Believing that students take several tests whose results help describe these learners, the researcher measured the correlation between the academic performance (AP) and Otis-Lennon School Ability Test (OLSAT), AP and Association of Benedictine Schools Achievement Test (ABSAT), and AP and National Achievement Test (NAT), OLSAT and ABSAT, OLSAT and NAT, and ABSAT and NAT scores of the grade 6 students of a private school in Angeles City. This is a descriptive correlational study. Using frequency and percentage, the researcher described the results of the given standardized tests and the pupils’ academic performance using general weighted average. Using descriptive statistics, the researcher learned that participants had average performance in AP and the specified tests. Using Pearson r, the researcher learned that all variables registered positive results, particularly average performance. Thus, the study arrived at significant relationships between participants’ academic performance and the named tests. The study also revealed significant relationships between participants’ AP and the tests, between OLSAT and NAT, between ABSAT and OLSAT, and between ABSAT and NAT. The study implies that the school must maintain its good teaching and learning practices and innovate to capitalize and improve general performance.

This article entitled “Examining Senior High School Teachers’ Perceived Readiness in Online Teaching” (2023), authored by Eduardo P. Santillan Jr, published in Vol. 4, No. 2 of International Journal of Multidisciplinary: Applied Business and Education Research. 4(2), 487 – 500 has been retracted as requested by the authors.

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This test development study aims to develop and validate an achievement test in Biology designed for junior high school completers. Test items were pooled from selected lessons in Biology. The researchers prepared a table of specification (TOS) and subjected the102- item multiple choice type of examination to validation by experts. After the initial validation, the test had 88 items that were pilot tested among 172 grade 11 students at a private university. The researcher did item analysis which classified 67 items as "average," 21 as "hard," none as" easy," 10 as "very good", 12 as "good," 19 as “fair” and 47 as "poor." Consistency and reliability were obtained using Kuder-Richardson (KR) 20. A total of 22 items were retained of the 88 based on validation and item analysis. Three items that were initially classified as "fair" and with "marginal" difficulty index were revised to produce a 25-item final version of the Biology Achievement Test.