Assessment Methods, Problems and Training Needs of Public High School Teachers in English

Lasaten, Ronald Candy S.

doi:10.18178/ijlll.2016.2.2.67

Cited by 3 publications

(2 citation statements)

References 11 publications

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“…Another strand under the cognitive dimension was the decision-making process, as the participants constantly faced a series of minor predicaments which were overcome by making small decisions, albeit on an impulse. The results corroborate Lasaten's (2016) finding that item writers considered authenticity, reliability, and validity of tests to be their greatest concerns. With regards their training needs, assessment of student learning in general came out to be the priority.…”

Section: Subtheme 2a -Cognitive Dimension: Filling the Cupsupporting

confidence: 84%

Untitled

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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Section: Subtheme 2a -Cognitive Dimension: Filling the Cupsupporting

confidence: 84%

Untitled

2024

EUROPEAN J ED RES

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“…They have not yet fully embraced the forms of alternative and authentic assessments such as portfolio, performance, and product-based assessments in their classroom instruction. Due to issues of reliability and validity of the teacher-made paper-and-pen tests, teachers oftentimes are in a dilemma whether or not they are giving their students appropriate tests (Cepni et al, 2012;Lasaten, 2016).…”

Section: Background Of the Studymentioning

confidence: 99%

Pedagogical beliefs and learning assessment in science: Teacher’s experiences anchored on theory of reasoned action

Namoco¹,

Zaharudin²

2021

tused

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Employing the phenomenological qualitative research design, this study explores the prevailing pedagogical belief and experiences of six secondary school teachers concerning their practices related to assessment of learning in science subjects among the public secondary school students in the Division of Cagayan de Oro City, Philippines. Anchored on the Theory of Reasoned Action (TRA) argument that additional factors, referred to as external, which in the case of this study pertain to pedagogical beliefs and mandate from the curriculum guide issued by the Department of Education, can influence the behavior of the teachers towards assessment strategy choices. This study has been done to verify whether external factors play a role with the teacher’s behavior. Employing the directed content analysis, the data were analyzed in the framework of TRA. Employing the directed content analysis approach, findings of this study suggest that the assessment of learning practices of the teachers are shaped by their pedagogical beliefs, social norms and intentions. This study contributes to an understanding whether external factors directly shape the teacher’s behavioral intention to carry out a certain assessment strategy to measure student’s learning.

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A Review of Literature on TOS Practices for Test Item Analysis: Input for Institutional Test Banking System and Educational Institution’s Examination and Student Grading System of Quezon City University

Palmiano,

Omadto

2024

Springer Proceedings in Business and Economics

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Assessment Methods, Problems and Training Needs of Public High School Teachers in English

Cited by 3 publications

References 11 publications

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Untitled

Pedagogical beliefs and learning assessment in science: Teacher’s experiences anchored on theory of reasoned action

A Review of Literature on TOS Practices for Test Item Analysis: Input for Institutional Test Banking System and Educational Institution’s Examination and Student Grading System of Quezon City University

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