Professional Documents
Culture Documents
Richard DLC Gonzales, University of Santo Tomas Graduate School, Philippines Charito G. Fuggan, St. Paul University Philippines & Gattaran East District, Department of Education, Philippines
Paper presented at the International Conference of Educational Measurement and Evaluation, Traders Hotel, Manila, August 9-11, 2012
(Harlen, 2008)
A standardized testing imposed by schools (Manzano, 2006) Any activity designed to collect information to be used as
feedback to modify teaching and learning activities (Black & William, 1998) or to improve instruction and students performance (Cohen & Hill, 2000). Brookart, 2007)
A means of providing index of student learning (Nitko & A testing activity that takes place after teachers have taught a
process in the form of feedback or feed-forward (Mbelani, 2008; Murray, 2006). performance (Bennet & Gitomer, 2009; Mory, 1992) (Pophan, 2008, Stiggin, 2002)
To allow students to know how else they can improve their To inform parents how their children are performing in school
teachers of the assessment process and results (Earl, 2005; Sheppard, 2000).
Role of Assessment
The important role of assessment in both development of schooling
and learning, strongly suggest that teachers much ensure that the assessment process practiced adheres to the highest standards (Jones & Tanner, 2008; Kizlik, 2009).
Classroom assessment must always begin with clear statement of
assessment measures is to determine what types of questions or tasks are to be included and what form of test is to be used (RobinsonKarpius, 2006; Popham, 2008).
Teachers are required to observe the basic principles and guidelines in
measures, their conception and what they believe in may affect the way they conduct their classroom assessment activities (Danielson, 2008).
Hence, the goal of this present study is to develop a self-
that teachers do in relation to conducting assessment from teacher planning to reporting to utilization of test results.
workshops in the Philippines, Nepal and Kyrgyz Republic 155 teachers, teaching at at least 5 years, were asked to describe the assessment practices 136 initial statements that were generated in the survey were reviewed vis--vis review review of related literature.
components.
Using a priori criteria (DeVillis, 1991), the panel was asked to review for clarity,
grammar.
82 items were accepted and 7 items were revised to form the pretest form of the
test.
classroom assessment practices explaining 70.71% of the total variance. contributing 49.44%.
Each of the 5 factors contributed at least 3.5%, with the Factor 1 The remaining factors could not be easily interpreted.
items = 49.44%
Factor 2 (Assessment Item
items = 4.8%
Factor 5: (Assessment Data Utilization
mean score would imply teachers high knowledge and skills, while low score would imply the need for professional development and training. development needs of teachers, if the items are converted into an Observational Checklist and validated by teachers self-report. and structure of the instrument.