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The document summarizes an English exam for 20 students covering various topics and questions. It analyzes student achievement on each question in terms of Bloom's Taxonomy and provides recommendations for remedial action. It finds that while students have mastered basic grammar, they need practice on more complex concepts. They also need to transfer information without errors and avoid heavy lifting from texts. The document recommends teaching skimming, scanning and 21st century reading strategies, as well as expanding vocabulary and practicing higher-order thinking skills questions.
The document summarizes an English exam for 20 students covering various topics and questions. It analyzes student achievement on each question in terms of Bloom's Taxonomy and provides recommendations for remedial action. It finds that while students have mastered basic grammar, they need practice on more complex concepts. They also need to transfer information without errors and avoid heavy lifting from texts. The document recommends teaching skimming, scanning and 21st century reading strategies, as well as expanding vocabulary and practicing higher-order thinking skills questions.
The document summarizes an English exam for 20 students covering various topics and questions. It analyzes student achievement on each question in terms of Bloom's Taxonomy and provides recommendations for remedial action. It finds that while students have mastered basic grammar, they need practice on more complex concepts. They also need to transfer information without errors and avoid heavy lifting from texts. The document recommends teaching skimming, scanning and 21st century reading strategies, as well as expanding vocabulary and practicing higher-order thinking skills questions.
b 7 APPLICATION mastered simple c 5 APPLICATION grammatical features like d 9 APPLICATION Tense and Singlar/Plural e 10 APPLICATION verb. SECTION A Question 1: Error Analysis f 2 APPLICATION - Students need practice g 7 APPLICATION on more complex h 13 APPLICATION grammatical features i 5 APPLICATION such as Perfect Tense, j 11 APPLICATION Adverb, preposition etc a 14 KNOWLEDGE b 14 KNOWLEDGE - Students must be c 14 KNOWLEDGE reminded constantly to d 12 KNOWLEDGE transfer the information e 14 KNOWLEDGE with no grammatical or f 14 KNOWLEDGE spelling errors. Question 2: Information Transfer g 13 KNOWLEDGE h 14 KNOWLEDGE - Students need to lift the SECTION B details from the text i 14 KNOWLEDGE intelligently and avoid j 10 KNOWLEDGE heavy lifting. k 17 KNOWLEDGE l 14 KNOWLEDGE a 7 KNOWLEDGE - Skimming and scanning b 13 KNOWLEDGE techniques should be Question 3: Reading Comprehension c 8 KNOWLEDGE demonstrated to d 13 KNOWLEDGE students. e 14 UNDERSTANDING - 21st century reading f 14 UNDERSTANDING strategies will be g (i) 6 ANALYSIS implemented in reading lessons. g(ii) 8 ANALYSIS h 10 EVALUATION i 8 APPLICATION
Question 3: Short Writing j REFER BELOW SYNTHESIS REFER BELOW
a 13 UNDERSTANDING - Skimming and scanning b 9 UNDERSTANDING techniques should be c demonstrated to 13 UNDERSTANDING students. d 11 UNDERSTANDING e (i) 7 ANALYSIS - 21st century reading e (ii) 8 ANALYSIS strategies will be e (iii) 5 ANALYSIS implemented in reading e (iv) 6 ANALYSIS lessons. SECTION C Question 4: Reading Comprehension f 10 UNDERSTANDING - Intensive practice in g 12 UNDERSTANDING answering HOTS h 0 ANALYSIS questions. i (i) 11 EVALUATION i(ii) 10 EVALUATION - Expand students’ j(i) 5 EVALUATION vocabulary list. j(ii) 5 EVALUATION a 12 UNDERSTANDING - Students need to b 10 ANALYSIS comprehend the general idea of each poem being c 11 UNDERSTANDING taught. Question 5: Poem d 8 EVALUATION 8 ANALYSIS 11 KNOWLEDGE 11 EVALUATION Question 6: Guided Writing a REFER BELOW SYNTHESIS REFER BELOW 1 0 KNOWLEDGE 2(a) 12 KNOWLEDGE - Students need to 2(b) 12 KNOWLEDGE comprehend the literary 2(c) 9 KNOWLEDGE elements of the novel SECTION D Question 7: Novel being taught. 2(d) 11 KNOWLEDGE 3 7 ANALYSIS - Intensive practice in 4(i) 4 UNDERSTANDING answering HOTS 4(ii) 4 UNDERSTANDING questions. 5 13 UNDERSTANDING SECTION B Question 3: Short Writing
BAND MARKS BLOOM TAXONOMY ACHIEVEMENT REMEDIAL ACTION
A 9-10 3 - More practice in organizing points using “Tree Map” B 7-8 3 - More practice in writing compound and complex sentence structure. C 5-6 SYNTHESIS 3 - Teach students to construct own points rather than lifting. D 3-4 5 - Practice to elaborate points using Topic Sentence and Supporting Details. E 1-2 0 - Exposure on the different type of sentence connectors.
SECTION D Question 6: Guided Writing
BAND MARKS BLOOM TAXONOMY ACHIEVEMENT REMEDIAL ACTION
A 25-30 0 - More practice in organizing points using “Tree Map” B 19-24 2 - More practice in writing compound and complex sentence structure. C 13-18 SYNTHESIS 5 - Practice to elaborate points using Topic Sentence and Supporting Details. D 7-12 7 - Exposure on the different type of sentence connectors. E 1-6 0 - Extensive lessons in elaborating points using 5W + 1H technique.