Assessment Literacy of Public Elementary School Teachers in the Indigenous Communities in Northern Philippines

Napanoy, Jay B.; Peckley, Mathew K.

doi:10.13189/ujer.2020.082203

Cited by 4 publications

(7 citation statements)

References 19 publications

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“…In a more specific manner, under the category of financial barrier, based on the responses, poverty is the topmost barrier, followed by no permanent income of parents (Table 4). This finding also corroborates the findings of Jabbar et al (2019) and Napanoy and Peckley (2020) that poverty is a big problem faced by IP parents and students. This data is supported by the Indigenous Higher Education Advisory Council ( 2008) study, which revealed that financial hardship remains at the top of the list as the main barrier to Indigenous educational achievement.…”

Section: Barriers and Challenges Of Mamanwa Learners In Mainstream Ed...supporting

confidence: 91%

“…The purpose of this program is to provide an educational initiative undertaken through formal, nonformal, and informal modalities with an emphasis on the critical areas of Indigenous Knowledge Systems (IKS) (Cahapay, 2021). Moreover, the program also focuses on community lifecycle-based curriculum and assessment, educational goals, aspirations, and competencies specific to the Indigenous Cultural Community (ICC), engagement of elders and other community members in the teaching-learning process, assessment, and management of the initiative, recognition and continuing practice of the community's ILS (Napanoy & Peckley, 2020). The IPEd program serves as the response of the DepEd to the Indigenous peoples' (IP) right to basic education (Victor & Yano, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…The methods for imparting knowledge and enforcing class discipline differ from those used in the pupils' homes or communities. Because they lack cultural training and understanding of indigenous peoples' values and ways of life, most non-indigenous teachers are unprepared to teach in indigenous communities (Napanoy & Peckley, 2020). Wherein the school's orientation and educational goals are not determined by elders or community members (UN, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…It is worth noting that how IP education will effectively be carried out depends on the teachers' and school authorities' competency skills in implementing and managing IP education. De Vera (2017), and Napanoy and Peckley, (2020) portrayed that enhancing teachers' competencies is a must through a series of training to equip them with cultural sensitivity and skills needed to teach the indigenous children. The study of cultures, values, and beliefs of indigenous learners from the Philippine perspective is very scarce in the literature.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Unheard Sentiments of Mamanwa (Indigenous) Learners in the Mainstream Education: A Basis for Educational Policy

Oclarit Jr.,

Betarmos Jr.,

Casinillo

2023

IJIET

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This article aimed to investigate the unheard sentiments among Mamanwa learners in mainstream education to create a suitable educational policy for indigenous learners in the Philippines. The study utilized purposive (non-probability) sampling comprising fifteen participants residing in Panaon Area, Southern Leyte, Philippines. Since the study involved the indigenous people community, free prior informed consent (FPIC) was secured from authorities. This study focused on the lived experiences of Mamanwa learners, particularly the barriers, challenges, and coping mechanisms for handling the struggles they faced in mainstream education. A face-to-face semi-structured interview was employed to gather meaningful responses analyzed through Colaizzi's strategy. The findings revealed that the Mamanwa learners' social isolation, the inadequacy of learning materials, lack of access to educational services, and limited support resources and educational funds from the government have contributed to their ongoing challenge to completion in mainstream education. These factors have all affected their personal and social well-being. Conclusively, despite the barriers and challenges, however, the Mamanwa learners are becoming resilient and diversely unique individuals who need to be understood, accepted, and embraced just like any other member of society. Furthermore, the fueling mechanisms of every indigenous group to cross mainstream education are in the hopes of building growth, promoting connections through intense exposure in the community, and as individuals of disadvantaged groups with a social change mindset aimed to improve their social status.

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Section: Barriers and Challenges Of Mamanwa Learners In Mainstream Ed...supporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Unheard Sentiments of Mamanwa (Indigenous) Learners in the Mainstream Education: A Basis for Educational Policy

Oclarit Jr.,

Betarmos Jr.,

Casinillo

2023

IJIET

View full text Add to dashboard Cite

show abstract

“…Assessment literacy (AL) is a crucial element of teachers' professional development [1], [2] and it is necessary for teachers to have an adequate level in AL to realize the full potential of assessment in the teaching and learning process [3]- [6]. Regrettably, the existing studies suggest that teachers' AL is insufficient to meet the assessment requirements advocated in assessment policies or standards, even the excellent teachers feel challenged to prepare assessment [7]- [9].…”

Section: Introductionmentioning

confidence: 99%

A review of teachers’ assessment literacy proficiency measures

Juanjuan

Yusoff²

2022

IJERE

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<span lang="EN-US">At present, there are several literature reviews on teachers’ assessment literacy (AL). However, little attention has been paid to a systematic analysis of AL measures. The review on AL measures helps to evaluate the available tools and provide recommendations for developing AL measures in further exploration. Hence, the purpose of the current literature review is to focus on analyzing the measures of teachers’ AL proficiency from 1991 to 2020. Across the contexts, 28 quantitative tools made up of questionnaires or tests were collected. Among them, 10 were designed to investigate overall AL proficiency and 18 were constructed to examine the sub-categories of AL proficiency among teachers. Each instrument was analyzed from the format, guiding framework, item characteristics, targeting population, and psychometric quality. Results showed that the current AL measures were derived more from instrumental than social-cultural conceptualization, examined more on sub-categories than the overall proficiency level, targeted more at in-service teachers than pre-service teachers, and focused more on elementary and middle education than pre- or higher education. Further studies are welcomed from four aspects: construct social-culturally, test generalizability, target at specific groups, and cover various types of AL.</span>

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2024

EUROPEAN J ED RES

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<p style="text-align:justify">Mathematics test items in International Large-Scale Assessments (ILSAs) such as the Programme of International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS) are nested in contexts defined in their assessment framework (e.g., the Personal, Occupational, Societal, and Scientific contexts in PISA). This study followed the item-writing activities of four tertiary mathematics instructors in the Philippines as they constructed context-based mathematics items. They were tasked to write four items each, following a set of specifications for PISA content and context categories. The data consisted of transcripts from the focus-group discussion which was conducted days after the task. The transcripts were then analyzed using thematic analysis. The results of this study showed that the phenomenon of item-writing in the context of writing PISA-like mathematics items had two themes: the phases of item-writing and the dimensions of item-writing. Findings showed that the respondents struggled to find realistic contexts and that they engaged in a problem-solving task likened to solving a puzzle as they attempted to satisfy the content, context, and process categories in the table of specifications (TOS). This study contributes to filling in the research gap on item-writing activities, particularly those of mathematics teachers in the Philippines- a country whose recent mathematical performance in the PISA 2018, TIMSS 2019, and PISA 2022 was nothing short of dismal.</p>

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Assessment Literacy of Public Elementary School Teachers in the Indigenous Communities in Northern Philippines

Cited by 4 publications

References 19 publications

Unheard Sentiments of Mamanwa (Indigenous) Learners in the Mainstream Education: A Basis for Educational Policy

Unheard Sentiments of Mamanwa (Indigenous) Learners in the Mainstream Education: A Basis for Educational Policy

A review of teachers’ assessment literacy proficiency measures

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