Chapter 1

THE PROBLEM

Background of the study

Classroom Assessment Techniques (CAT’s) are typically, ungraded

activities conducted in the classroom setting. Their purpose is to provide the

instructor feedback on whether or not students understand course material so

that adjustments can be made before the end of the term. Frequent use of CAT’s

can also be a systematic approach to a formative education used by instructors

to assure students that they take the genuine, active interest in their learning

process throughout the course, before the summative assessment (final exam) is

given at the end of the term.

It is the process of collecting student’s feedback during class, in order to

understand their learning and their response to your teaching approaches.

Instructors can learn what, how much and how well students are learning. Based

on the feedback instructors can modify their learning to increase effectiveness.

They use Classroom Assessment to know the gap between what students

think they know and what they actually know (Steadman,1998;Bell and

Volckmann, 2011).

1
 According to Angelo and Cross (1993), “These CAT’s are designed to

encourage college teachers to become more systematic and sensitive observers

of learning as it takes place every day in their classrooms.

Faculties have an exceptional opportunity to use their classrooms as

laboratories for the study of learning and through such study to develop a better

understanding of the learning process and the impact of their teaching upon it.”

Thus, in Classroom Assessment Approach, students and teachers are involved

in the continuous monitoring of students’ learning. It gives students the feedback

of their progress as learners. The faculties, on the other hand, get to know about

their effectiveness as teachers. According to Angelo and Cross (1993), the

founders of classroom assessment movement, “Classroom Assessments are

created, administered, and analyzed by teachers themselves on questions of

teaching and learning that are important to them, the likelihood that instructors

will apply the results of the assessment to their own teaching is greatly

enhanced.” Following Angelo and Cross (1993), some important characteristics

of Classroom Assessment Approach are the learner-centered, teacher-directed,

mutually beneficial, formative, context-specific, ongoing, and lastly rooted in good

teaching practice.

Formative and summative assessment should not be seen as separated

entities or different types of assessment, because they are both important

evoking information about knowledge, understanding and attitudes of students, in

this paper we only focus on formative assessment as the assessment that

2
teachers continuously do during teaching. Figuring out that their students know

or what difficulties their student’s have, and using this knowledge to adopt their

instruction to cater for the student’s needs (Black 2013; Harlen 2005) .

This assessment in the hands of teacher’s with the aim to make decisions

about the next step in instruction is often called “classroom assessment” (e.g.,

Shepard 2000). With respect to the actions taken by the teachers, a distinction

can be made between enhancing student’s performance by correcting student’s

responses immediately and instantly explaining why the answer is wrong, or by a

postponed action by tailoring their instruction to the needs of the students and in

this way improving the student’s learning (Antoniou and James 2014; Hill and

McNamara 2012). Based on the teacher’s try out’s, these researchers came to

more than 50 assessment “techniques”. Typical for these techniques is that they

are blurred between instruction and assessment, and make it possible to adjust

the teaching while the learning is still taking in place.

In using the CAT’s, teachers could collect information about their student’s

learning, thus allowing them to adapt their subsequent teaching to meet their

student’s needs. The CAT’s provided student’s with new questions or tasks that

can reveal their deep knowledge of a particular concept from a different

perspective. In addition to the content, also decisions have to be made regarding

the format of the CAT’s to make sure student’s learning information can be

assessed by the teacher in an efficient and effective way.

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 Teachers used CAT’s because it provides regular feedback about student

progress and can preempt misconnections and poor performance on more

heavily weighted tests, quizzes, projects and etc., it gives insight into day-to-day

teaching methods and student learning processes. It also can model to student

the fact that learning is ongoing and evolving process that can be modified as

needed. It provides students to gauging their own learning styles and then modify

study strategies as appropriate. It helps students feel less anonymous in large

class settings, since it is concrete evidence that the instructor cares about

student learning. It provides “food for thought” for instructors as they reflect on

their teaching and on a particular course at the end of term.

The researchers decided to conduct this study because they believe that the

primary purpose is to improve students’ learning and teachers teaching as both

respond to the information it provides. Assessment for learning is an ongoing

process that arises out of the interaction between teaching and learning, and the

primary aim of the researchers is to support student learning and to clearly

express what it is we will expect students to know, understand and do as a result

of their learning.

