Perceived Classroom Assessment Skills of Teachers: its Implication on Professional Development on Classroom Assessment

Abstract

INTRODUCTION

Classroom assessment provides teachers with information which is very crucial in classroom instruction and in determining learners' progress in every competency that they need to master. This study aimed at investigating teachers' perceived classroom assessment skills. Several trainings have been conducted in Department of Education but most of the trainings were focused on curriculum implementation, teaching strategies, content, and pedagogies. Less emphasis was given on the assessment specifically the one that focuses on types of assessment alone. Moreover, with the new IPCRF that is aligned with the PPST-RPMS, classroom assessment and reporting are one of the key results areas, thus teachers need to retool themselves with the skills on assessment.

METHODS

A survey design was adapted to gather descriptive and comparative data to describe the characteristics of several groups of teachers. The study mainly depended on descriptive inquiry to elicit data related to teachers' classroom assessment practice. Participants of the study were 77 elementary and secondary public school teachers of Norala. A 20-item Perceived Classroom Assessment Skills Questionnaire adapted from the study of Alkharusi (2011) was used in the study.

RESULTS

Female teachers scored a higher average level of practice on all forms of assessment compared to male teachers. There is a significant difference between male and female and when grouped according to the subject taught on level of practice for any forms of classroom assessment. TVE has the lower obtained average level of practice while elementary teachers scored a higher average level of practice compared to a secondary teacher in all forms of assessments. Teachers with 10 years or more in the service have a higher average level of practice of classroom assessment compared to those who are 3 years and below. Furthermore, those who have attended In-Service training on classroom assessment scored significantly higher than those who have not attended.

DISCUSSIONS

The results suggest that male teachers need attention to continuous professional development in classroom assessment. This can be done even during SLAC or LPP. TVE Teachers need rigid training on classroom assessment than other subject teachers. In general, in-service training is needed by the teachers on classroom assessment. The priority of the training includes Assessment of learning and Assessment for Learning.