"Teachers' Assessment Capability: Its Effect to Pupils' Achievement of San Miguel I District, Division of Surigao Del Sur"

Abstract

INTRODUCTION

This study ascertains the teachers' assessment capability and its effect on pupils’ achievement of San Miguel I District in the Division of Surigao del Sur. This is anchored on Vygotsky’s Theory of Zone of Proximal Development. It depicts the difference between a child's actual development level determined by independent problem solving and level of potential development determined through problem solving under adult guidance or in collaboration with more capable peers. This theory has become basis of reforms in the K to12 Basic Education Program of the Department of Education.

METHODS

This is a quantitative-qualitative descriptive survey design conducted at San Miguel I District. The respondents are the 81 elementary teachers and 9 school heads of the district. It utilized a researcher-made survey questionnaire. After considering the problems, statistical Weighted mean, T-test, and Stepwise Regression was used to treat the data. Then, the result was tested at .05 level of significance. It utilized a researcher-made survey questionnaire in gathering data on teachers' assessment capability.

RESULTS

Results showed that teachers frequently formulate TOS with a weighted mean of 4.48. Construct test questions, has a weighted mean of 4.54. Making scoring rubrics weighted mean is 4.19. Communicate test results has a weighted mean of 4.35. With regards to pupils' achievement in academics, the overall weighted mean is 1.56 which means that the highest achievements of pupils are only in the division and the district. As to significant difference of the teachers’ assessment capability as perceived by the teachers and school heads, the respondents of the study are equally distributed with the results of Levene's Test having the p -value of .735. With regards to the significant effect of teachers' assessment capability to the pupils' achievement, there is a good linear model to predict the effect of the teachers' assessment capability to the students' achievement. The resulted p -value is .001. It is highly significant at .05 level.

DISCUSSIONS

The teachers always manifested high assessment capability as to the formulate TOS, making rubrics, and communicating test results. This means that teachers received training and capacity building in assessment.

Achievement of pupils in contests is very low. Its average is only in the division level. This implies that teachers' assessment capability has no bearing on the pupils' achievement. There is no significant difference of teachers’ assessment capability and pupils’ achievement