This study is limited to the teachers of Puelay Elementary School of Villasis.

The range of the study was November-March 2018. This will focuse on the

Classroom Assessment Learning Techniques of Puelay Elementary School and it

will help the teachers to improve their different classroom assessment learning

techniques.

4
Statement of the Problem

This study aims to determine the techniques used by the teachers in their

classroom.

1. What is the profile of the respondents in terms of the following;

a. Age

b. Gender

c. Years in Service?

2. What are the assessments of learning techniques of the teachers in their

respective subject areas?

3. Is there a significant relationship between the profile variables of the

respondents to their classroom assessment learning techniques of the

teachers.

4. What action plan should be proposed in order to improve or sustain the

classroom assessment learning techniques of the teachers in puelay

elementary school?

Null Hypothesis

There is no significant relationship between the profile and the

assessment learning techniques of the teachers.

5
Significance of the Study

The importance of conducting this research is to find out the factors that

contribute or affects the Classroom Assessment Techniques

 To the Students. This study will help the students to learn the best as

well as the teachers, when a certain approach is not working very well.

 To the Teachers. These results will gain insight into which concepts their

students understood the best and which are most confusing. They can use

this information to decide when there needs to be more instruction, and

when the class is ready to move on to the next topic.

 To The Future Researchers. This study will serve as reference for those

who would like to conduct the same strategy about the classroom

assessment techniques of the teachers in the field of education.

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Definition of Terms:

Assessment- the evaluation or estimation of the nature, quality , ability of

someone or something.

Concrete- the action of the teachers to teach well their students

Effectiveness- it shows what effectiveness of a teacher in classroom

assessment technique.

Gauging- it is the measurement of the student’s in their own learning style.

Genuine- the teachers want their students to be honest

Technique- a way of doing something by using special knowledge or skill.

Ungraded- not divided into grades or separate levels.

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 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter generally focuses or concentrates to the related studies

towards the conducted research study of this group. The related studies that are

stated here will help the respondents to understand more proficiently about the

said topic of their research. The other studies that will stated in this chapter will

help to enlightened the mind of the readers for the more credible perspectives.

RELATED LITERATURE

Classroom Assessment Techniques by Thomas A. Angelo and Patricia

K. Cross 2011. The authors illustrate their approach through case studies that

detail the real-life classroom experiences of teachers carrying out successful

classroom assessment projects.

Assessment Essentials by Catherine A. Palomba and Trudy W. Banta,

assessment essentials outline the assessment process from the first to last step

and is filled with illustrate examples to show how assessment is accomplished on

today’s academic campuses. It is especially useful for faculty members and

others who may be new to the assessment process.

Tools for Teaching by Barbara Gross Davis, their new edition contains

up-to-date information and technology as well as expanding on the ideas and

strategies presented in the first edition. The topic covers both traditional tasks of

8
teaching as well as broader concerns, such as diversity and inclusion in the

classroom and technology is educational setting.

Students’ engagement techniques a handbook for college faculty by

Elizabeth F. Barkley. Student engagement techniques is a comprehensive

resource that offers college teachers a dynamic model for engaging students and

includes over one hundred tips, strategies and techniques that have been proven

to help teachers from a wide variety of disciplines and institutions motivate and

connect with their students.

Collaborative Learning Techniques: A practical guide to promoting

learning in groups (Jossey-Bass Higher and Adult Education) by Thomas A.

Angelo. Collaborative Learning Techniques is a scholarly and well-written

handbook that guides teachers through all aspects of group work, providing solid

information on what to do, how to do it , and why it is important to student

learning.

RELATED STUDIES

In the final study, Beebe, Vonderwell and Boboc (2010) investigated

faculty perceptions from seven different higher education institutions with respect

to online classroom assessments that used interviews with combinations of

open-ended questions. The purpose was to explore if face-to face delivery

formats for assessments could be mimicked effectively in the online modality.

