Learning Assessment Report for OPCRF
and MOV
Date: June 18, 2025
Prepared by: _____________________________________
Position: _________________________________________
School: Dulop National High School
Division: Zamboanga del Sur
Region: IX - Zamboanga Peninsula
This report consolidates the learning assessment results for the subject areas handled by
the teacher, specifically Practical Research 1, Reading and Writing, and Oral
Communication. It includes the type of assessment tools used (rubrics), performance
summary, analysis, and intervention plans. This document serves as a Means of Verification
(MOV) for the Office Performance Commitment and Review Form (OPCRF).
Subject: Practical Research 1
Topic: Title Proposal / Defense
I. Assessment Tool Used
Rubric-based assessment covering content accuracy, delivery, visual presentation,
organization, and subject knowledge.
II. Summary of Results
- Outstanding: 2 students (8%)
- Very Satisfactory: 5 students (21%)
- Satisfactory: 10 students (42%)
- Fairly Satisfactory: 10 students (17%)
- Did Not Meet Expectations: 6 students (12%)
- Class Average: 81%
III. Interpretation and Analysis
While some students demonstrated excellent mastery of their research topics and
presented with confidence, a significant number showed difficulties in public speaking as
seen in their delivery and limited eye contact. This resulted in reduced engagement with the
panel and audience. Visual aids were mostly clear and well-structured, but some
PowerPoint slides lacked alignment with oral delivery. Overall, the assessment reflected
students' grasp of research processes but highlighted communication as a common area for
improvement.
IV. Recommendations / Interventions
Implement mock defense sessions and structured rehearsals to simulate the actual defense
environment. Encourage peer and self-assessment to build awareness of delivery
techniques. Conduct short weekly speaking drills to improve articulation and confidence.
Integrate mini-presentations throughout the quarter to prepare learners incrementally.
V. Reflections (Teacher’s Insight)
The rubric provided a holistic view of both technical knowledge and soft skills. Many
students showed increased engagement and understanding of the research process.
However, the experience also revealed that students need more scaffolded practice in public
speaking. Integrating speech-focused activities into research instruction could better
prepare them for future defenses and academic presentations.
Subject: Reading and Writing
Topic: Types of Claim – Acrostic Poem
I. Assessment Tool Used
Creative assessment using a rubric focused on content understanding, creativity, and clarity.
II. Summary of Results
- Outstanding: 7 students (29%)
- Very Satisfactory: 9 students (38%)
- Satisfactory: 5 students (21%)
- Fairly Satisfactory: 2 students (8%)
- Did Not Meet Expectations: 1 student (4%)
- Class Average: 87%
III. Interpretation and Analysis
While some students demonstrated excellent mastery of their research topics and
presented with confidence, a significant number showed difficulties in public speaking as
seen in their delivery and limited eye contact. This resulted in reduced engagement with the
panel and audience. Visual aids were mostly clear and well-structured, but some
PowerPoint slides lacked alignment with oral delivery. Overall, the assessment reflected
students' grasp of research processes but highlighted communication as a common area for
improvement.
IV. Recommendations / Interventions
Implement mock defense sessions and structured rehearsals to simulate the actual defense
environment. Encourage peer and self-assessment to build awareness of delivery
techniques. Conduct short weekly speaking drills to improve articulation and confidence.
Integrate mini-presentations throughout the quarter to prepare learners incrementally.
V. Reflections (Teacher’s Insight)
The rubric provided a holistic view of both technical knowledge and soft skills. Many
students showed increased engagement and understanding of the research process.
However, the experience also revealed that students need more scaffolded practice in public
speaking. Integrating speech-focused activities into research instruction could better
prepare them for future defenses and academic presentations.
Subject: Oral Communication
Topic: Types of Communicative Strategies – Role Play
I. Assessment Tool Used
Performance-based assessment using a rubric (suggested) with criteria like fluency,
coherence, accuracy, and group coordination.
II. Summary of Results
- Outstanding: 4 groups (40%)
- Very Satisfactory: 3 groups (30%)
- Satisfactory: 2 groups (20%)
- Fairly Satisfactory: 1 group (10%)
- Class Average: 89%
III. Interpretation and Analysis
While some students demonstrated excellent mastery of their research topics and
presented with confidence, a significant number showed difficulties in public speaking as
seen in their delivery and limited eye contact. This resulted in reduced engagement with the
panel and audience. Visual aids were mostly clear and well-structured, but some
PowerPoint slides lacked alignment with oral delivery. Overall, the assessment reflected
students' grasp of research processes but highlighted communication as a common area for
improvement.
IV. Recommendations / Interventions
Implement mock defense sessions and structured rehearsals to simulate the actual defense
environment. Encourage peer and self-assessment to build awareness of delivery
techniques. Conduct short weekly speaking drills to improve articulation and confidence.
Integrate mini-presentations throughout the quarter to prepare learners incrementally.
V. Reflections (Teacher’s Insight)
The rubric provided a holistic view of both technical knowledge and soft skills. Many
students showed increased engagement and understanding of the research process.
However, the experience also revealed that students need more scaffolded practice in public
speaking. Integrating speech-focused activities into research instruction could better
prepare them for future defenses and academic presentations.
