Perceived Response of Grade 7 Special Science Class Studentsat Batangas National High School to Alternative Assessments

Abstract

INTRODUCTION

This study aimed to determine the different alternative assessments to evaluate students' outcomes in Science with the end-view of proposing variety of assessment methods to enhance students' learning outcomes in the said subject. Specifically, this likewise explored the different alternative assessments employed by teachers to evaluate students' learning outcomes in Science, their observations in their academic performance and the perceived effects of these alternative assessments on regard to students' learning outcomes.

METHODS

Research design was descriptive with the use of a researcher-constructed questionnaire as the main data gathering instrument and supplemented with on-hand record of the activities and strategies given to students in evaluating their academic performance. Statistical tools used were weighted mean and ranking.

RESULTS

Findings revealed that teachers of special science class used different assessment strategies to evaluate students' performance in science in which foremost on these assessments were on performance tests followed by self-assessment and open-ended questions and making inferences. Likewise, results revealed that majority of teachers employed the strategy of asking students questions to assess the latter's performance in class; while least utilized is the structured observation. It was also shown that students have a positive response on the different alternative assessments that their teachers have utilized in evaluating their performance and lastly, different alternative assessments were proposed to evaluate students performances in science class.

DISCUSSIONS

The researcher recommended that the current assessments be evaluated to see how well they meet the needs of students and how well they assess the knowledge and skills of learners in science. It is necessary to ensure that a collection of evidence approach is included in the final assessment that uses tasks that are part of students' coursework connected tothe standards of the course syllabus; and brainstorming and collaborating with other teachers could be done for a better and wider implementation of alternative assessments for students.