| Autor: |
Apostol, Enrique L., Reponte-Sereňo, Raiza Rhea, Cuevas, Gloria C., Sumicad, Rulthan, Pinatil, Milphene |
| Předmět: |
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| Zdroj: |
Journal of World Englishes & Educational Practices; Sep-Dec2023, Vol. 5 Issue 3, p56-69, 14p |
| Abstrakt: |
The study delved into the evaluation of teachers' assessment proficiency and classroom assessment methodologies within the context of five distinct academic programs. The research findings unveiled the commendable abilities of teachers in various aspects, including their adeptness in paper-pencil tests, performance assessments, authentic assessments, item analysis, and effectively communicating assessment results to their students. Remarkably, both teachers and students held positive perceptions of these assessment skills across these different domains. The study's results further illuminated that there was no discernible relationship between the gender of teachers and their assessment skills. However, a substantial correlation emerged between the teaching experience of educators and their assessment practices. This indicated that more seasoned teachers tended to exhibit superior assessment skills, underscoring the role of experience in this regard. Significantly, there were no substantial disparities in classroom assessment practices and the proficiency of teachers in assessment skills among the various academic programs under scrutiny. These findings underscore the critical significance of continuous professional development as a means to augment assessment competencies among educators. Such development initiatives are pivotal in contributing to enhanced student learning outcomes across diverse educational settings. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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