Assessment for and about learning were the main focus of thus

9
phenomenological approach. The key issues analyzed in this study were online

assessment, distinguishing barriers, and identifying effective assessment

methods. It was “important to understand current faculty practices of assessment

as well as the factors that influence assessment in order to increase the quality of

teaching and learning in the online environment.”

And also findings indicated that online formative assessments were

successful as long as the the instructor was involved and active (Armellini &

Aiyegbayo, 2010). The instructors collaborated with students to ensure

successful execution of the formative assessments. This study incorporated

innovative ways assess online learners, including its successful collaborative

design, as noted by Armellini and Aiyegbayo (2010). Focusing on learning

objectives encouraged an organizational reform in the educational system as well

as within the course itself to better the learning experience for online students

(Armellini & Aiyegbayo 2010). Cognitive mapping was the main concept

Armellini and Aiyegbayo (2010) used. The findings suggested that Carpe Diem

was a powerful and effective team-based procedure to “foster pedagogical

change and innovation in learning design and assessment practices” (Armellini

& Aiyegbayo, 2010). The online activities designed during Carpe Diem were

successfully used primarily for learning and formative assessment Web 2.0 tools

were employed to enable collaborative online learning and were prominent in the

new designs (Armellini and Aiyegbayo 2010).

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 There were other results that demonstrated the collaborative capabilities

of the LMS supported course development; however, it had limited voluntary use

by the participants as Lawton et al. (2012) indicated. The study demonstrated

that formative assessments make significant positive difference in the learning

outcomes of students in online courses (Lawton et al., 2012). Students learned

more information overall with more positive attitudes toward the course content

and their future learning. In this model, learning had less dependence on initial

knowledge. The capabilities of the LMS supported course development but

showed limited spontaneous use by students during the study (Lawton et al.,

2012).

There were more findings that exhibited an improvement in using

alternative assessment strategies; nevertheless, there was an unclear pattern in

the examined student submission (Pereira et al., 2009). Pereira et al., (2009)

noted that the study indicated the submission delivery could also be used in other

assessment strategies. The study demonstrated that formative classroom

assessments and design methods that stress crucial concepts made significant

positive differences in learning outcomes in courses (Pereira et al.,2009). This

was a straightforward implementation format and a clear means of measuring

effectiveness according to Peirera et al.(2009).Each electronic portfolio was able

to accommodate the types of competencies measured in the formative

assessments (Pereira et al.,2009). There was diversity concerning the types of

11
competences being assessed in each electronic portfolio, but Pereira et al.(2009)

contend that descriptive characterization helped to rectify this.

The Van Gog et al.(2010) study allowed participants to review their

scores and evaluate self-knowledge of skills level. The research demonstrated

that online assessments could help to improve students’ perspectives regarding

the online classroom (Van Gog et al., 2010). The formative assessments in these

assessments focused on relevant situations, instructor behavior was effective,

and that this could contribute to further professional development of beginning

instructors (Van Gog et al., 2010). The study completed by Van Gog et al.(2010)

presented a division in complexity levels that was positively evaluated, and the

students recognized the difference between tasks encompassing analysis and

observation, which might seem similar at first glance. The students appreciated

instructor feedback options embedded within the formative assessments (Van

Gog et al., 2010).

This next study resulted in reconstructing student and instructor roles by

adapting formative assessments to individual student needs, which improved

formative assessment in student learning (Vonderwell & Boboc, 2013).

Vonderwell and Boboc (2013) suggested instructor accountability and using a

reflective, pro-active approach in the formative assessment techniques that

online instructors utilized to recognize student progress. Journal entries whether

completed individually or in pairs, were a way for students to reflect on what they

learned from the formative assessments put forth by the instructor. An integral

12
part of the planning process related to the use of the comprehensive range of

assessment strategies (Vonderwell & Boboc, 2013). Generating an assessment

plan for the duration of the entire online class helped instructors to map out their

pedagogical strategies and material. Therefore, student engagement and overall

online activity were enhanced according to Vonderwell and Boboc (2013). In this

study, the authors were aware of students’ connectivity options, so there was no

digital divide by asking students to use technological tools that were not readily

available to them (Vonderwell & Boboc, 2013).

