POLYTECHNIC UNIVERSITY OF THE

PHILIPPINES

Classroom Assessment Practices and Skills of Grade 3 Teachers in

Students Learning

Researchers:

Alejandro, Darla Mae R.

Bulanon, Micaelah

Figueroa, Alexander A.

Junio, Romarie E.

Tamayo, Elizabeth G.
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PHILIPPINES
Abstract

Keywords
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PHILIPPINES
Introduction

Assessment refers to the wide variety of methods or tools that educators

use to evaluate, measure, and document the academic readiness, learning

progress, skills acquisition, or educational needs of students. (Great Schools

Partnership, 2015) According to an article "Research and Innovation in

Classroom Assessment: International Perspectives" by the Australian Catholic

University (ACU), assessment has many roles in classroom that leads to quality

education that is beneficial for the teaching of the teachers and the learning of

the students. The purpose of the assessment is to guide the student in learning

by monitoring them through assessment, to evaluate the strategies of the

teachers whether it is effective, to provide judgement of the students’

performance and the student’s growth. The article also provided information

about the quality assessment goals; it is when the teacher and students has

the same common understanding of their learning goals. Through this

assessment, students engaged in the learning activity to clarify the learning

goals and teachers are expected to address the learning needs of the students

and also to improve their teaching strategies.

There are six approaches of classroom assessment according to the

article ‘‘Issues in the Assessment of Effective Classroom Learning in Nigeria’’

by Oche 2014; (1) Learner-Centered, were the focus of attention of teachers

and students is on observing and improving the learning. (2) Teacher-Directed,

were classroom assessment respects the autonomy, academic freedom and

professional judgment of teachers. (3) Mutually Beneficial, in this classroom

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assessment requires the active participation of student and students reinforce

their grasp of the course content and therefore strengthen their own evaluation

skills. (4) Context-Specific, classroom assessments have to respond to the

particular needs and characteristics of the teachers, students, and disciplines

to which they are applied. (5) Ongoing, were classroom assessment is an

ongoing process and teachers will get the feedback from the students on their

learning and use that feedback in teaching. And last, (6) Formative in nature,

were the focus of this classroom assessment is to improve the quality of

students learning and not just to provide the evidence for evaluating or grading

students.

Statement of the Problem

The study aims to know the level of teachers practices and skills in

addressing the classroom assessment of student learning. Specifically, the

study will attempt to answer the following:

1. What is the self-perceived level of assessment skills of teachers in

addressing the issue of classroom assessment in students learning?

2. What is the self-perceived level of assessment practices of teachers

in addressing the issue of classroom assessment in students

learning?

Theoretical Framework

According to Constructivist Theory by John Dewey, an individual makes

or construct his or her own understanding and knowledge of the world through

experiences and reflect on those experiences. In a classroom setting, students

 POLYTECHNIC UNIVERSITY OF THE
PHILIPPINES
are encouraged to use active techniques to generate more knowledge and then

reflect on and talk about what they are doing and how their understanding

change. Constructivist convert student from a passive receiver of information

into an active participant in the learning process. Constructivist teachers serve

as a facilitator, they guide their students construct their knowledge actively

rather than just letting their students ingest knowledge from or from the

textbook.

In this theory, assessment of student learning was gauged from three

major learning; (1) conceptual understanding in science, abilities to perform

scientific inquiry, and understanding of inquiry. Constructivist assessment is

more formative rather than summative. Its purpose is to improve the quality of

student learning and not to provide evidence for evaluating or grading students.

It has to respond to the particular needs and characteristics of the teachers,

students and science context.

The researchers believed that the Constructivist theory will support this

study in knowing the level of teachers’ practices and skills in addressing issues

in classroom assessment of student learning.

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PHILIPPINES

Conceptual Framework

• Classroom Issues
Input

• Teacher's level of;

a. Practices
Process b. Skills

• Assessment of Student's Learning

Output

Related Literature and Related Study

Methodology

The researchers will use descriptive - survey method to gather data.

Descriptive research is a design to depict the participants in an accurate way.

Survey is a brief interview or discussion with an individual about a specific topic.

(D. Kowalczyk, 2018).

The researchers want to know the level of practices and skills of in

addressing the issues of classroom assessment in students learning by the

teachers of Padre Burgos Elementary School. The respondents will compose

of five Grade 3 teachers handling different subject areas. The researchers

provide a survey questionnaire to gather data.

