Assessment of Learning Outcomes among Kindergarten Learners in the Division of Santa Rosa Laguna: An Assessment

Abstract

INTRODUCTION

Classroom Assessment plays an integral part in determining the developmental progress among kindergarten learners. It may also help to identify if the child is developing adequately or is at risk of development. In Kindergarten, there are several classroom-based standardized assessment tools used and administered such as the ECD or the Philippine Early Childhood Development Checklist and the Progress Report.DO 8 s. 2015 issued an order on how to provide assessment in Kindergarten level. It prescribes the use of qualitative or non-numerical grading in measuring and track the performance and the expected learning outcomes of five-year-old children.

METHODS

This research study adopted the descriptive method which entails the collection of information through the use of a survey questionnaire that has been administered and answered by randomly selected Kindergarten Teachers in the Division of Santa Rosa City Laguna. To avoid bias, the researcher used simple random sampling through a fishbowl technique to fairly select the respondents.

RESULTS

It was revealed that on the profile of the respondents, 50 or 100 percent were female,most were at age of 31-35 with 30 percent, and with 4 years in service (the highest rate with 10 or 20 percent), with ECE experience (the highest percentage with 37 or 74 percent), and 18 units earned in the graduate program (has the highest percentage with 17 or 34 percent). The ECD has the highest percentage with 48 or 96 percent used as the primary tool in assessing learning outcomes among kindergarten learners. Praising the child for his/her efforts even if the child did not succeed was the usual technique with 3.68 WM. The unavailability of materials was the common problem with 2.62 WM and preparation of teacher-made materials was the countermeasure with 3.72 WM.

DISCUSSIONS

Based on the result and findings, the researcher recommended that: 1. School head must conduct a survey of their kindergarten teachers if they have graduate school units necessary to deepen the understanding of the assessment procedures; 2. The newly entrants in the kindergarten field should be provided with proper training related to the assessment; 3. The administrators should provide standard assessment materials to be used during assessment; 4. Teachers must intensively explain to the parents its purpose; and 5. Administrators should conduct re-orientation in the administration of different assessments in Kindergarten.