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· Volume II Issue I



The key concept of K-12 Curriculum is to produce a globally competitive learner. The infusion of Senior High School TVL track is one of the bridges to help the 21st century learners to become competent in their chosen field. Becoming competent requires profound knowledge to apply set of skills and abilities, essential to execute tasks as defined in the job description. Today, the students are pre-occupied with different paces of technology, thus teachers must embody this fast changing scenario.

Calantas National High School is one of the schools in the 3rd district of Quezon which offers TVL-track/Home economic strands, covering 3 specialized subjects such as Bread and Pastry Production NCII, Cookery NCII, Food and Beverage NCII. These specialized courses have numerous competencies thus learners should be knowledgeable enough to apply the appropriate skills and attitudes as a requirement to pass each competency, and permit them to enter the next level.

In the researchers’ school community, the usual assessment is giving of long test, short quiz, oral recitation, written exams, oral reports, and the like but these are old set-ups that must be renounced for those well-updated Gen Z like Senior high students. It becomes influential nowadays to the interaction of each student to avail of the technology. Teachers should encourage themselves to exercise the use of technology in teaching their subjects especially in Senior high school.

In able to incorporate the use of technology in Senior high school in Calantas, students were permitted to use the DCP delivered computers in Senior High school. Senior high students were fortunate enough to use the computer units as an assessment tool and to facilitate the application of quiz creator software.

Quiz creator software is a powerful tool for creating varied types of test such as multiple choice, short essay, true or false, fill in the blanks, matching type, sequential test, word bank and click map. This software also has quiz properties where teachers can modify the settings of their test. There is a feedback button wherein teachers can put their own feedback when the answer is correct or wrong, the way the answer should be submitted, the quiz result type, show score report and show quiz level feedback, create passing rate, and set time limit for the test. The test also have quiz access control where you can create your password for security purposes and prevent accidental leakages.

This assessment tool is an offline data base, thus the results of the quiz could not be generated or exported in any form. The recording of the result is done by the teacher manually. This tool is such a great help for teachers for the easy recording of test results. Teachers should not get their ballpen out of ink due to the mountain-like papers to be checked. This will lessen the burden of paperworks of teachers. This kind of assessment tool will give the students a challenging and engaging test to experience.

This has led the researcher to her hypothesis that if students were evaluated using this software, students will get interested because this is a paperless assessment, wherein nowadays, one of the student problems is providing papers for the test.

This software also helps the teacher in a much easier way of getting the result of the test because it automatically reveals the result right after the students finished the test. The students can take the test in numerous time until they pass. They were all eager to read and understand the information for each competency in order to pass the test and be ready to the next level of competency. These reasons pursued by the researcher to conduct an academic study with regards to this matter.

A. Statement of the Problem

This study aimed to determine the level of learning competencies in Bread and Pastry Production NCII using Quiz Creator Software among Grade 11 students in Calantas National High School.

Specifically, this sought to answer the following questions:
1. What is the mean score in pretest of Grade 11 before using the quiz creator software?
2. What is the mean score in posttest of Grade 11 after using quiz creator software?
3. Is there a significant difference between the pretest and posttest before and after using quiz creator software?

B. Hypothesis
There is no significant difference between the mean score in the pretest and the post test after using quiz creator test.



The literature that is found to be related in this scholastic work is by Jamieson, (2005) .According to her 2005 review of trends in computer based language assessment, the delivery of paper-and pencil test by computers, the main perceived advantages being convenience and standardization of delivery. She then outlined “value added” benefits of computerization, focusing on computer adaptive technologies, which theoretically provided test that could be shorter, more efficient and better suited to test takers abilities.

A fundamental issue since the advent of computer-based testing (CBT) has been whether and how the delivery medium changes the nature of the construct being measured. This was particularly a concern in the early day when existing paper -and pencil test were simple mounted on a computer, and little was known about how such issues as reading on a screen rather than on a printed page, clicking with a mouse rather than darkening a box with pencil, or keyboarding an extended response rather than handwriting it might affect test performance and the inferences that might be made as a result. In any case, even if it were true that there is no significant differences between PPT and CBT, this begs the questions as Chappelle and Douglas (2006) argued of whether the costs of computer technology justify alleged gains in efficiency and accuracy. Surely the switch from paper-based to computer-based test ought to be undertaken to achieve a better measure of the construct.

As information technology advances. Computers have become indispensable to facilitating classroom instruction and assessments and they are positively received by the students and teachers. (Wang, Jiao, Young, Brooks, Olson). Many of them foresee the promise of using computer based testing (CBT)in their assessment due to the advantages of CBT”s over traditional PPT’s in terms of immediate scoring and reporting of students test results, greatest test security, test administration efficiency, flexible test administration schedules, reduced costs compared handling PPT’s, the use of multimedia innovative item types that are not feasible in the PPT format, audio and large-print accommodations for vision-impaired students, and the ability to measure response time . (Bennet, 2001, 2002: Boo & Vispel, 1998; Folk & Smith 1998: Klein & Hamilton., 1999: Parshall, spray, Kalohn, & Davey 2002; Schmit & Ryan, 1993) CBT, can be administered via computer in the offline setting, in network configurations, or on the Internet. The application of CBT in state assessments is justified by the widespread availability of computers in schools. In addition, computer-based assessment have become a part of an integrated plan to apply technology throughout the educational process at school district, state and national levels (Bennet, 2001, 2002: National Association of State Boards of Education 2001; National Center for Education Statistics 2000; National Commission on Excellence in Education, 1983).

Related Studies

According to the study of Andrea Magyar entitled “Comparing the measurement effectiveness of computer based liner and adaptive tests” the emerging needs of assessment and evaluation in the 21st century clearly indicate the way towards the development of computerized testing. Computerized tests offer a number of new opportunities for the measurement of abilities, with their help immediate evaluation has become possible, new and innovative item types can be worked out, and new ability areas can be measured accurately and efficiently. The conversion of paper based tests into computerized versions can be achieved at a number of levels. Currently, the most innovative form is computerized adaptive testing. In the case of adaptive technology, the items or subtest are administered from a pre-measured and parametrized item pool in such a way that each student is administered the item or subtest which matches his/ her ability level. This testing mode facilities a more accurate and efficient measurement compared to the traditional, liner testing method. Since the students are administered items tailored to their own ability level, the test is equally challenging for them from the beginning to the end, so each item on the test equally contributes to estimating the individual’s ability level; a more accurate ability level measurement thus becoming possible.

According to the study of Gallagher (2000)CBTs have many advantages over PPTs, which may include faster score reporting, savings on paper and personnel resources and costs of scoring services (Wise & Plake, 1990 ), and development of new methods of assessment such as simple adaptations of multiple-choice items to more innovative item types (Jodoin, 2003). Despite these advantages, an important question that arises when tests are administered in both formats is whether or not the scores produced are interchangeable (Gallagher, Bridgeman, & Cahalan, 2002). For example, scores derived from CBTs as compared to PPTs might reflect not only the examinee's proficiency on the construct being measured but also differences in formatting (including typing versus handwriting) and/or computer proficiency.

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