Formulation of Action Plan Thru Classroom Assessment Practices and Principles of Measurement and Evaluation in Improving Quality Education

Abstract

INTRODUCTION

Test construction in the academe is a highly technical process governed by the principles of assessment, measurement and evaluation of students' learning outcomes. It is in this connection that the researcher is prompted to conduct a study on classroom assessment practices of public secondary school teachers specifically in the Mathematics subject.

METHODS

Descriptive method of research was used and the respondents of this study include 53 teachers of Mathematics in public secondary schools in the Division of Lipa City. A researcher-made questionnaire is the main data gathering instrument.

RESULTS

The most frequently utilized type of assessment is that of formative, while the most notable purpose of assessment is for decision making. The teachers follow closely the steps and processes in constructing teacher-made tests, specifically in terms of content, organization and writing of test items. They follow the principles of measurement and evaluation in test construction, specifically in constructing multiple choice type of test, completion type and matching type. Good classroom assessment practices tend to improve the students' test and academic performances. The extent by which the teachers follow the principles of measurement and evaluation relates significantly with the improvement on the students' test and academic performances.

DISCUSSIONS

The teachers must select the classroom assessment method to be used for a particular lesson and type of learners and use varied teacher-made test objectively. The school administrators and supervisors should conduct school-based seminar-workshops more often to improve the teachers' skills and competencies in the use of different teaching methods to varied classroom situations and in improving skills in test construction.