1

Republic of the Philippines Department of Education

Bureau of Elementary Education Curriculum Development Division

SCHOOL READINESS YEAR-END ASSESSMENT

(SReYA) FOR KINDERGARTEN

2

School Readiness Year-end Assessment for Kindergarten Government Property (Not for Sale) Revised Edition 2012 Copyright Notice. Section 9 of Presidential Decree Mo. 49 provides: “No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit.” This School Readiness Year-End Assessment (SReYA) was revised and refined to align with the Standards and Competencies for Five-Year Old Filipino children. This tool is intended to assess the achievement level of all Kindergarten pupils in the Elementary School System. Revision and refinement of this Tool was done through the efforts of the Curriculum Development Division, Bureau of Elementary Education, Department of Education in cooperation with United Nations Children’s Fund (UNICEF), Philippines. Acknowledgement is given to the following personnel who have contributed to the finalization of the said tool: Project Management: Dr. Yolanda S. Quijano - Undersecretary for Programs and Projects, Marilyn D. Dimaano - Director IV, Marilette R. Almayda-Director III, Irene C. de Robles - OIC-Chief, CDD, Lourdes C. de Vera-Mateo, Chief, Education Section-UNICEF, Fe Nogra-Abog, Education Specialist, UNICEF Project Coordinator: Eldy U. Oñas Education Program Specialists II Consultants: Dr. Domingo Nuñez, Dr. Felicitas E. Pado, Ms. Marissa Pascual, Ms. Angelita M. Esdicul, and Ms. Simeona T. Ebol Writers: Dr. Rogelio O. Doñes, Virginia T. Fernandez - Senior Education Program Specialists, Nerisa M. Beltran, Jenny J. Bendal, Marilou E. Marta Benisano, Blesseda A. Cahapay, Kathleen C. Diza, Forcefina E. Frias, Joselita B. Gulapa, Robesa R. Hilario, Rosalinda T. Serrano - Education Program Specialists II; Angelika D. Jabines - Teacher III; Leticia Bertumen, Ofelia H. Eustaquio, Josefina V. Lacuna, - retired SEPS Field Writers: Michelle A. Mejica - EPS II, Region III, Virgilio L. Laggui – EPS, Bulacan Province, Jennifer E. Quinto-EPS, City of San Jose Del Monte, Dr. Manuela S. Tolentino-EPS, Cavite Province, Charity A. Capunitan – EPS, Mindoro, Carmelita Miranda – EPS, Manila, Edwina Nabo – EPS, Santa Rosa City, Gloria A. Cruz- EPS II, MIMAROPA, Luzviminda Ona - EPS II, NCR Contextualizers: Michelle A. Mejia/Kathleen Diza-Iloko; Rita Macam-Pangasinense; Jason Santos-Pampango, Lea Estuye/Marilou E Marta Benisano-Bikol; Forcefina E. Frias/Jenny Bendal-Sinugbuanong Binisayang; Rogelio Dones-Waray; Eldy Onas/Trinidad Lagarto-Hiligaynon; Virginia T. Fernandez-Chabacano; Nhor Mohammad Sawat-Meranao; Moammar Esmael-Maguindanaon Administrative Aide: Ferdinand S. Bergado, Marcelino C. Bataller, Teresita Garcia, Jannet F. Labre, Dennis E. Geroca, Bryan R. Simara, Eric C. de Guia, Fermin Fabella– Artists/Illustrators

Funding Partner. UNICEF-Philippines-Representatives: Ma. Lourdes de Vera-Mateo, Chief, Fe Nogra-Abog, Maria Mercedes C. Chavez-ECD Specialist, Education Section Curriculum Development Division, Bureau of Elementary Education Office Address : Rm 204, Bonifacio Bldg., DepEd Complex, Meralco Ave., 1600 Pasig City Telefax : (02) 638-4799 / 637-4347 Email address : kindergartenproject@yahoo.com.ph

