English Assessment and Evaluation of Macro Skills based

on MI and LSI starting from Grading Period to the

Periodical Exam in the Hetero level of JHS

I. SITUATION
The DLMNHS learners in the hetero grade 8 levels of
their English Literature and Language most specifically the
macro skills were expected to be low. It should be that the
English Teacher will speak in English language first, before
translating it in the national language/native dialect
because most of the students listen to the teacher if she/he
will speak in their native dialect. The use of modern tech
can help to the teacher as well as to reduce the inattentive
behavior of the students such as LCD projector, USB and
laptop.
II. PROBLEM
The grade 8 hetero students on the three sections have only 2% out of 10 is
interested in English. The rest are uninterested and passive in English as it becomes
the set of mind on the Hetero level. The result of these affected their academic
performance on the other four macro skills. Another problem is that will be an
additional task of the teacher by translating the source to the target language which
is very exhausted part since it should be the teacher’s focus is on delivering the
expected outcome of the topic with a given activities.
These are the selective sample of learning targets based on the students’
least-learned competencies of macro skills collected in every grading period:
Listening and Literature
• Listen to the important words of the 'Japanese and Chinese Traditions to be read
in a paragraph.
• Listen to the important word that the proctor read for only twice as to spell the
word.
Grammar/Language and Writing
• Point-out the right modal on the given sentences.
• Construct a topic sentence using a modal based on the title's idea.
• Write an insight of the given stories and reflect it through the self-moral values in
daily’s life.

RISKS: The prepared proposal of this study in attaining the objective is time-
consuming especially the performance task of the students.
III. GENERATION OF ALTERNATIVE SOLUTION
Methods of Solution
1. Pre-test and Post-test
2. Multiple Intelligence and Learning Style Inventory
3. Rubrics
4. Prepared IM’s of Activities with Macro Skills:
Listening Text, Worksheets, CD’s, LCD Project, USB,
laptop, prepare manila paper/cartolina for their
given activities, and felt-tip pens.
5. After the Exam’s Intervention to be undertaken:
• Review
• Remedial
Note: I still need to search the review of literature since I don’t have an internet when
I was thinking of what would be the right title of the action research.
IV. PLAN OF ACTION
Objectives:
1. Recall the knowledge and comprehension through the
Pre-test and improve the levels of assessment through
the prepared or given activities as well as the Post-test.
2. Get ready and have a list of individual multiple
intelligence and learning style inventory.
3. Prepare the rubrics of each performance tasks for
informing the student’s strength and weaknesses.
4.
Time frame: From January to March 2017
Target Subjects: English Language and Literature
Target Respondents: All participants in Grade 8 section
MERCURY, EARTH, and VENUS.
 Target Date Persons Activities to be undertaken Expected Result
Involved/
Responsible
1. Planning and preparation of Most of the
action/intervention of Pre-test students got a
January 2017 School head and Post-test to study the strength higher score in
and weaknesses that would be post-test than the
based on their macro skills level. pre-test.
2. Prepare and print the questions Checklist of
December 21, checklist skills/abilities Individual
Teacher
2016 determining the Multiple Multiple
Intelligence of the students. Intelligence
3. Students will answer the
prepared checklist for their
First Week of A list of student’s
Students interest, and skills or an ability
January 2017 skills/abilities.
concerning the individual’s
Multiple Intelligence.
 Rubrics will analyze
4. Prepare and print the rubrics based on performance task in
the individual and
Teacher able for the individual and group task to know their own
group’s performance
strength and weaknesses.
task.
December
The prepared IM’s
21, 2016 5. CD’s, manila papers/cartolina for group presentation and
catch-up the
Teacher and worksheets for the individual as a prepare IM’s of every
student’s interest
Students activities by individual and group activity but if it is a group
because of a
activity, the teacher will give an individual task of the group.
different task.
6. Macro Skills
Listening Skills: Listening Text, Listening Worksheets, listen to
the CD’s for step-by-step procedure before doing the
Speaking Skills: Oration, Poem Interpretation, Picture
Observation/Interpretation, , Declamation, Telephone The English teacher
conversation script (memorized), will construct a task
January to Reading Skills: Using the colored folder/black folder as a brief analysis based on the
March Students case with numbers given to the group as the listener-member students’ Macro
2017 of the other group will pin-pointing the briefcase and answer Skills and least-
the question, Reader’s Theater, Storytelling/Book Talk. learned
Language Skills/Writing Skills: Unity of Language, Paragraph competencies.
Construction using the three main parts of a paragraph,
Paragraph Construction using the Cohesive Devices/Transitional
Markers, Sentence Construction, and Translation of Text from
SL to TL, Letter Writing and Outlining.
 January to 7. Construct a remedial test and
Teacher and Higher score of the
March review to the lowest students
Students Hetero students
2017 and absentees.

Evaluation Criteria
If the learners get the highest score based on the
selective activities,
Research Design
This study employs to the students to measure the
learning capacities of the students focuses on the macro skills,
individual’s multiple intelligence and learning style inventory
starting from the grading period until the end of periodical
exam.
 Multiple Intelligence
and Learning Style
Inventory

Pre-test to Rubrics with

Post-test IM’s

ENGLISH
LEARNERS TEACHER
IN THE Macro Skills
HETERO with selective
GRADING PERIOD OF Activities
ENGLISH 8
Figure 1
Figure 1 shows that the learners under the Hetero level
will take the pre-test to post-test to examine their
strengths and weaknesses as they check the prepared
checklist from their teacher. As the teacher recognizes the
student’s multiple intelligence and learning style, the
teacher will be able to prepare the rubrics so that the
student will know their strength and weaknesses on the
specified skills and IM’s for the individual task or group
tasks as it will based on their intelligence and learning
style to assess their macro skills on the selective activities
starting from the grading period until the end of
periodical exam. The lowest and absentees will take the
remedial after the review.
Sample of Data Collection
IV. CONCLUSION AND RECOMMENDATIONS