Tracking Growth and Gaps: A Socio-Constructivist Intervention of Student Performance Using GRACE PASS

The fundamental subject of mathematics gives students the analytical, logical, and critical problem-solving abilities needed for academic and practical applications. Nonetheless, many educational institutions struggle to raise math proficiency among their students (Organization for Economic Co-operation and Development [OECD], 2019). Teachers and legislators constantly look for evidence-based methods to assess and improve students’ mathematical comprehension and learning results in response to these difficulties. One such strategy is using formative and summative exams that appropriately reflect students’ competency and material mastery performance. Based on the ideas of standards-based evaluation, the Global Resources for Assessment Curriculum and Evaluation (GRACE) -Performance Assessment of Standards and Skills (PASS) assessment tool offers a methodical way to monitor students’ learning progress using pretest and posttest measures. With the help of this assessment tool, teachers may pinpoint students’ areas of strength and weakness, guiding focused interventions to raise performance in critical areas of mathematics, such as patterns, algebra, geometry, statistics, and probability. Using the GRACE PASS assessment tool’s pretest and posttest data, the current study examines the mathematical proficiency of eighth-grade students. In particular, it looks at distributions of skill levels, evaluates performance across specific learning competencies, and assesses topic mastery. The study sheds light on how well teaching methods work and how well students learn by assessing student performance concerning the skills and standards established by the Department of Education (DepEd).