3

School Readiness Year-End Assessment (SReYA) for Kindergarten

A. Introduction Pursuant to R.A. 10157 known as the Kindergarten Education Act, declares Kindergarten Education to promote equal opportunities for all five year old children to avail of accessible mandatory and compulsory that effectively promote the holistic development of the Filipino child. Thus, Kindergarten education will now be an integral part of basic education system of the country. In compliance to Rules III of the Implementing Rules and Regulations (IRR) of this Act, it is deemed necessary to make kindergarten education curriculum that is learner-oriented, thereby, providing Standards and Competencies for Five-Year Old Filipino Children. Along with the implementation of this curriculum, an assessment tool is deemed necessary thus, the School Readiness Year-End Assessment (SReYA) was restructured and contextualized into 11 dominant languages (Mother tongue). SReYA is a tool to determine the achievement level of Kindergarten pupils across different developmental domains. Tests items were developed based on the Standards and Competencies for Five-Year Old Filipino Children which is aligned with the National Early Learning Framework. B. Significance of the SReYA Result The result of the assessment will be beneficial to the grade I teachers because they will be provided with the children’s readiness profile which is crucial in addressing their specific learning needs. Kindergarten teachers on the other hand, will have basis for instructional improvement. For the effective management of school kindergarten education program, the SReYA result could serve as guide for school principals and administrators in strengthening instructional support, mentoring/staff development, budget allocation and networking. Kindergarten coordinators can utilize the result in giving technical assistance and instructional support to school heads and kindergarten teachers. The data obtained from the SReYA result could serve as basis for assessment and improvement of the Kindergarten Curriculum. Lastly, parents can make proper follow-up and home intervention through the result of this assessment. Description of the SReYA The School Readiness Year-end Assessment cuts across the different developmental domains which is composed of performance and verbal/non-verbal test given

4

individually and by groups. Ten (10) test items are given in groups (items 1 to 10) while twenty (20) test items are given individually (items 11 to 30). The different developmental domains are as follow:

1. Kagandahang Asal ( Character and Values Development) 2. Kalusugang Pisikal at Pagpapaunlad sa Kakayahang Motor (Physical Health

& Motor Development) 3. Pagpapaunlad sa Kakayahang Sosyo-Emosyunal (Social & Emotional

Development) 4. Cognitive Development

a. Sensory – Perceptual Motor Development b. Mathematics c. Understanding of the Physical and Natural Environment d. Understanding of the Social Environment e. Language, Literacy and Communication

General Guidelines This Tool is NOT intended to assess teacher’s performance but as basis for providing appropriate instruction, assistance and interventions to Grade I Entrants. Hence, teachers must avoid “coaching” children during the conduct of SReYA. A. The following are the important things to remember in the test administration.

1. SReYA shall be administered using the mother tongue.

2. It shall be administered at the end of each school year in addition to the ECCD checklist which is given three times a year.

3. The assessment shall be administered in every school by the District SReYA

Assessment Teams organized and headed by the Division Kindergarten Supervisor/Coordinator.

4. Each District testing team is composed of Chief Examiner/ (PSDS/District

Principal In-Charge/Cluster Coordinators), Room Supervisor (School Heads) and Room Examiners (Teachers). The Team will also be responsible in safeguarding the materials as well as the validity and reliability of the assessment results.

5. The test shall be administered for one (1) day, with fifteen (15) kindergarten

pupils maximum per testing room. Room examiner with the help of the proctor shall prepare the materials for group test and answer sheets in advance. Group test will be administered first followed by the individual test. The proctor shall record the responses of the children in the tally sheet provided.

6. Results of the assessment shall be submitted by the Room Examiner to the Room Supervisor and the Chief Examiner for consolidation. (See flow chart on page 5.)

5

7. Consolidated result will be submitted to the Division Kindergarten

Supervisor/Coordinator who will consolidate the division result.

8. The Division Kindergarten Supervisor/Coordinator will immediately submit the division consolidated result to the Regional Coordinator who will then submit to the Curriculum Development Division of the Bureau of Elementary Education a month after the administration, using the forms provided.

