Classroom assessment practices of secondary science teachers: input to a proposed science training program
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Date
2017-05
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Don Mariano Marcos Memorial State University - South La Union Campus
Abstract
Education as a social institution is subject to change in response to social dynamics. Changes in the curriculum is needed to change the approaches of teaching and learning. Assessments must be consistent to let students engage in learning.
This study used the descriptive method of research and determined the level of knowledge, utilization and skills of Science teachers which is the basis of a proposed Science training program on assessment. Total enumeration of all science teachers in the second District of La Union were the respondents who answered the 54-items self-constructed questionnaire in classroom assessment practices. This was correlated to their profile using the Pearson r-moment correlation.
Findings showed that respondents are highly knowledgeable, skillful and they highly utilize the classroom assessment practices. Moreover, educational background, division trainings and regional trainings of the respondents are positively correlated to their level of knowledge, utilization and skills of classroom assessment practices.
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Padilla, F.L. (2018). Classroom assessment practices of secondary science teachers: input to a proposed science training program. [Unpublished Master's Thesis]. Don Mariano Marcos Memorial State University – South La Union Campus, Agoo, La Union. Lakasa ti Sirib, DMMMSU Institutional Repository.
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