Title:
ASSESSMENT PRACTICES, SKILLS, AND UTILIZATION OF ASSESSMENT TOOLS BY THE SECONDARY SCHOOL TEACHERS IN SCHOOLS DIVISION OF ZAMBALES

Authors:
Willyn A. Bellido EdD and Irene M. Ebal, EdD, Philippines

Abstract:
The study’s main purpose was to the examine assessment skills, practices, and utilization of assessment tools of 534 Secondary School Teachers in the Division of Zambales for the school year 2021-2022. Descriptive research design was used to assess the perception of the teachers in utilizing classroom assessment skills, practices and tools to monitors students learning and their performance inside the classroom. Descriptive (frequency, percentage and mean) and inferential statistics (Pearson r and ANOVA) were utilized for the analysis and interpretation of data. Major results showed that teacher-respondents utilized in the study have doctorate units, teaching science subject, with few seminars/trainings attended related to classroom assessment, they have more than enough teaching experiences. The teacher-respondents perceived they were very skillful in using classroom assessment. The teacher-respondents perceived they had always done classroom assessment practices and often utilized traditional and authentic assessment. There was no significant difference on the perceived level of agreement of teacher-respondents with the use of classroom assessment skills. There was no significant difference on the perceived level of agreement of teacher-respondents with the use of classroom assessment skills. There was a significant difference on the use of classroom assessment tools among secondary school teachers. There was a significant relationship on the use of classroom assessment skills and the classroom assessment practices. There was a significant relationship between the utilization of assessment tools and the classroom assessment skills. In light of the findings, it is recommended that the teacher may use the findings of the pretest to alter and update instructions before a unit of study, determine which pupils need additional practice, and adapt and revise instructions as needed. Teachers may utilize classroom assessment skills and practices to check on students' comprehension of ideas and a variety of assessment tools, including traditional and authentic assessment to obtain evidence on students' learning. School administrators should work with other stakeholders and ensure that teachers are sent for in-service training or workshops in assessment on a regular basis to make certain that they maintain current classroom assessment skills. Department of Education and curriculum planners may provide teachers with more comprehensive assessment tools to address the needs of students who are at risk of falling behind and equip teachers with traditional and authentic assessment tools to measure a broader variety of competencies. Further research can be conducted on other areas of assessment which are not included in this study.