Philippine E-Journals

Utilization of the K to12 Assessment Tools in Secondary English Language Teaching

Myra Ambalong

 

Abstract:

The purpose of this study is to investigate the extent of utilization of the Kto12 assessment tools in classroom practices and to design an assessment tool guide that is defined within the curriculum standards of Kto12 program. The study is anchored on Title’s theory which was developed to direct assessment run-through in classrooms. This theory emphasized the dimensions of classroom assessment practices. Title stressed that there are two important things to learn about assessment, knowledge related to teaching and knowledge about assessment process. The study employed the qualitative and quantitative approach. Researcher–made questionnaire, focus group discussion, and semi–structured interview were used in the investigation. Results showed that majority of the teachers are middle aged, who have been teaching English over 16 years. Their most used tool is the Short Answer with Interactive Activities while Portfolio is the most popular summative tool. Results furthermore show that teachers with more training sessions attended tend to utilize this assessment tool more extensively. Hence, the tool kit is designed for teachers as bases in assessing the needs of their students, to meet curriculum standards and to serve as further aid for the improvement of practice. It was concluded that teachers utilized the different assessment tools to promote quality learning. Through its utilization learners performed better in the classroom and teachers were able to identify the strengths and weaknesses of their learners. Also, formative tools bridged the gap in the community of diverse learners. It was then recommended that teachers should continue to practice the utilization of the assessment tools to the maximum level, adopt and align with the new trends in utilizing appropriate assessment tools to achieve the optimum learning of the learners.