Republic of the Philippines

Department of Education
REGION III
Schools Division Office of Bulacan

November 3, 2020
DIVISION MEMORANDUM
No. ____ s. 2020

2020 TEST ADMINISTRATION OF THE MATHEMATICS CONTEXTUALIZED

PROJECT ALL NUMERATE (MCPAN)
FOR GRADES 1-7

To: CID Chief

Division Focal Person in Mathematics
Public School District Supervisors
Public Elementary and Secondary School Principals/OICs
Department Heads/Mathematics Coordinators/Advisers
All Other Concerns:

1. In line with Regional Memorandum No. 315, s. 2020 from the Office of Curriculum and
Learning Management Division (CLMD) dated October 29, 2020, this office announces
the Test Administration of the Mathematics Contextualized Project All Numerate
(MCPAN) for Grades 1-7.

2. This MCPAN shall under Pilot Testing on November 3-6, 2020 at select schools and the
Final Administration of test will be on November 9-13, 2020.

3. The dissemination of the Mathematics Contextualized Project All Numerate (MCPAN)

Standard Assessment tools will be provided through Google Drive.

4. All the Department Heads, Math Coordinators and advisers are required to monitor the
process of test administration.

5. Enclosure No. 1, the MCPAN Primer- Rationale, Characteristics, Purpose, Content, and
Mechanism.

6. Immediate and wide dissemination of this memorandum is desired.

ZENIA G. MOSTOLES, EdD,CESO V

Address: Schools Division Superintendent
Provincial
Capitol
Compoun
d, Brgy.
Guinhaw
a, City of
Malolos,
Bulacan
Website:
Enclosure
https://b No. 1 The MCPAN
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bulacan
@deped.
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 Republic of the Philippines
Department of Education
REGION III
Schools Division Office of Bulacan

PROJECT ALL NUMERATES (AN) Rationale

Assessment in Mathematics and numeracy is more than forming judgment about a learner’s

ability. It monitors the learner’s understanding of the mathematical language, concepts and skills
and what they need to do to succeed. This is what Project All Numerates is about. Project All Numerates
aims to assess learners’ numeracy skills in order to design the most adequate and appropriate
intervention to fully address learning needs and or further enhance the current skill level.

PROJECT (AN) ALL NUMERATES is a project that aims to improve the numeracy skills of all learners
across grade levels and improve learning outcomes in Mathematics with the aid of intervention
programs and best practices that highly promote sustainable quality instruction of the K-12 Curriculum.

Project ALL NUMERATES is undertaken every school year in all public schools in Region 3 Central
Luzon to monitor numeracy skills acquired of learners from Grades 1 to 7 and develop instructional
strategies and intervention approaches to develop and improve students’ level of numeracy.

It starts every 2nd month after the opening of the school year through a Diagnostic Assessment
also termed as Project AN “Pre-Test” which is administered to schools simultaneously using a
standardized assessment tool in order to determine learners with a Non-Numerate Level of Skill, Nearly-
Numerate and Numerate Level of Skill. After results were provided to Mathematics Teachers,
instructional strategies and intervention approaches are designed to improve learners’ numeracy level.
After 3 months, a Post –Test will be administered to determine if there exist improvement on the
Numeracy skill of the Learners most specially students belonging to Non- Numerate and Nearly
Numerate Level.

CHARACTERISTICS

1. Project AN features a Diagnostic (Identification) Assessment

Diagnostic assessments are administered in this project to determine a student’s academic,

cognitive, or behavioral strengths and weaknesses. These assessments provide a comprehensive picture
of a student’s overall functioning and go beyond exclusively focusing on academic achievement.
(Caffrey, 2009)