SReYA Testing & Reporting Flow Chart

Report Preparation

Legend:

RKC – Regional Kindergarten Coordinator

DKS/C – Division Kindergarten Supervisor/Coordinator

DTT – District Testing Team

PSDS – Public School District Supervisor

SH – School Heads

RE – Room Examiner

CDD-BEE

Overall Chairman

(RKC)

Chairman

(DKS/C)

DTT

Chief Examiner

(PSDS)

Room Supervisor

S. Heads

RE RE RE

DTT

Chief Examiner

(PSDS)

Room Supervisor

S. Heads

RE RE RE

DTT

Chief Examiner

(PSDS)

Room Supervisor

S. Heads

RE RE RE

Consolidate

Test Result

6

Important Reminders to the Examiners:

A. Before the Test

· Prepare all the necessary materials before the Assessment: · SReYA Tool · Form 1 - Pupil Scoring Sheet · Test Materials (refer to the SReYA tool)

B. During the Test

· Be child-friendly. · Give instructions clear enough to be understood by the child as indicated in the manual. · Allow some time for the child to respond but proceed to the next item if the child is unable to answer or perform as required within 5 seconds. · Administer all items.

C. After the Test - Scoring and Reporting of Results

a. The examiner shall record result per item on the Pupil Scoring Sheet (Form 1): one (1) for every skill exhibited/correct answer given, zero (0) for skills unperformed/incorrect answer.

7

DOMAINS LEARNING COMPETENCIES ALLOCATION ITEM CLASSIFICATION GROUP INDIVIDUAL PER

ITEM K C A A S E No. of Items

Item Placement No. of Items Item Placement

Language Know that print is read from left to right 1 1

1 23

Development Identifies upper and lower case letters 1 1

1 19

Identifies words that rhyme/sound alike 1 1

1 24

Copy letter and word 1 1 1 3

Read 2-3 word syllables 2 2 2 8-9

Says the sound that a letter represents 1 1

1 25

Sequencing events 1 1 1 10

Cognitive/ Arrange objects one after another

1 11

Intellectual in a series according to length Development 1 1

Arrange objects into 2 or more groups 1 12

according to color and shape 1 1 * Numeracy Sort and group objects into 2 or more 1 13

(Mathematics) groups according to function 1 1 Solve number stories involving addition 1 14

up to quantities of 10 1

1

Solve number stories involving subtraction 1 15

up to quantities of 10 1

1

Conserve number and the equivalence 1 16

of number 1 1 Write numerals (0-10) 1 1 1 6

Extend patterns 1 1 1 7

Tell which pictures/objects are same

1 4

*Sensory and explain why 1 1

Perceptual Tell which pictures/objects are different

and explain why 1 1

1 30

Trace/Copy/ Draw geometrical figures 1 1 1 5

Identify missing part in the picture 1 1

1 29

Name places in the community where

*Social families can get some of their needs 1 1

1 26

Environment Identify basic needs of a family 1 1

1 27

8

*Physical Napapangkat ang mga hayop ayon sa

Environment katangian 1 1

1 18

Nasasabi ang mga paraan ng pangangalaga

Sa kapaligiran 1 1

1 28

Physical Naisasagawa nang maayos ang mga

Health, Well- sumusunod na kasanayan sa "fine motors"

Being and

Motor Dev't.

*Fine motor Paggupit/pagdikit ng iba't-ibang hugis 1 1 1 1

*Gross Motor Naipakikita ang panimbang sa pagsasagawa 1

1

1 17

Ng iba't-ibang kilos ng katawan

* pagtulay nang di na tutumba sa tuwid na guhit

Socio-emotional Naipapahayag ang iba-ibang damdamin

development sa angkop na sitwasyon at paraan

* katuwaan, tumatawa, lumulundag,

humahalakhak, humahagikhik, pumapa

lakpak 1 1 1 2

Naipapakita ang kakayahan na pigilan

ang kanyang galit o pagkadismaya kapag

naipaliwanag ang dahilan 1 1

1 22

Character and Nakasusunod sa mga utos /gawain nang

Values Dev't maayos at maluwag sa kalooban sa mga

tuntuning pantahanan, pampaaralan at

pampamayanan 1

1

1 20

* pagliligpit ng mga gamit sa tamang

lalagyan pagkatapos gamitin

Naipapakita angpaggalang sa kapwa

* paghihintay ng kanyang pagkakataon 1 1

1 21

TOTAL 30 10 0 6 14 0 0 10 20

9

Part I

Group Administration

1.

Kagamitan: larawan ng mga hugis bilog at parihaba, gunting, papel, pandikit Pamamaraan:

Sabihin: Gupitin ang hugis bilog at parihaba na nakalarawan. Idikit ito sa papel.

