ANALYSIS OF LEARNERS’ PERFORMANCE FOR TEACHER PROFESSIONAL DEVELOPMENT

(Application of Teacher’s “Reflective Thinking” and “Assessment for Learning”)

Teacher’s Name: MELAEN T. MAMON Date: 1/31/23

School: ALANGILAN NATIONAL HIGH SCHOOL School Year: 2022-2023

TABLE 1. LEARNERS’ PERFORMANCE SCANNING FORM

TEACHER’S ASSIGNMENT
QUALITATIVE INFORMATION
(SUBJECT/S TAUGHT FOR THE CURRENT YEAR IN ALL GRADE LEVELS)
REMARKS
GRADE LEVEL SUBJECT/S TAUGHT LEARNERS’ PERFORMANCE High Mastery-For subjects where learners were
performing well.
(GENERAL WEIGHTED AVERAGE)
Low Mastery- For subjects where learners were not
PREVIOUS QUARTER CURRENT QUARTER performing which should be given attention.

GRADE 7 ENGLISH 7 82.5 82.5 Low Mastery

GRADE 9 ENGLISH 9 84.00 Low Mastery

GRADE 10 ENGLISH 10 88.68 89.57 High Mastery

TABLE 2: COMPETENCY DEVELOPMENT NEEDS

SUBJECTS WITH THE COMPETENCY GAPS OF LEARNERS FACTORS/REASONS FOR LEARNING COMPETENCY RESOLUTIONS
LOWEST GENERAL LEARNERS’ COMPETENCY GAPS NEEDS (LN) If identified as Learning Needs Only
At least 2 competencies per subject where What will I do to positively
WEIGHTED (e.g. contextualization, lesson
learners exhibited low mastery levels in OR (Cite what PPST domains/strands, influence the situation that
planning, sequencing of topics,
AVERAGE previous and current quarter (Refer to K-12 pedagogical approaches, type of
Behavioral and Core Skills will be will eventually contribute to
CG) WORK strengthened if you successfully practice improving learning
instruction, HOTS questions, learning
(e.g., 80% and below in ENVIRONMENT what you learned) outcomes?
resources, learning space in the
Table 1)
school, formative and summative NEEDS (WEN)
assessments, lack of science
equipment, water supply, etc.)

▪ D1 S1.2.5  Contextualized and

Adjust lesson activities during personalized lesson
lesson execution for mastery of exemplars
content-based on learner’s prior
 Peer Tutoring
▪ Poor Vocabulary in ▪ Learning knowledge and experience and
ENGLISH 10
▪ EN10G-IIc-29: Observe English/Not enough prior Needs pace
correct grammar in knowledge about the topic  Group Study
making definitions ▪ Learning  D1 S1.4.1 Demonstrate
▪ Poor vocabulary/reading Needs knowledge of teaching  Project “BASA”
▪ EN10RC-IIe-7.3: Read (Bringing
comprehension strategies that promote
closely to get the author’s literacy and numeracy skills. Application on
purpose ▪ Learning Students Academic
Readiness)
▪ Poor Study Habits Needs

 Parents-Teacher
Conference

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TABLE 2: COMPETENCY DEVELOPMENT NEEDS

SUBJECTS WITH THE COMPETENCY GAPS OF LEARNERS FACTORS/REASONS FOR LEARNING COMPETENCY RESOLUTIONS
LOWEST GENERAL LEARNERS’ COMPETENCY GAPS NEEDS (LN) If identified as Learning Needs Only
At least 2 competencies per subject where What will I do to positively
WEIGHTED (e.g. contextualization, lesson
learners exhibited low mastery levels in OR (Cite what PPST domains/strands, influence the situation that
planning, sequencing of topics,
AVERAGE previous and current quarter (Refer to K-12 pedagogical approaches, type of
Behavioral and Core Skills will be will eventually contribute to
CG) WORK strengthened if you successfully practice improving learning
instruction, HOTS questions, learning
(e.g., 80% and below in ENVIRONMENT what you learned) outcomes?
resources, learning space in the
Table 1)
school, formative and summative NEEDS (WEN)
assessments, lack of science
equipment, water supply, etc.)

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