Level of Classroom Assessment Practices and Their Effectiveness As Perceived By The Teacher

Margarita  Bebanco,; Marlyn  Caromay,

Level of Classroom Assessment Practices and Their Effectiveness As Perceived By The Teacher

Discipline: Education

Abstract:

This study explored the level of classroom assessment practices and their perceived effectiveness among teachers in District III, Division of Valencia City, during the school year 2024–2025. Employing a descriptive-correlational research design, the study aimed to determine the extent to which teachers implement various assessment strategies—specifically assessment as learning, assessment of learning, assessment to inform, and assessment for learning—and how effective they perceive these practices to be. Data were collected through an adapted survey questionnaire administered to 141 public elementary school teachers. Descriptive statistics, including means and standard deviations, were used to analyze the levels of practice and effectiveness, while Pearson’s r was employed to examine correlations between variables. Findings revealed that all four types of assessment practices were rated as “practiced all the time,” with the highest scores observed in “assessment for learning.” Likewise, the perceived effectiveness of these practices was consistently high, particularly in areas such as providing timely feedback, using varied assessment methods, and promoting self-assessment. Statistically significant positive correlations were found between perceived effectiveness and three of the four assessment practices: assessment as learning, assessment of learning, and assessment for learning. However, no significant correlation was observed between assessment to inform and perceived effectiveness. The study concludes that when teachers engage in student-centered and formative assessment strategies, they are more likely to view their assessment practices as effective. It recommends sustained professional development to enhance assessment literacy, especially in aligning assessments with learning objectives and using data to inform instruction.

References:

Al Kuwaiti et al. (2021). Teaching effectiveness models: A review of literature
Bardach, L., & Klassen, R.M. (2020). The impact of feedback on student engagement: A review.
Benton, S., & Young, J. (2021). Establishing a framework for assessing teaching effectiveness.
Bishop, J. (2019) Assessing Students with E
/xceptional Learning Needs. Emerging Perspectives: Interdisciplinary Graduate Research in Education and Psychology, 3(3), 1–8. Retrieved romhttps://journalhosting.ucalgary.ca/index.php/ep/article/view/30351
Bishop J. (2019) Assessing Students with Exceptional Learning Needs
https://journalhosting.ucalgary.ca/index.php/ep/article/view/30351
Bhattacharya, B. (2004). What is “good teaching” in engineering education in India? A case study. Innovations in Education and Teaching International, 41(3), 329-341. https://doi.org/10.1080/14703290410001733258
Black, P., & Wiliam, D. (2018). Assessment and classroom learning: A review of educational research.
Brookhart, S. M. (2013). How to assess for learning: Using classroom assessment to improve student achievement. ASCD.
Boud, D., & Garrick, J. (2007). Understanding student self-assessment: A review of the literature. Journal of Higher Education Policy and Management, 29(2), 145-156.
Campos, P. (2021). Practicality in classroom assessments: Aligning methods with curriculum goals.
Couros, G. (2021). The role of feedback in enhancing teaching effectiveness.
Darling-Hammond, L. (2009). High-stakes testing in American schools: Challenging the obsession with accountability. Russell Sage Foundation.
DiCarlo K. & Cooper L. (2019) Classroom Assessment Techniques: A Literature Review Kristen
Frey, N. (2018). Classroom assessment: Performance-based approaches.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hansen, M. (2023). Professional development’s impact on teacher assessment practices.
Harrison, J. (2024). Assessment as Learning: Empowering Students through Self-Regulation.
Imron, M. (2024). The role of formative assessments in promoting self-regulated learners.
Gonzales L. (2018) Classroom Assessment Practices of Filipino Teachers: Measurement and Impact of Professional Development
Matosas-López, L. (2023). Meaningful assessments: Enhancing student engagement through reflection.
Mumm, K., Karm, M., & Remmik, M. (2016). Assessment for learning: Why assessment does not always support student teachers’ learning. Journal of Further and Higher Education, 40(6), 780-803. https://doi.org/10.1080/0309877X.2015.1062847
Ninomiya, Shuichi: The Possibilities and Limitations of Assessment for Learning: Exploring the Theory of Formative Assessment and the Notion of “Closing the Learning Gap”. Educational Studies in Japan: International Yearbook 79 No. 10, March, 2016. pp. 79–91
O’Mahonay T. (2017) The Impact of a Constructivist Approach to Assessment and Feedback on Student Satisfaction and Learning: A case study
Othman N. et al. (2024) Assessment Value: A Systematic Literature
Review of Assessment As, For, and of Learning in
School.researchgate.net/publication/378249714_Assessment_Value_A_Systematic_Literature_Review_on_Assessment_As_For_and_of_Learning_in_School
Rollins et al. (2022). Effective assessment strategies for diverse learners.
Sasan J. et al. (2024) Educational Transformation: The MATATAG Curriculum and Philippine Education Reform https://risejournals.org/index.php/imjrise/article/view/433#:~:text=Through%20alignment%20with%20national%20education,including%20critical%20thinking%20and%20cultural
Shams & Iqbal (2019). Barriers to constructive classroom assessment: A qualitative study.
Shepard, L. A. (2009). Commentary: Redesigning accountability systems for 21^st century schools. Educational Researcher, 38(3), 171-175.
Sofyan et al. (2021). Teacher perceptions of formative assessments: Implications for practice.
Subheesh N. P. (2019) Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education
Sushma S. (2019). “Assessment for Learning or of Learning: A Perception of Trainees” https://eric.ed.gov/?id=ED593340
Unal Z. (2019). “An examination of K-12 teachers’ assessment beliefs and practices about years of teaching experience.”