2. Project AN uses a Criterion Reference Test (CRT)

A CRT compares the performance of an individual to a predetermined standard or criterion. CRTs

are often standardized. They do not, however, report scores of “relative standing” against a normative
sample. CRTs report scores of “absolute standing” against a predetermined criterion. CRTs are designed
to determine the extent to which a student has mastered specific curriculum and content skills.
“Mastery” of curriculum and content skills is usually determined through a collaborative process of
professional judgment. Mastery can be defined in many ways. It may be defined as answering 80% of
Address:
the items on an assessment correctly. Alternatively, it may be defined as meeting some level of
Provincial within a content area based on an observation of the student performing the skills. (Caffrey,
proficiency
Capitol
2009)
Compoun
d, Brgy.
3. Project AN is geared towards Contextualizing Instruction and Intervention Approaches.
Guinhaw
a, City of
Malolos,Upon determination of the extent to which a student has mastered specific curriculum and
content skills, Mathematics teachers are tasked to strategized instruction based on the context of
Bulacan
Website:
their learners and design appropriate intervention approaches activities to improve and further
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enhance learners’ level of Numeracy.
ulacande
ped.com

bulacan
@deped.
gov.ph
 Republic of the Philippines
Department of Education
REGION III
Schools Division Office of Bulacan

THE PURPOSE:

The Project AN have two primary purposes (1) to provide a measure on the numeracy level of
learners from Grades 1 to 7; and (2) to identify strengths and weaknesses in students’ understanding, so
that changes in teaching and the curriculum can be made to address those weaknesses.

In so doing, as Mathematics teachers, the following are required of us;

• Understand  how learning develops

• Identify what skills and knowledge learners need to progress

• Recognize the common misunderstandings that can  delay learning.

• Scaffold student learning in mathematics 

THE CONTENT

Project (AN) ALL NUMERATES assessment tool covers contents of Mathematics K to 12

Curriculum which include Numbers and Number Sense, Measurement, Geometry, Patterns & Algebra
and Statistics and Probability.

1. Numbers and Number Sense as a strand include concepts of numbers, properties, operations,
estimation, and their applications.
2. Measurement as a strand includes the use of numbers and measures to describe, understand,
and compare mathematical and concrete objects. It focuses on attributes such as length, mass
and weight, capacity, time, money, and temperature, as well as applications involving perimeter,
area, surface area, volume, and angle measure.
3. Geometry as a strand includes properties of two- and three-dimensional figures and their
relationships, spatial visualization, reasoning, and geometric modelling and proofs.
4. Patterns and Algebra as a strand studies patterns, relationships, and changes among shapes and
quantities. It includes the use of algebraic notations and symbols, equations, and most
importantly, functions, to represent and analyze relationships.
5. Statistics and Probability as a strand is all about developing skills in collecting and organizing
data using charts, tables, and graphs; understanding, analyzing and interpreting data; dealing
with uncertainty; and making predictions about outcomes.

How do we set standards for Project ALL NUMERATES (AN)?

 Good testing leads to great teaching

Address:
 Great teaching leads to grand learning
Provincial
Capitol
Standardization establishes uniform procedures for using the assessment so that observation,
Compoun
administration, equipment, materials, and scoring rules will be the same for every student to whom it is
d, Brgy.
administered
Guinhaw (Millman and Greene, 1993)
a, City of
Malolos,
Bulacan
MECHANISM:
Website:
https://b
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 Republic of the Philippines
Department of Education
REGION III
Schools Division Office of Bulacan

1. A valid scoring system is established such as percentile ranks, stanines, or normal curve
equivalents—which may only be developed using large-scale trials with a well-defined, large
sample of students (the norm group).
2. The standardization process is conducted under highly controlled conditions, including the time
limits (if specified) for each test parts, the materials the students may use during the assessment
(such as scratch paper or calculators), and the directions for administering.
3. Assessment is set synchronously and simultaneously administered across areas covered to all
learners who shall take the test.
4. Protection, security and value of the test materials is guarded against improper use and
distribution. The materials should be released only to persons who are assigned as test
administrators, who shall have a professional, responsible interest in their use, and who agree
to safeguard their security and integrity.
5. Test administrators’ assignment – must be carefully selected. Math Teachers must perform the
task to anticipate possible queries from test – takers to which only Math Teachers can answer.
However, teacher test administrators must not proctor to the grade level to which he serves as
an adviser/ Math teacher.
6. The physical conditions of the testing room should be carefully controlled during testing.
Students should be seated in an arrangement that prevents them from seeing the work of other
students. The students’ desks and work spaces should be clear with sufficient room for the test
booklets and answer sheets. Cover any materials and information on the walls, bulletin boards,
and chalkboards that might help students to answer. The testing room should have sufficient
light and ventilation and be free from noise. .
7. For students to give their maximum performance, teachers must provide them with basic
information that they require, including: when the assessment will be administered, the
content and abilities that will be assessed, what the assessment will emphasize, the standard or
level of performance expected, how the assessment performance will be scored, and how the
results of the assessment will be used to make decisions
8. At the end of a test sitting, test administrators should immediately collect all of the test papers,
answer sheets, and other testing materials from the students. Doing so is essential to
maintaining the security of the testing materials. Moreover, this practice ensures that the
testing materials for individual students are kept together so that they can be more easily
accounted for and checked after test administration.

