Darren O. Linsangan (Author)
Abstract
The study focused on the practices and challenges in the assessment of public secondary school Science teachers in Urdaneta City. This study has the following objectives: to identify the respondents’ profile, assess the level of assessment practices, pinpoint the challenges faced while assessing the Science subject, determine the correlation between the respondents’ profile and their assessment practices, and evaluate the differences in the problems faced by the respondents based on their profile variables. Findings showed that Science teaching in public secondary schools is female-dominated. Likewise, the majority of the teachers are in the early adulthood stage, married, with Masters Units, specialized in teaching Science, experienced teachers, and equipped with training related to Science. Public secondary school Science teachers consistently exhibit strong assessment practices in the areas of preparation, validity, and contextualization. They also need help in their assessment practices, preparation, validity, reliability of results, monitoring, feedback, and reporting. In addition, several trainings related to Science attended correlate to teachers’ ability to contextualize learning materials/resources. Moreover, length of service affects teachers’ ability to prepare assessment materials in Science. Likewise, several trainings related to Science were attended, which contributed to teachers’ ability to conduct monitoring, feedback, and reporting. The study recommended that school authorities and educational institutions should provide ongoing professional development opportunities for Science teachers, focusing on enhancing assessment practices and addressing specific challenges. New Science teachers should receive additional support and mentorship to help them navigate the challenges related to assessment, especially in maintaining the validity and reliability of results.
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Keywords: Assessment, Science Instruction, Validity, Reliability, Contextualization