The purpose of this study was to determine the singular and combined influence between teachers’ professional competence and teaching skills on their proficiency in constructing classroombased tests. Descriptive correlation design was used in accomplishing the study. There were 222 teacher respondents from a state college and three universities in Caraga Region. The statistical tests employed in the study were weighted mean, Pearson Product-Moment of Correlation, Simple and Multiple Linear Regression analyses. Before the tests were made, the data were subjected to normality test to determine the appropriate statistical test whether parametric or nonparametric. Based on the tests made, the data were all normal, so parametric test was used because it was more powerful than the nonparametric tests. The finding of the study revealed that the teachers’ professional competence was very high, teaching skills and proficiency in constructing classroom-based tests were both high. The tests also revealed that there was a significant relationship between teachers’ professional competence and teaching skills with the proficiency in constructing classroom-based tests. If taken as an individual test, both the teachers’ professional competence and teaching skills significantly influence proficiency in constructing classroom-based tests. When the independent variables were combined, it yielded a significant influence on the dependent variable.
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