In the final reviewed study, five major themes developed as a result of the

research of Beebe et al. (2010), including time management, student

responsibility and initiative, structure of online medium, complexity of content and

informal assessment. Time management alluded to students preferring

immediate feedback and in turn placing emphasis on communication. Without

student engagement, instructors believed they did not have a clear picture of

students’ needs, and therefore, emphasized the importance of students taking

charge of their inquiries and education (Beebe et al., 2010).

The earlier materials and objectives were posted the quicker faculty could

identify areas of opportunity. Providing visual cues to match online course

materials assisted in clarification of class expectations. The less complex the

course content, then the easier the assessment could be mimicked in the online

setting (Beebe et al., 2010). Students were found to perform better on informal

assessments when they took a proactive approach to their own education to gain

13
clarification on course materials and objectives. Not only did students need to be

heavily involved and proactive, it was necessary for instructors to provide timely

materials and visual cues that contributed to better course outcomes through

classroom assessments (Beebe et al., 2010).

Theoretical Framework

Learning theories are an organized set of principles explaining how

individuals acquire, retain, and recall knowledge. By studying and knowing the

different learning theories, we can better understand how learning occurs. The

principles of the theories can be used as guidelines to help select instructional

tools, techniques and strategies that promote learning.

There are three learning theories, behaviorism, cognitive information

processing (cognitism) and constructivism. Behaviorist, the new behaviors or

changes in behaviors are acquired through associations between stimuli and

responses. Cognitive, the information processing leads to understanding and

retention. Constructivist, we construct our own knowledge of the world based on

individual experiences.

Behaviorism stems from the work of B.F Skinner and the concept of

operant conditioning. Behaviorism theorists believe that knowledge exists

independently and outside of people. They view the learner as a blank slate why

must be provided the experience. Behaviorists believe that learning actually

14
occurs when new behaviors acquired through associations between stimuli and

responses. Thus, association leads to a change in behavior.

Learning process is based on objectively observable changes in behavior.

Behavior theorists define learning simply as the acquisition of a new behavior or

change in behavior. The theory is that learning begins when a cue or stimulus

from the environment is presented and the learner reacts to the stimulus with

some type of response. Consequences that reinforce the desired behavior are

arranged to follow the desired behavior (e.g. study for a test and get a good

grade). The new behavioral pattern can be repeated so it becomes automatic.

The change in behavior of the learner signifies that learning has occurred.

Teachers use Behaviorism when they reward or punish student behaviors.

There are examples and applications of behaviorist learning theory, the

Drill/Rote work, Repetitive practice, Bonus points (providing an incentive to do

more), Participation points (providing an incentive to participate ) , Verbal

Reinforcement (saying “good job”), Establishing Rules.

Unfortunately, Behaviorism instruction does not prepare the learner for

problem solving or creative thinking. Learners do what they are told and do not

take the initiative to change or improve things. The learner is only prepared for

recall of basic facts, automatic responses or performing tasks.

Cognitive Information Processing (cognitivitism), Cognitive information

processing is based on the thought process behind the behavior. The theory is

15
based on the idea that humans process the information they receive, rather than

merely responding to stimuli (i.e that think about what is happening). The

changes in behavior are observed, but only as indicator to what is going on in the

learner’s head. The learner’s mind is like a mirror form which new knowledge and

skills will be reflected.

Cognitive information processing is used when the learner plays an active

role in seeking ways to understand and process information that he or she

receives and relate it to what is already known and stored within memory.

Cognitive learning theories are credited to Jean Piaget.

Learning process, Cognitive learning theorists believe learning occurs

through internal processing of information. Unlike behaviorism, cognitive

information processing is governed by an internal process rather than by external

circumstance. The cognitive approach to learning theory pays more attention to

what goes on inside the learner’s head and focuses on mental processes rather

than observable behavior. Changes in behavior are observed, and used as

indicators as to what is happening inside the learner’s mind.

Learning involves the reorganization of experiences, either by attaining

new insights or changing old ones. Thus, learning is a change in knowledge

which is stored in memory, and not just a change in behavior.