Marka: 1 kung magupit at madikit nang maayos ng bata; 0 kung hindi

2. Kagamitan: 3 larawan na nagpapakita ng masaya, tahimik at malungkot na mukha.

Marka: 1 kung matukoy ng bata ang larawang nagsasaad ng masayang mukha; 0 kung hindi

3. Kopyahin ang salita sa loob ng kahon Marka: 1 kung maisulat o makopya ng bata ang salita ayon sa nakahalimbawa; 0 kung hindi

4. Bilugan ang larawan na katulad ng nasa kahon.

Marka: 1 kung mabibilugan ng bata ang pangatlong larawan; 0 kung hindi

Sabihin: Binigyan ka ng nanay at tatay ng regalo sa iyong kaarawan. Alin ang nagpapakita na nagustuhan mo ito?

10

5. Pagdugtung-dugtungin ang mga putol-putol na linya upang mabuo ang larawan. Marka: 1 kung mabakat nang buo ng bata ang padron; 0 kung hindi

6. Isulat ang mga bilang na sasabihin ko. Marka: 1 kung maisulat ng bata ang tatlong bilang na nabanggit; 0 kung hindi

7. Tingnan ang pattern. (teacher should recite the pattern.) Pakinggan ang sasabihin kong mga pangalan ng hugis: tatsulok, bilog, tatsulok, bilog, tatsulok, bilog. Ano ang susunod na hugis? Iguhit sa patlang. Marka: 1 kung maiguhit ng bata kahit dalawa man lang sa magkakasunod na hugis; 0 kung hindi

8. Bilugan ang pangalan ng larawang nasa loob ng kahon. sama samo sawa Marka: 1 kung mabilugan o matukoy ng bata ang pangalan o salita ng nasa larawan; 0 kung hindi

2 8 5

5 5

11

9. Bilugan ang pangalan ng larawang nasa loob ng kahon. palaka patola palara Marka: 1 kung mabilugan o matukoy ng bata ang pangalan o salita ng nasa larawan; 0 kung hindi

10. Kagamitan: Kwento na “Ang Lobo” Pamamaraan: Basahin sa mga bata ang kwento at ipasagot ang tanong sa baba. Alin sa mga sumusunod na larawan ang unang nangyari? Lagyan ng tsek. Marka: 1 kung matukoy ng bata ang larawang binibigyan ng lola si Donna ng lobo; 0 kung hindi

Ang Lobo

“Si Lola! Si Lola! Nandito si Lola” sigaw ni Donna.

“Mano po Lola.” ‘Lobo! Lobo!

“Pula ang lobo, Binigyan ni Lola ng lobo si Donna.

“Salamat po Lola.” Masaya si Donna.

Naglaro siya ng lobo.

12

Part II Individual Administration

11. Kagamitan: 3 istrip ng cardboard na magkakaiba ang haba Pamamaraan: Ilagay ang 3 istrip ng cardboard sa mesa. . Marka: 1 kung maisasaayos ng bata mula sa pinakamaikli hanggang pinakamahaba; 0 kung hindi

12. Kagamitan: 3 tatsulok (1 pula, 1 dilaw, 1 asul), 3 bilog (1 pula, 1 dilaw, 1 asul), 3 parihaba (1 pula, 1 dilaw, 1 asul), na magkakasinlaki Pamamaraan: Ilagay ang lahat ng mga cutout sa mesa. Marka: 1 kung maipangkat ng bata ang mga bagay ayon sa gamit; 0 kung hindi

13. Kagamitan: lapis, krayola, aklat, magasin, dyaryo, tasa, baso Pamamaraan: Ilagay ang mga bagay sa mesa. Marka: 1 kung naisapangkat ng bata ang mga bagay ayon sa gamit nito; 0 kung hindi

14. Kagamitan: 10 popsicle sticks na may kulay dilaw at asul. Pamamaraan: Ilagay ang 10 popsicle sticks sa mesa. Marka: 1 kung maipakikita ng bata ang 3 asul at 2 dilaw na popsicle sticks; 0 kung hindi

Sabihin:Pagsama-samahin ang magkakatulad/magkakaparehong cutout.

Paano mo pinangkat ang mga cutout?

Mayroon pa bang ibang paraan para pangkatin ang mga cutout? Ipakita ito.