ITEM DISTRIBUTION

(kindly provide po the item distribution based on domains/ contents here as per agreement for the
test materials)

Grade Level Number of Items Scoring

Address: 1 20 100
Provincial 2 20 100
Capitol 3 40 100
Compoun 4 40 100
d, Brgy.
5 50 100
Guinhaw
a, City of 6 50 100
Malolos, 7 50 100
Bulacan
Website:
THE TEST PROPER:
https://b
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bulacan
@deped.
gov.ph
 Republic of the Philippines
Department of Education
REGION III
Schools Division Office of Bulacan

The following are guides on what to do before, during and after the test:

Before the test:

1. The test materials from Grades 1 to 7 will be developed by pool of Test Constructors under the
supervision of the Regional Supervisor and the 20 Division Supervisors of Region 3 Central
Luzon.
2. The test materials will undergo pilot testing and content validation by the Education program
supervisors.
3. The test materials will be released by the Regional Office to the Division Supervisors upon
completion and satisfaction of Test Validity and Reliability.
4. The Regional Supervisor announces the timeline in conducting the Project All Numerates for the
specific school year including the Test Dates and Duration of Intervention activities for Non-
Numerates and Nearly Numerates through a memorandum/official communication.
5. The Division Math Supervisors provide the master copy of the test materials to designated Test
Coordinators on their specific districts/ clusters/ schools the day before the actual testing date.
6. Test coordinators conduct orientation/ meetings to identified proctors before the testing date
to discuss the testing implementation.

During the Test

1. Testing Proctors check the availability of the test materials in terms of completeness. Learners
must receive a 1 is to 1 assessment material.
2. Testing proctors explain the time allotment and the procedures in answering the test materials.
3. Students are reminded of the items necessary to have during the testing date.
4. Testing Proctor observes and supervises the learners during the test.
5. Questions shall be entertained by the testing proctor only if the query pertains to the test
content clarifications.
6. Students are not allowed to attend to any calls/ or bathroom breaks during the test. They may
do so before or after the actual answering of the test items.
7. Testing proctor collects the test materials after the elapsed testing time including the answer
sheets and scratches used by the test-takers.
8. Test Proctors return the test materials to the designated checkers of the test materials.
9. Test scores are provided to the Math Teachers for Recording purposes as well as submitted to
the Math Supervisor who shall report the results to the Regional Supervisor.
s

After the Test:

1. Math teacher provides the result to the respective learners and design instructional
strategies and intervention activities on the context of the learners and depending on the
Address:
Provincial numeracy level as reflected on the result of the Numeracy Test.
Capitol2. Principal and/or Math Supervisor monitors the conduct of intervention activities and
Compoun instructional strategies undertaken by teacher to improve learner’s numeracy skill.
d, Brgy.3. Impact evaluation is administered by Math Supervisors after learning outcomes are analyzed
Guinhaw
based on the Project An implementation.
a, City of
Malolos,
Bulacan
PROCESS FLOW:
Website:
https://b
ulacande
ped.com

bulacan
@deped.
gov.ph
 Republic of the Philippines
Department of Education
REGION III
Schools Division Office of Bulacan

The illustration below shows the process flow on how Project AN is implemented to improve
learners Level of Numeracy.

Address:
Provincial
Capitol
Compoun
d, Brgy.
Guinhaw
a, City of
Malolos,
Bulacan
Website:
https://b
ulacande
ped.com

bulacan
@deped.
gov.ph