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Masters Thesis | Mathematics | Philippines | Volume 12 Issue 6, June 2023
Assessment Tools Used by the Senior High School Mathematics Teachers during Modular Distance Learning
Childa Velasco Fajardo | Dr. Ryan V. Dio
Abstract: This study aimed to determine the assessment tools used in selected schools in Pilar Cluster, S. Y 2021 - 2022. This study used the qualitative method of research. The respondents of the study were the senior high school Mathematics teachers in Pilar cluster. The main instrument used in the study was a survey questionnaire. An interview schedule was also utilized to challenges and the techniques on the implementation of assessment tools. Appropriate statistical measures and tools were used to analyze and interpret the data gathered. The findings were: In terms of the formative assessment tools by the senior high school teachers in mathematics, quizzes and polls and student self - assessment got the highest frequency with a total of 11 out of 12 or rank 1, followed by sending written feedback through SMS and other forms with a frequency of 8 or rank 3 and rank 4 with 7 frequency is strategic questions/Open - ended question tool. On the other hand, along the summative assessments used, paper and pencil test have the highest frequency of 12 or rank 1 out of 12 respondents. It was followed by portfolio. and problem Sets (Series of Activity Sheets) with a frequency of 7 or rank 2.5 and rank 4 is surveys questionnaire with a total frequency of 4. On the implementation of formative assessment, teachers performed different strategies. Most of them used rubrics and criteria to determine the learning gaps and where to start the lesson. Some of them give grades and include their solutions in checking. Some of the teachers asked the students to do self - reflection to assess their knowledge about a topic. With this, teachers can determine the strategies to be employed along the teaching - learning process. They also send feedback through chat or messenger. In addition, reflections and journals are also utilized to see if what the students know about the topic. On the other hand, along the implementation of summative assessment, they used rubric as one of the techniques in scoring the assessment. Teachers also included the solutions in checking the tests. Proper scoring system was also utilized to know the performance of the learners. In addition, Zip Grade App to automatically know the score of the multiple - choice test conducted. In addition, most of the teachers used the item analysis to determine the least learned competencies which need intervention. Item analysis was used to analyze student responses to individual exam questions with the intention of evaluating exam quality. Majority of the teachers also adopted the grading system based on DepEd order. The reliability and validity of the assessment results got the highest frequency of 12 or rank 1 which is the most encountered among the challenges of the teachers. Next to it is the involvement of students in the assessment process which gathered 9 responses or 2 of the total number of participants. Meanwhile, designing assessment tool for complex performance and feedbacking of students learning got a frequency of 8 or 3.5. The utilization of authentic assessment is another challenge which teachers met. It has a frequency of 7 or rank 5 while 6 or 6.5 in rank for the adaption of assessment strategies in the new normal and use of digital technology for the assessment. Finally, the assessment information in the new normal and creating formative assessment tools with 4 or rank 8 and 2 or 9 in rank respectively. Based on the results of this study, an action plan for teachers? capacity building to improve the implementation of assessment tools for learning and of learning. The conclusions were: The senior high school mathematics teachers used varied traditional paper and pencil assessment tools during the modular distance learning. On the implementation of formative assessment, the senior high school mathematics teachers frequently used the scoring rubric and sending feedbacks through chats/messenger. On the implementation of summative assessments, the senior high school mathematics teachers frequently used rubrics, item analysis and grading system. There were several challenges met along the utilization of formative and summative assessments. These challenges were encountered by the teachers during the modular distance learning. An action plan for teachers? capacity building, mentoring, and training can be adapted and utilized. The recommendations were: Teachers may use new and interesting assessment tool whether for blended, online or face to face. Teachers may be guided by school heads and master teachers in the implementation of formative assessment tools appropriate for modular distance learning. Teachers should conduct interesting summative assessments appropriate for modular distance learning to monitor the academic progress of the students as well as their learning gaps. Challenges met by the senior high school teachers may be considered to enhance the assessment tools used by the teachers appropriate for the teaching - learning modalities adopted by the school. The proposed action plan for teachers? capacity building is recommended to further enhance the implementation of assessment tools. Researchers may conduct a study like the present study in a wider scope.
Keywords: Assessment Tools, Modular Distance Learning
Edition: Volume 12 Issue 6, June 2023,
Pages: 470 - 474