Sabihin: Pagsama-samahin ang mga bagay na pare-pareho ang gamit.

Sabihin: Ipakita sa pamamagitan ng mga popsicle stick kung papaano mo sasagutin ang tanong. Si Lito ay may mga holen. Tatlo ang asul at dalawa ang dilaw. Ilang lahat ang holen niya?

Sabihin: Ayusin ang mga istrip ng cardboard mula sa pinakamaikli hanggang sa pinakamahaba.

13

15. Kagamitan: 10 popsicle sticks Pamamaraan: Ilagay ang 10 popsicle sticks sa mesa. Marka: 1 kung maipakikita ng bata ang anim na popsicle sticks; 0 kung hindi

16. Kagamitan: 16 popsicle sticks Pamamaraan1: Ihanay ang 8 popsicle stick. Pamamaraan 2: Maghanay uli ng isa pang pangkat ng mga popsicle sticks katulad ng ipinakikita sa ibaba. Pamamaraan 3: Pagkatapos ay ayusin ang mga popsicle sticks katulad ng ipinakikita sa ibaba. Marka: 1 kung ang sagot ng bata ay pareho; 0 kung hindi

Sabihin: Ipakita sa pamamagitan ng mga popsicle stick kung papaano mo sasagutin ang tanong. Si Liza ay may 10 bayabas. Ipinamigay niya ang 4 na bayabas. Ilan ang natira sa kanya?

Sabihin: Bilangin ang popsicle sticks. Itanong: Ilan lahat ang popsicle sticks? Ilan

Itanong: Aling hanay ng mga popsicle stick ang mas marami? Bakit?

Itanong: Alin ngayon ang mas marami sa dalawang hanay? Bakit?

14

17. Kagamitan: masking tape na 4 na pulgada ang lapad at 2 metro ang haba, . gunting. Maari ding iguhit gamit ang chalk o papel na apat na pulgada ang lapad at 2 metro ang haba na ididikit sa sahig. Pamamaraan:

Sabihin: Lumakad sa guhit habang nakadipa ang mga kamay hanggang sa dulo at bumalik nang palundag.

Marka: 1 kung naisagawa ng bata ang hinihingi ayon sa panuto; 0 kung hindi

18. Kagamitan: larawan ng pusa, manok, kambing, pusit, isda at hipon. Pamamaraan: Ilagay sa ibabaw ng mesa ang mga larawan.

Sabihin: Pagsama-samahin ang mga hayop ayon sa kanilang tirahan.

Marka: 1 kung napagsama-sama ng bata ang pusa, manok at kambing sa isang pangkat at pusit, isda at hipon sa bukod na pangkat; 0 kung hindi ganito ang pagkakapangkat

19. Kagamitan: Cardboard na naglalaman ng mga malalaki at maliliit na titik ng alpabeto

M

R

D

F

H

d

h

m

r

f

n

15

Pamamaraan: Ipakita ang dalawang cardboard na mayroong mga titik ng alpabeto: Kard A- Malalaking titik , Kard B – maliliit na titik

Marka: 1 kung may 3 tamang naituro ang bata; 0 kung 2 o 1 lamang ang naiturong tama

20.

Sabihin: Tapos na ang gawain ng iyong pangkat at kailangan ninyong ligpitin ang inyong ginamit. Ano ang iyong gagawin?

a. Maglalaro b. Tutulong sa pagliligpit c. Panonoorin ang mga kaklaseng nagliligpit

Marka: 1 kung isinagot ng bata ay “b” ; 0 kung hindi

21. Kagamitan: tatlong larawan Pamamaraan: Ihanay sa mesa ang tatlong larawan a b c Marka: 1 kung mapili ng bata ang unang larawan (a); 0 kung hindi

22.

a. Aawayin ang kaklase. b. Isusumbong sa guro ang ginawa ng kaklase. c. Kakausapin ang kaklase na dapat sa susunod ay magpapaalam

siya. Marka: 1 kung mapili ng bata alinman sa pangalawa (b) o pangatlong (c); 0 kung una (a) ang isinagot ng bata

Sabihin: Ituro ang magkapares na malaki at maliit na titik ng sumusunod: M, D, F, R, H

Sabihin: Ang pangalawang bata sa hanay ay si Jose. Bibili siya sa kantina. Aling larawan ang nagpapakita na marunong maghintay si Jose?

