Assessment Practices, Classroom Performance and Study Habits in English of the Grade Seven Students of Bulacnin Integrated National High School

Abstract

INTRODUCTION

The implementation of K-12 curriculum has conveyed outstanding influence on the theories and principles of teaching and learning: it brought about a movement in assessment models from measuring the quantity of learning to improve learning which focused on more contextualized, frank, performance-based as well as authentic assessment. Furthermore, it becomes a teacher's and government's concern on how students' performance and study habits, specifically in English, can be enhanced through quality classroom assessment practices.

As a High School teacher, the proponent understands the implication of classroom assessment practices to the improvement of students' study habits and performance. It is in this regard that the researcher tried to offer a solution to the problem mentioned above by examining the classroom assessment practices, study habits and performance of the grade seven students in the Bulacnin Integrated National High for SY 2017-2018. The result of this study will be the basis for making an action plan for the coming school year.

METHODS

This study used random sampling. The respondents from the grade seven students of Bulacnin were randomly selected. A researcher's made questionnaire was the primary data gathering instrument. It was formulated in the form of a checklist to make the respondents' filling up the questionnaire items faster and convenient.

The primary data gathered from the respondents' assessment of the administered questionnaire were tallied, organized, and interpreted through the use of the most appropriate statistical procedures.

RESULTS

Based on the results, the teacher moderately utilized the classroom assessment practices (methods of assessments, methods of providing feedback to the students, and the use of assessment information generated from the assessment as assessed by the students from Bulacnin Integrated National High School. Teachers must design an action plan that would enhance their expertise and confidence In making instructional adjustments in response to student's assessment data.

DISCUSSIONS

Based on the results of the study, the classroom assessment practices significantly moderated the relationship between study habits and performance of the students in English. The result of this study indicates that there is a directional and robust relationship between the MPS of the students in the periodical test and the study habits they displayed or demonstrated.