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Result

Assessment Skilled
Table 1

Interpretation
Weighted
Perceived Skillfulness in Using Paper-pencil Test
Mean
1. Choosing appropriate assessment methods for Skilled
instructional decisions 4.4
2. Selecting textbook-provided test items for Skilled
classroom assessment 4.4
3. Revising previously produced teacher-made test Very Skilled
to match current instructional emphasis 4.6
4. Administering announced quizzes 4.6 Very Skilled
5. Administering unannounced quizzes 3.6 Skilled
11. Matching assessments with instruction 4.8 Very Skilled
12. Writing paper-pencil tests 4.8 Very Skilled
13. Writing multiple-choice questions 4.2 Skilled
14. Writing matching questions 3.8 Skilled
15. Writing true/false questions 3.8 Skilled
16. Writing fill-in-the-blank or short answer questions 3.8 Skilled
17. Writing essay questions 3.6 Skilled
18. Writing test items for higher cognitive levels 4.4 Skilled
19. Constructing a rubric for scoring essay questions 4.2 Skilled
32. Following required procedures (time limit, no Skilled
hints, no interpretation) when administering
standardized questions 4
52. Incorporating extra credit activities in calculation Skilled
of grades 4.4
Overall Weighted Mean 4.2 Skilled

The table 1 shows that “Matching assessments with instruction” and

“Writing paper-pencil tests” both got the highest Weighted Mean of 4.8 and

interpreted as “Very Skilled”. “Administering unannounced quizzes “got the

lowest Weighted Mean of 3.6 and interpreted as “Skilled”. The Overall

Weighted Mean of the Perceived Skillfulness in Using Paper-pencil Test is 4.2

and interpreted as “Skilled”

Table 2
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Perceived Skillfulness in Standardized Testing, Test Weighted

Interpretation
Revision, and Instructional Improvement Mean
8. Determining if a standard achievement based on Very Skilled
clearly defined course objectives 4.6
9. Using table of specification to plan assessment 4.8 Very Skilled
25. Using concept mapping to assess student learning 3.8 Skilled
33. Interpreting standardized test scores (e.g., Stanine, Somewhat
Percentile Rank) to students and parents 3.4 Skilled
34. Interpreting Percentile Band to students and Somewhat
parents 3.4 Skilled
35. Calculating and interpreting central tendency and Somewhat
variability for teacher-made test 3.2 Skilled
36. Conducting item analysis (i.e., Difficulty and Skilled
discrimination indices) for teacher-made test 4
37. Revising a test based on item analysis Somewhat
3.2 Skilled
38. Obtaining diagnostic information form standardized Skilled
test 4
39. Using assessment result when planning teaching 4.8 Very Skilled
40. Using assessment results when developing Skilled
curriculum 4
43. Using assessment results when evaluating class Skilled
improvement 4.4
46. Using norm-referenced grading model 4.4 Skilled
47. Using criterion-referenced grading model 4.4 Skilled
Overall Weighted Mean 4.03 Skilled

The table 2 shows that “Using table of specification to plan assessment”

and “Using assessment result when planning teaching” both got the highest

Weighted Mean of 4.8 and interpreted as “Very Skilled”. “Calculating and

interpreting central tendency and variability for teacher-made test” and

“Revising a test based on item analysis” both got the lowest Weighted Mean

of 3.2 and interpreted as “Somewhat Skilled”. The Overall Weighted Mean of

the Perceived Skillfulness in Standardized testing, Test Revision, and

Instructional Improvement is 4. 03 and interpreted as “Skilled”

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Table 3

Perceived Skillfulness in Using Performance

Weighted Interpretation
Assessment
Mean
6. Evaluating oral questions from students 4.8 Very Skilled
7. Assessing students through observation 4.8 Very Skilled
10. Developing assessments based on clearly Very Skilled
defined course objectives 4.8
24. Recording assessment result on the rating Very Skilled
scale/checklist while observing a student’s
performance 4.6
26. Assessing individual class participation 4.6 Very Skilled
27. Assessing group class participation 4 Skilled
28. assessing individual hands-on participation 4.6 Very Skilled
29. Assessing group hands-on activities 4 Skilled
30. Assessing individual class participation 4.6 Very Skilled
31. Using portfolio to assess student progress 4.6 Very Skilled
Overall Weighted Mean 4.53 Very Skilled