Sabihin: Kinuha ng kaklase mo ang iyong lapis nang walang paalam. Ano ang gagawin mo?

16

23.

Kagamitan: aklat ng mga kuwento Pamamaraan: Ibigay ang aklat sa bata.

Babasahin ko ang kuwento. Ituro mo kung saan ako magsisimulang magbasa.

Marka: 1 kung itinuro ng bata ang pamagat ng aklat o pahinang pamagat; 0 kung hiindi at ibang bahagi ng aklat ang itinuro

24. Pamamaraan:

Sabihin: Pakinggan ang magkapares na salitang bibigkasin ko. Kung magkatunog ang mga ito, sabihin OPO at kung hindi naman, sabihing HINDI PO. dahon kahon

aklat anino lata mata

Marka: 1 naisagot ng bata ay OPO sa una at pangatlong pares at HINDI PO sa pangalawa; 0 kung hindi ganito ang ayos ng pagkakasagot

25. Kagamitan : apat na larawan Pamamaraan: Bigyan ang bata ng apat na larawan.

Marka: 1 kung naituro ng bata ang larawan ng kalabasa o masabi ang pangalan nito; 0 kung hindi

26.

Kagamitan: larawan ng palengke, parke at ospital Pamamaraan: Ihanay at ipakita sa bata ang mga larawan.

Sabihin: Ituro ang lugar sa pamayanan na binibilhan ng mga pangunahing pangangailangan tulad ng pagkain.

Sabihin: Sabihin ang pangalan ng bawat larawan. Kunin ang larawan ng kalabaw . Sabihin ang pangalan ng kalabaw. Aling larawan ang may pangalan na kapareho ng unang tunog ng kalabaw?

17

Marka: 1 kung maituturo ng bata ang larawan ng palengke; 0 kung hindi

27. Kagamitan: larawan ng pagkain, damit, television Pamamaraan: Ihanay at ipakita ang mga larawan.

Marka: 1 kung naituro ng bata ang larawan ng mga pagkain at damit; 0 kung isa lamang o kasama ang pangatlong larawan

28. Kagamitan: Larawan ng mga sumusunod:

batang nagwawalis

batang nagtatapon ng basura sa ilog

batang nagtatanim Pamamaraan: Ihanay ang mga larawan sa mesa.

Sabihin: Ituro ang larawang HINDI nagpapakita ng pangangalaga sa kapaligiran.

Marka: 1 kung naituro o matukoy ng bata ang larawang nagtatapon ng basura sa ilog; 0 kung hindi

Sabihin: Ituro ang 2 larawan ng kailangang kailangan ng pamilya.

18

29. Kagamitan: larawan ng mesa Pamamaraan: Ipakita ang larawan.

Marka: 1 kung matukoy ng bata na paa ang nawawalang bahag ng mesa; 0 kung hindi

30. Kagamitan: larawan ng 3 mangga Pamamaraan: Ihanay ang mga larawan sa mesa.

Marka: 1 kung matukoy o maituro ng bata na ang larawang may dahon ang naiiba; 0 kung hindi

Itanong: Anong bahagi ng mesa ang nawawala?

Itanong: Alin ang naiiba? Bakit?

19

School Readiness Year-End Assessment FORM 1

PUPIL SCORING SHEET Region: Division:

School:

Name of Pupil Age Item

Total Remarks

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

20

FORM 2-A School SReYA Report Name of School:

K. Class Enrolment No. of Cases Scores

1-10 11-30

A

B

C

FORM 2-B

Items Analysis

5 Most Learned Items 5 Least Learned Items

FORM 3-A District Consolidated SReYA Report

Name of District:

Schools E N Scores

1-10 11-30

21

FORM 3-B

Items Analysis

5 Most Learned Items 5 Least Learned Items

FORM 4-A Division Consolidated Report Name of Division:

District E N Scores

1-10 11-30

FORM 4-B

Items Analysis

5 Most Learned Items 5 Least Learned Items

22

FORM 5-A

Region Consolidated Report

Name of Region:

Division E N Scores

1-10 11-30

FORM 5-B

Items Analysis

5 Most Learned Items Competency 5 Least Learned Items Competency