Making the Match: Matching the Targets to Assessments Methods of Elementary School Teachers of a Public School

Abstract

INTRODUCTION

Most educators realize there is more to creating good assessments than meets the eye. As teachers, they do their best to explain assignments to pupils, but sometimes they receive a product they did not expect or even consider as a possibility; they create tests or quizzes they think measure exactly what they taught, only to see half the class does poorly on them. The experience reinforces that there is not only an art to creating good assessments, but also a science.

METHODS

This study utilized the descriptive-correlation design because of its appropriateness to the study. It was used to determine the relationship between the personological profile of the respondents and their evaluation of their assessment methods. It was an attempt to determine whether a degree of relationship exists between two or more variables. Likewise, the interview and observation methods were used also to support data gathered by the researcher. Descriptive research is a research designed to provide a snapshot of the current state of affairs. Correlational research is a research designed to discover relationships among variables and to allow the prediction of future events from present knowledge (Stangor, 2012).

RESULTS

The results present the research to be used in the processes involve in answering the statement of the problem, the venue where the study is to be conducted, the description of who will be the participants, the instrument crafted and to be used in the study, data gathering procedures in the collection of raw data to be put under the statistical treatment of data.

- Frequency Distribution of Respondent's' profile in terms of Educational Attainment and Length of service.

- Assessment Methods Commonly Used by the Teacher Respondents

- Respondents Perceptions in terms of knowledge, Reasoning, Performance, and Product.

DISCUSSIONS

The teacher respondents' educational attainments were varied from having a bachelor’s degree to having a master’s degree. The distribution of the length of service of the respondents was scattered from 1 to more than 15 years. Most teachers have served for quite some time (more than 15 years), while others were just starting. The results indicate that projects and quizzes were the most commonly used assessment methods by the teacher-respondents. While recitation and portfolio were the least used method. Among the four assessment targets, knowledge targets, reasoning targets and product targets were very much true of the respondents.