Abstract
Assessment is an important factor that can directly influence the quality of education. Hence, in order for an assessment to reach its full potential, it is necessary for teachers to have an adequate level of assessment literacy. Anent to this, it is observed that teachers are quite knowledgeable about classroom assessment but their assessment practices are not appropriate and not as extensive. Literature on assessment literacy is limited to professional development of the teacher and its impact on their assessment literacy but very few included teaching experience and school type as variables affecting assessment literacy and practice especially for the indigenous communities. The main concern of this study was to determine the assessment literacy of the public elementary school teachers of indigenous communities in Bontoc, Northern Philippines. This quantitative research involved all the in-service public elementary school teachers. Findings showed that assessment literacy of the public elementary school teachers is poor. Aside from that, the public elementary school teachers displayed that they always practice assessment in relation to purpose, design, and communication. Moreover, demographic variables, school type and teaching experience, do not influence teachers’ assessment literacy. And lastly, it is shown that assessment literacy is related to assessment practices. Hence, assessment proved not to be limited to individual’s performance but to the totality of the individual including the teacher as the assessor. Thus, seminars on assessment should be conducted and postgraduate studies be encouraged
Highlights
Quality education, the major concern of educators in our country nowadays, depends on five major components namely teachers, learners, instructional materials, assessment, and context [1]
There are voluminous problems with regards to assessment which are as follows: a) in terms of selecting assessment tools, teachers evaluate their learners with tools that do not match with the lesson objectives, b) in terms of test construction, guidelines in constructing items are not being followed and that some teachers are not constructing their rubrics in rating performance of learners; and, c) in terms of scoring, some teachers practice bias scoring due to many reasons such as personal grudge of teachers to pupils’ parents, absence of rubrics, and they give points to non-achievement factors like effort and attitude. Grounding in these details and with an aim of offering basis to support and improve teachers’ assessment capabilities, this study has been taken into consideration, aiming to contribute to the growing literature on assessment literacy by minding the gap of the assessment literacy of the in-service public elementary school teachers’ assessment literacy of the indigenous communities in Northern Philippines
Of the 101 public elementary school teachers surveyed in the Department of Education – Bontoc District, 71.29% of them are teaching in small schools, 17.82% of them are teaching in medium schools and 10.89% of them teach in big school. 40.21% of them are Bachelor’s Degree graduates and 59.79% have obtained M.A. units or finished Master’s Degree
Summary
The major concern of educators in our country nowadays, depends on five major components namely teachers, learners, instructional materials, assessment, and context [1]. There are voluminous problems with regards to assessment which are as follows: a) in terms of selecting assessment tools, teachers evaluate their learners with tools that do not match with the lesson objectives, b) in terms of test construction, guidelines in constructing items are not being followed and that some teachers are not constructing their rubrics in rating performance of learners; and, c) in terms of scoring, some teachers practice bias scoring due to many reasons such as personal grudge of teachers to pupils’ parents, absence of rubrics, and they give points to non-achievement factors like effort and attitude Grounding in these details and with an aim of offering basis to support and improve teachers’ assessment capabilities, this study has been taken into consideration, aiming to contribute to the growing literature on assessment literacy by minding the gap of the assessment literacy of the in-service public elementary school teachers’ assessment literacy of the indigenous communities in Northern Philippines. Are there significant differences on the extent of assessment practices in terms of school category, academic qualification and years of teaching?
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