The table 3 shows that “Evaluating oral questions from students”,

“Assessing students through observation” and “Developing assessments

based on clearly defined course objectives” all got the highest Weighted Mean

of 4.8 and interpreted as “Very Skilled”. “Assessing group class participation”

and “Assessing group hands-on activities” both got the lowest Weighted Mean

of 4 and interpreted as “Skilled”. The Overall Weighted Mean of the Perceived

Skillfulness in Using Performance Assessment is 4.53 and interpreted as “Very

Skilled

Table 4
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PHILIPPINES
Perceived Skillfulness in Communicating Assessment
Weighted Interpretation
Result
Mean
41. Using assessment results when making decisions Very Skilled
(e.g., placement, promotion) about individual students 4.8
42. Using assessment results when evaluating class Very Skilled
improvement 4.8
59. Provide oral feedback to students 4.4 Skilled
60. Providing written feedback to students 4.6 Very Skilled
61. Communicating classroom assessment results to Skilled
students 4.4
62. Communicating classroom assessment results to Skilled
parents 4.4
63. Communicating classroom assessment results to Skilled
other educators 4.4
64. Avoiding teaching to the test when preparing Very Skilled
students for test 4.8
65. Protecting students’ confidentiality with regard to Skilled
test scores 4.4
Overall Weighted Mean 4.56 Very Skilled

The table 4 shows that ” Using assessment results when making

decisions (e.g., placement, promotion) about individual students”, “Using

assessment results when evaluating class improvement” and “Avoiding

teaching to the test when preparing students for test” got the highest Weighted

Mean of 4.8 and interpreted as “Very Skilled”.” Provide oral feedback to

students”, “Communicating classroom assessment results to students”,

“Communicating classroom assessment results to parents”, “Communicating

classroom assessment results to other educators”, and “Protecting students’

confidentiality with regard to test scores” all got the lowest Weighted Mean of

4.4 and interpreted as “Skilled”. The Overall Weighted Mean of the Perceived

Skillfulness in Communicating Assessment Results is 4.56 and interpreted as

“Very Skilled”

Table 5
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Perceived Skillfulness in non-achievement Based Weighted Interpretation

Grading Mean
50. Establishing student expectations for determining Very Skilled
grades for special education students 4.8
53. Incorporating ability in calculation of grades 4.8 Very Skilled
53. Incorporating ability in calculation of grades 4.8 Very Skilled
53. Incorporating ability in calculation of grades 4.6 Very Skilled
53. Incorporating ability in calculation of grades 4.6 Very Skilled
53. Incorporating ability in calculation of grades 4.6 Very Skilled
Overall Weighted Mean 4.7 Very Skilled

The table 5 shows that “Establishing student expectations for

determining grades for special education students”, “Incorporating ability in

calculation of grades” and “Incorporating classroom behavior in the calculation

of grades” all got the highest Weighted Mean of 4.8 and interpreted as “Very

Skilled”. “Incorporating effort in the improvement in the calculation of grades”,

“Incorporating effort in the calculation of grades” and “Incorporating attendance

in the calculation of grades” all got the lowest Weighted Mean of 3.6 and

interpreted as “Skilled”. The Overall Weighted Mean of the Perceived

Skillfulness in Non-achievement Based Grading” Test is 4.2 and interpreted as

“Very Skilled”

Table 6
Weighted
Perceived Skillfulness in Grading and Test Validity Interpretation
Mean
20. Ensuring adequate content sampling for a test 3.8 Skilled
21. Matching performance test to instruction and course Skilled
objective 4.2
22. Defining a rating scale for performance in advance 4.2 Skilled
23. Communicating performance assessment criteria to Skilled
students in advance 4.2
44. Developing systematic grading procedure 4.8 Very Skilled
45. Developing a grading procedure 4.4 Skilled
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48. Using systematic procedures to determine borderline Skilled
grades 3.6
49. informing students in advance how grades are to be Very Skilled
assigned 4.8
51. Weighing differently projects, exams, homework, etc. Very Skilled
when assigning semester grades 4.8
58. Assigning grades 3.8 Skilled
Overall Weighted Mean 4.24 Skilled
The table 6 shows that “Developing systematic grading procedure”, “Informing
students in advance how grades are to be assigned " and “Weighing
differently projects, exams, homework, etc. when assigning semester grades”
all got the highest Weighted Mean of 4.8 and interpreted as “Very Skilled”.
“Using systematic procedures to determine borderline grades” got the lowest
Weighted Mean of 3.6 and interpreted as “Skilled”. The Overall Weighted
Mean of the Perceived Skillfulness in Grading and Test Validity” is 4.24 and
interpreted as “Skilled”