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Project BASA Assessment Result Report

The Project B.A.S.A. Midyear Reading Assessment at Solana National High School showed significant improvements in reading fluency and comprehension for Grades 7 and 8, with Grade 9 and 10 students also showing growth in critical reading and vocabulary. Various assessment tools were utilized, and results indicated a shift from frustration to instructional levels for lower grades and from instructional to independent levels for upper grades. Recommendations include continuing intervention sessions, introducing more nonfiction texts, and expanding the Reading Buddy Program.

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Brian-krisen Pagulayan-Narag
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53 views3 pages

Project BASA Assessment Result Report

The Project B.A.S.A. Midyear Reading Assessment at Solana National High School showed significant improvements in reading fluency and comprehension for Grades 7 and 8, with Grade 9 and 10 students also showing growth in critical reading and vocabulary. Various assessment tools were utilized, and results indicated a shift from frustration to instructional levels for lower grades and from instructional to independent levels for upper grades. Recommendations include continuing intervention sessions, introducing more nonfiction texts, and expanding the Reading Buddy Program.

Uploaded by

Brian-krisen Pagulayan-Narag
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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PROJECT B.A.S.A.

- ASSESSMENT RESULT
SUMMARY REPORT
School: Solana National High School

Grade Levels: 7 to 10

Date Conducted: October 2025 (Midyear Assessment)

Prepared by: [Name of Teacher or Reading Coordinator]

I. Executive Summary
The Project B.A.S.A. Midyear Reading Assessment aimed to evaluate the reading progress of
identified struggling readers from Grades 7 to 10. Assessment tools used include the Phil-
IRI silent and oral reading tests, comprehension quizzes, and vocabulary pre/post-tests.
Results indicated significant improvement in reading fluency and comprehension,
particularly among Grade 7 and Grade 8 students. Grade 9 and Grade 10 learners showed
growth in critical reading and vocabulary acquisition.

II. Assessment Tools Used


 Phil-IRI Oral and Silent Reading Tests (Pre and Post)
 Teacher-Made Comprehension Tests
 Vocabulary Growth Monitoring Tools
 Reading Logs and Journals

III. Summary of Results by Grade Level


Grade No. of Pre-Test Post-Test % Reading
Participants Avg. Score Avg. Score Improvemen Level (Phil-
t IRI)
Progress

7 35 58% 75% 17% From


Frustration
to
Instructional

8 32 60% 77% 17% From


Frustration
to
Instructional

9 28 63% 79% 16% From


Instructional
to
Independent

10 30 67% 83% 16% From


Instructional
to
Independent

IV. Interpretation
Grade 7: Most students entered the program with weak decoding and literal comprehension
skills. After three months of regular reading drills and paired reading, there was a
noticeable shift in their reading fluency and understanding of texts.

Grade 8: Learners responded well to vocabulary enrichment and literature circle activities,
which boosted inferencing and expressive reading skills.

Grade 9 and 10: Students in upper levels improved in text analysis and drawing conclusions,
particularly after engaging with nonfiction materials and critical questioning strategies.

V. Notable Observations
 The Reading Buddy Program (Senior High mentors) contributed to improved learner
motivation.
 Students responded positively to multimedia-based texts and interactive journals.
 Boys in Grade 8 and 9 showed lower gains than girls; additional support may be needed
for gender-sensitive reading materials.

VI. Recommendations
 Continue structured intervention sessions, especially for Grade 7 and 8.
 Introduce more nonfiction and informational texts for Grade 9 and 10.
 Sustain the Reading Buddy Program and expand it to include parent volunteers.
 Conduct individualized reading plans for learners who remain at the frustration level.

VII. Attachments
 Phil-IRI Class Summary Reports (per grade)
 Sample Student Reading Logs
 Photographs of Reading Sessions
 Pre/Post Test Sample Items

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