| 000 | 02170nam a22001817a 4500 | ||
|---|---|---|---|
| 001 | 15797 | ||
| 003 | OCLRC | ||
| 005 | 20260731013017.0 | ||
| 008 | 240604t xxu||||| |||| 00| 0 eng d | ||
| 040 | _aOCLRC | ||
| 082 | _aT 370 2024 502 | ||
| 100 | _aVillanueva, Richard B. | ||
| 245 |
_aComparative analysis on the als passing rate using presentation portfolio assessment and accreditation and equivalency examination: _bbasis for the contextualization of ALS assessment form/ _cRichard B. Villanueva |
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| 260 |
_aParanÌaque City: _bOlivarez College, _c2024. |
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| 502 | _aMaster Thesis | ||
| 520 | _aThe study intended to investigate and determine the needs of the Alternative Learning System Program of ALS District 10 from the Schools Division Office of Paranaque City as a basis for contextualization of the ALS Assessment Form. The main target of this research is to increase the ALS Passing Rate of all schools in the said district. Education plays a very important role in the development and progress of a certain nation. With the advancement of science and technology, it is indeed that globalization and internalization of education are considered as challenges that every country must uphold. Alternative Learning System (ALS) is a program for out-of-school youth, illiterate adults, and underprivileged Filipinos as an alternative to existing formal education. Assessing the consistency of assessment results across consecutive school years is crucial for evaluating the effectiveness and stability of educational programs. In the context of the Alternative Learning System (ALS), understanding whether there are significant differences in assessment outcomes between successive academic years provides valuable insights into the reliability and reliability of the assessment process. While there may be variations in student performance due to various factors such as changes in instructional methodologies, curriculum revisions, or learner demographics, finding no significant differences in assessment results between consecutive school years suggests a level of consistency and reliability in the evaluation process. | ||
| 942 |
_cTHES _jT 370 2024 502 |
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| 999 |
_c15797 _d15797 |
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