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: 5 students (21%)
- Very Satisfactory: 10 students (42%)
- Satisfactory: 8 students (17%)
- Fairly Satisfactory: 5 students (12%)
- Did Not Meet Expectations: 6 students (8%)
- Class Average: 84%
III. Interpretation and Analysis
Students showed enthusiasm and creativity in expressing their understanding of the
different types of claims through acrostic poems. While the majority demonstrated both
comprehension and originality, a portion of the class struggled with maintaining academic
rigor in their writing. This indicated the need for better integration of content accuracy
alongside creative expression. The task, overall, was effective in promoting critical thinking
and student voice.
IV. Recommendations / Interventions
Present strong exemplars and model how academic concepts can be woven into creative
tasks. Emphasize the importance of accuracy while still valuing creativity. Facilitate guided
brainstorming and structured peer-review activities to help students polish their work.
Offer a scoring guide with descriptive levels to help students understand performance
expectations.
V. Reflections (Teacher’s Insight)
Students were highly engaged throughout the task. The creative nature of the assessment
gave them ownership of their learning and helped reinforce conceptual understanding. The
experience highlighted the value of integrating arts-based strategies in language classes.
Future rubrics should have well-defined descriptors and weight distributions to help
learners better gauge their performance and improve autonomy.
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
Students generally displayed confidence and understood the communicative strategies.
Some struggled with transitions and clarity, but teamwork helped bridge the gap.
IV. Recommendations / Interventions
Provide rubrics beforehand for clearer expectations. Assign roles and allow rehearsals.
Offer constructive feedback per group.
V. Reflections (Teacher’s Insight)
Role play was effective in showing actual language use. The performance aspect increased
student motivation. More guided practice can further enhance fluency and accuracy.
