Educational Measurement and Evaluation Review

12

Authors: Phoutsavad Vongphachan, Djemari Mardapi, & Benjamina Paula G. Flor

This study aimed to describe the effectiveness of “School of Quality” (SoQ) in terms of teachers’ capability, students’ achievement scores, and quality education outcome indicators performance in comparison with Conventional Schools (CS) in Primary Education in Vientiane Province, Lao PDR. Quantitative research using Scriven’s summative evaluation model and descriptive statistics to analyze data collected from 259 teachers, 750 students, and 1069 students’ scores from 30 schools (15SoQ and 15 CS) and documentation were employed. The following are the results: (1) SoQ teachers had lower educational qualification; (2) SoQ teachers had longer experience; (3) SoQ teachers had betterperformance; (4) SoQ had higher mean scores obtained both in school’s final and nationally conducted examinations; (5) SoQ had lower dropout rates in grades 1 and 2, higher in grades 3 and 4; (6) SoQ had lower promotion rates in grades 1 to 4 but in grade 5 SoQ had higher promotion; and (7) SoQ had higher repetition rates in grades 1 to 4 but in grade 5 had lower repetition rates. In conclusion, the SoQ approach was found effective in teachers’ performance and students’ achievement but not in teacher’s educational qualification and quality education outcomes.

13

Authors: Violeta C. Valladolid

The ability to read is highly valued as it provides foundation for all other learning in school and eventually in workplace. Thus, it is important that a child be equipped with early literary skills to become proficient readers. The school plays a very crucial role in the development of foundational reading skills and in identifying at-risk students as well as in providing them immediate and intensive intervention. However, the identification and remediation of at-risk students remain to be one major concern in the Philippine public schools. The study aimed to determine the validity of Dual Discrepancy model in identifying students atrisk of reading difficulty in public schools through comparison with other identification procedures. It employed a multi-stage sampling technique involving Grade 2 students in one public school and used various standardized tests and measures. The study was able to establish the construct validity, relevance and utility, social consequential validity, and values implications of the DD model, providing some evidence of its applicability in Philippine public schools. Recommendations included implementation of progress monitoring through policy initiative by DepEd, putting in place efficient progress monitoring system in classroom, and conducting more research involving more schools, different grade levels, and other subject ar