This document is a record sheet for teachers to summarize the results of a Rapid Literacy Assessment administered to students. It includes spaces for the school, grade level, number of students assessed, and average test administration time. For each student, the teacher checks their English and Filipino reading levels as established, emerging, coping or deficit. They also check the student's reading behavior level from 1 to 4. At the bottom, there are sections to tally the total number of students by gender at each reading ability and behavior level.
This document is a record sheet for teachers to summarize the results of a Rapid Literacy Assessment administered to students. It includes spaces for the school, grade level, number of students assessed, and average test administration time. For each student, the teacher checks their English and Filipino reading levels as established, emerging, coping or deficit. They also check the student's reading behavior level from 1 to 4. At the bottom, there are sections to tally the total number of students by gender at each reading ability and behavior level.
This document is a record sheet for teachers to summarize the results of a Rapid Literacy Assessment administered to students. It includes spaces for the school, grade level, number of students assessed, and average test administration time. For each student, the teacher checks their English and Filipino reading levels as established, emerging, coping or deficit. They also check the student's reading behavior level from 1 to 4. At the bottom, there are sections to tally the total number of students by gender at each reading ability and behavior level.
This document is a record sheet for teachers to summarize the results of a Rapid Literacy Assessment administered to students. It includes spaces for the school, grade level, number of students assessed, and average test administration time. For each student, the teacher checks their English and Filipino reading levels as established, emerging, coping or deficit. They also check the student's reading behavior level from 1 to 4. At the bottom, there are sections to tally the total number of students by gender at each reading ability and behavior level.
Grade Level: __________________________ Section: _______________________________ Name of Teacher/Adviser: _____________________________________________________ Date of Assessment: __________________ Type of Assessment (BOSY or EOSY): Total No. of Students Assessed: _________ _________________________ Male: ______________ Female: ____________ Average Time for Test Administration (Time started to Time Ended): ___________
SUMMARY RECORD (per class):
Instructions: After the learner’s name, check whether he/she is Established,
Emerging, Coping or Deficit, based on the scores in the RLA for both English and Filipino. Check also if the learner’s reading behavior is Level 1 (reads word by word or lower); Level 2 (reads words by chunks); Level 3 (reads accurately but does not observe punctuation marks or shows signs of hesitation), or Level 4 (reads with automaticity, accurately and with proper expression). LEARNER’S ENGLISH FILIPINO Reading NAME Behavior Established Emerging Coping Deficit Established Emerging Coping Deficit 1 2 3 4 15 SUMMARY:
