Processes, Practices and Strategies on the Utilization of Assessment: Basis for Enhanced Assessment Tool

Jessa  Marquez,

Processes, Practices and Strategies on the Utilization of Assessment: Basis for Enhanced Assessment Tool

Discipline: Education

Abstract:

Determining how much and how well the students are learning through different assessment strategies used by the teachers. In the new normal, learners’ performance assessment becomes a big challenge to all subject teachers and the school head. Hence, enhanced assessment tool must be developed to address the identified needs. This study aims to determine the assessment processes, practices and strategies used by the 113 Junior High School teachers of Catanauan II District. The researcher used descriptive survey in order to determine the most effective assessment processes, practices and strategies used by the teachers. The data were gathered through researcher-made questionnaire via google form while weighted mean, frequency, percentage, ANOVA, t-test, and Pearson-r served as the statistical tools of the study. The usual recording techniques used by JHS teachers for both formative and summative evaluation include grades, checklists, and comments on the students' work. It appears that eliciting helpful evidence of learning is used in the delivery of modular distance learning, where teachers make sure that students are learning by utilizing a variety of activity types. Evidently, teachers use rubrics to provide clear learning objectives and success criteria so that students are well-guided in completing their assignments. Additionally, teachers provide feedback by writing critiques on their students' work and conversing with them in real time over the phone and other platforms. Summative assessment, includes both written and performance-based tasks that students must complete. It was also discovered that there are significant differences in teachers' processes and techniques for gathering student output based on their age and gender. However, this study discovered that there are no discernible differences in their procedures and practices when it comes to length of service and educational attainment. Furthermore, a significant relationship was discovered between the demographic profile, specifically the sex/gender, and the assessment strategies used by teachers.

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