assessments (a) clearly tell students how well they are performing; (b) clearly tell
teachers how well all students are performing (c) are easy to use (d) take little time to implement.
Five: Use Assessments Effectively
During the class, employ the assessments in a way that ensures you are assessing all students.
Six: Revisit, Reflect, Revise
After you’ve used the assessments, and at the end of the unit, consider whether or not the unit
questions and the assessments for learning were effective. Where necessary, revise the assessment to
make them are more effective.
Formative vs Summative Assessment
Formative Assessment Summative Assessment
The goal of formative assessment is to gather The goal of summative assessment is to measure
feedback that can be used by the instructor and the level of success or proficiency that has been
the students to guide improvements in the ongoing obtained at the end of an instructional unit, by
teaching and learning context. These are low comparing it against some standard or benchmark.
stakes assessments for students and instructors.
Examples:
Examples:
Assigning a grade to a final exam
Asking students to submit one or two sentences Critique of a Senior recital
identifying the main point of a lecture University Faculty Course Evaluations
Have students submit an outline for a paper.
Early course evaluations The outcome of a summative assessment can be
used formatively, however, when students or
faculty take the results and use them to guide their
efforts and activities in subsequent courses.
High quality assessment is based on the following principles:
1. The primary purpose of assessment is to improve student learning.
2. Assessment practices must be fair and equitable for all students.
3. Communication about assessment is ongoing, clear and meaningful.
4. Professional development and collaboration support assessment.
5. Students and parents are involved in the assessment process.
6. Assessment practices are regularly reviewed and refined.

10. The Primary Purpose of Assessment
The primary purpose of assessment is for the student to receive multiple attempts to practice
and to demonstrate understanding of content and to develop skills by receiving specific and timely
feedback by the teacher in order to improve achievement.
The primary purpose of assessment is for the teacher to analyze student progress for the
purpose of modifying and refining the teaching/learning cycle to better meet student needs.
There are three types of assessment, each distinguished by the kinds of questions that it answers. With
the exception of some very simple diagnostic tools, the same contexts, methods, and tools can be used
to collect data for each of the three types of assessment: diagnostic, formative, and summative.
Identifying the Purpose of Teaching/Learning and Assessment
Teachers should review the Board's curriculum guidelines and resource documents, their
knowledge of learning and child development, and assessment information about their students, with
the learning expectations presented in The Ontario Curriculum in mind. One the basis of this
information, they:
 determine what their students currently know, can do and value
 describe what they want their students to know, be able to do and value
 describe developmentally appropriate criteria/observable indicators of achievement
Programs, units, lessons, tasks and contexts are then planned and implemented to provide:
 multiple and varied opportunities for students to achieve what we want them to know, do and
value
 multiple and varied opportunities for students to demonstrate their learning
 evidence of student achievement
 information for the analysis of students' strengths, needs and interests
 information for determining how successful instructions have been and where modifications
may be required
The Differences between Assessment and Evaluation
ASSESSMENT EVALUATION
gathering of information about something, act of setting a value on the assessment
such as student performance information
is information is a judgment
qualitative quantitative
pinpoints specific strengths and ranks and sorts individuals within groups
weaknesses only summative
diagnostic and formative, as well as most useful to administrators, politicians
summative and parents
most useful to teachers and students focuses on the group
focuses on the individual student is a political/administrative measure
is an educational measure is referenced by norm
is referenced by criterion

11. REFERENCES
 http://www.ehow.com/about_5542444_definition-assessment-learning.html
 http://www.qualityresearchinternational.com/glossary/assessmentoflearning.htm
 http://www.ehow.com/about_6526638_define-assessment-learning.html
 http://www.ehow.com/about_6644935_introduction-student_involved-assessment-
learning.html
 http://www.cmu.edu/teaching/assessment/howto/basics/formative-summative.html
 http://www.gecdsb.on.ca/d&g/onlinepd/Assessment%20&%20Evaluation/Purpose.htm
 http://www.ltscotland.org.uk/learningteachingandassessment/assessment/progressand
achievement/index.asp
 http://en.wikipedia.org/wiki/Assessment_for_Learning
 http://jaylordlosabia.blogspot.com/2010/09/principles-of-teaching-and-learning.html
 http://www.crcs.bc.ca/teacherlinks/for-as-of.html
 http://www.ehow.com/info_8332115_different-kinds-assessment-tools.html
 http://www.media-
awareness.ca/english/resources/educational/teaching_backgrounders/media_literacy/t
ypes_of_assessment.cfm
 http://www.eduplace.com/science/profdev/articles/badders.html

12. St. Louise de Marillac College of Sorsogon
Sorsogon City
Higher Education Department
Submitted by:
Jushabeth G. Garcera
BSEd-III
Submitted to:
Mr. Ruel Frago
Instructor
A.Y. 2011-2012

13. Table of Contents
Acknowledgement
……………………………………………….…………….…….….
…..
Related Literature
………………………………………………………………….…..
…….
Table of Specification
…………………………………………………………....….……..
Sample Test Items
……………………………………………………………….…..…
…....
Key to Correction
………………………………………………………………….….
….. .
Scores
……………………………………………………………………
……………….….…......
Tally of Scores
…………………………………………………………………….
…….….….
Item Analysis
……………………………………………………………………
….…….….…
Statistical Treatment
…………………………………………………………….……..…..

14. Scores of Students
27 27 26 26 25
25 24 24 24 24
24 23 23 23 22
22 22 22 21 21
21 21 20 19 19

15. 19 19 18 18 18
17 17 17 16 15
14 14 12
ITEM ANALYSIS
Subject: English 1 Grading Period: 3rd
Subject Teacher: Mrs. Leah Gabad School year: 2011-2012
ITEMS Nt Nr No Di ACTION
ITEMS Nt Nr No Di ACTION
1 38 23 60.53 INCLUDED 20 38 7 18.42 DISCARDED
2 38 35 92.11 DISCARDED 21 38 16 42.11 INCLUDED
3 38 14 36.84 INCLUDED 22 38 5 13.16 DISCARDED
4 38 37 97.37 DISCARDED 23 38 33 86.84 DISCARDED
5 38 21 55.26 INCLUDED 24 38 15 39.47 INCLUDED
6 38 15 39.47 INCLUDED 25 38 28 73.68 DISCARDED
7 38 20 52.63 INCLUDED 26 38 29 76.32 DISCARDED
8 38 26 68.42 INCLUDED 27 38 24 63.16 INCLUDED
9 38 21 55.26 INCLUDED 28 38 20 52.63 INCLUDED
10 38 32 84.21 DISCARDED 29 38 10 26.32 DISCARDED
11 38 15 39.47 INCLUDED 30 38 15 39.47 INCLUDED
12 38 14 36.84 INCLUDED 31 38 24 63.16 INCLUDED
13 38 13 34.21 INCLUDED 32 38 5 13.16 DISCARDED
14 38 1 2.63 DISCARDED 33 38 27 71.05 DISCARDED
15 38 29 76.32 DISCARDED 34 38 26 68.42 INCLUDED
16 38 24 63.16 INCLUDED 35 38 33 86.84 DISCARDED
17 38 31 81.58 DISCARDED 36 38 8 21.05 DISCARDED
18 38 15 39.47 INCLUDED 37 38 9 23.68 DISCARDED
19 38 9 23.68 DISCARDED 38 38 25 65.79 INCLUDED

16. 39 38 10 26.32 DISCARDED 40 38 25 65.79 INCLUDED
Nt= no. of students who took the test No= no. of students who omitted the item
Nr= no. of students with correct answer Di= Difficulty index
INTERPRETATION:
0% - 30%= Difficult 31%- 69%= Average 70%- 100%
ACTION:
Discard Include Discard
Prepared by:
Jushabeth G. Garcera
BSEd-III
Acknowledgement
I wish to convey my profound gratitude to my devoted and
experience teacher, Mr. Ruel Frago who guided me in making this
compilation successful. It will help me a lot in my future teaching.
I also express my grateful acknowledgement to my beloved
parents, friends, “hersheyko” and also to my classmates, who serve
as my inspiration in making this project.
This compilation has been done to the best of my ability and
personal knowledge and that if, I will be successful in the future, I
will share what I’ve learned to the coming young future generation
of our entire nation.

17. JUSHABETH G. GARCERA
NAME OF STUDENTS WITH SCORES
Nandy Garra 20
Nayco Givero 19
Fay Lalen Gazo 18
Melly Hullon 22
Journie Basa II 27
Fatima Garrido 17
CJ Ivanne Dichoso 25
Amy Fulgar 14
Daniela Givero 24
Jhon Bechie Marcaida 22
Raycian Marie Garrados 14
Jesusa Gillego 19
Frite Garrido 23
Mila Salve Manuel 24
Alliah Joi Garcera 23
Rona Vargas 21
Roselyn Biñas 26
Mary Joy Dealagdon 23
Venice Lopez 18
Twinky Villacone 18

18. Justin Garcera 21
Krisna Durian 25 Jera Rodriguez 19
Chelsea Garcera 24 Glydel Mirabel 12
Venus Gardon 16 Arnel Parlage 15
Kim Yambao 19 Ruth Gayo 27
Kim Ferreras 24
Tintin Sofia Durian 22
Maricar Garcera 17
Aldrin Cabrera 21
Ma. Joannah Besorio 26
Ryan Garrido 21
Normenah Padate 17
John Kennedy Gillego 24
Ronna Mae Infante 22

29. Key to Correction

30. 1. C 12. A 23. B 34. C
2. B 13. C 24. B 35. D
3. A 14. C 25. B 36. A
4. D 15. B 26. B 37. B
5. B 16. A 27. B 38. D
6. B 17. D 28. C 39. B
7. C 18. B 29. B 40. C
8. A 19. B 30. D
9. B 20. B
10. B
31. C
21. A 32. A
22. C 33. B
11. B