There examples and applications of cognitive learning theory: Classifying

or chunking information, Linking Concepts (associate new content with

16
something known), Providing Structure (organizing your lecture in efficient and

meaningful ways), Real world examples, Discussions, Problem Solving,

Analogies, Imagery/Providing Pictures, and Mnemonics.

Constructivism is based on the premise that we all construct our own

perspective of the world, based on individual experiences and internal

knowledge. Learning is based on how the individual interprets and creates the

meaning of his/her experiences.

Knowledge is constructed by the learner and since everyone has a

different set of experiences and perceptions, learning is unique and different for

each person.

Constructivist theorists believe that learning is a process where individuals

construct new ideas or concepts based on prior knowledge and/or experience.

Each of us generates our own mental models, which we use to make sense of

our experience. We resolve conflicts between ideas and reflect on theoretical

explanations. Learning, therefore, is simply the process of adjusting our mental

models to accommodate our new experiences. This theory is used to focus on

preparing people to problem solve. Therefore, to be successful, the learner

needs a significant base of knowledge upon which to interpret ideas. Additionally,

with Constructivism, outcomes are not always predictable because learners are

constructing their own knowledge. Thus Constructivism does not work when the

results always need to be consistent.

17
 Examples and applications constructivism: Case Studies, Research

Projects, Problem based learning, Brainstorming, Collaborative learning/Group

work, Discovery Learning, and Simulations.

All three theories are important to understand. When deciding which

strategies to use, it is important to consider, the level of knowledge.

This study was premised from the classroom assessment techniques of

the teachers in Puelay elementary school, it requires an assessment techniques

of the extent of its output. The paradigm given show how the researchers had

conducted different procedures of the study. The input provides the tools needed

to start or execute the study. On the other hand, steps to be done in the study

are provided in the process and the output provides the end or the outcome of

the study.

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 INPUT PROCESS OUTPUT
 Profile of the  Profile of the  Suggested
OUTPUT
Respondents in respondents in measures are
terms of: terms of: to be done in
a. Age a. Age order to
b. Gender b. Gender improve the
c. Years in Service  The classroom classroom
 The classroom assessment assessment
assessment techniques of the techniques of
techniques of the teachers the teachers.
teachers  Significant
relationship
between the
profile variables
of the
respondents to
their techniques
in classroom.

Figure 1. Paradigm of the Study

19
 Chapter 3

METHODOLOGY

In this part of the research, this implies in using more than statistical

methods to show and represent the calculations of the collected respondents of

the research study.

Research Design

According to the research adviser, the research design would be

Quantitative because they conducted study generally focuses on quantitative

research.

The research follows the descriptive method under the quantitative

approach to research. We used this research design to determine the

relationship between the profile and the classroom assessment learning

techniques of the teachers using statistical data. The information gathered

served as bases for this study and for interpreting data.

Population and Locale of the Study

The proposed study of this group research is conducted at Puelay

Elementary School and this will focus on the Classroom Assessment Learning

Techniques of 30 teachers.

20
Data Gathering Tools

The main tool which was utilized in gathering the needed data was a

survey questionnaire made to achieve the objectives of the study.

The questionnaire has two parts, The first part contained the Profile of the

respondents in terms of a) Age, b) Gender, c) Years in Service while the second

part contained the set of the classroom assessment learning techniques of the

teachers in Puelay Elementary School.

Data Gathering Procedure

Prior to the conduct of our study, We formulated the title of our research,

with the help of our research teacher Goldameir Sison-Pablo, M.Ed.

In order for the researchers to gather important data needed for the

completion of the research, the researchers used survey- questionnaire as data

gathering instrument. The survey- questionnaire was then formulated, after

which, validated. After the validation of the instrument, a letter addressed to the

respondents was made to ask permission for the floating of the survey

questionnaire, noted by the research teacher for recommending approval. Upon

permission, the researchers floated the questionnaires and retrieved them at

once for analysis.

21
Treatment of the Data

To be able to come up with definite conclusion regarding of this study, the

researchers used the following statistical tools:

1. To determine the percentage of the total number in the profile of the

respondents, the researchers used the formula below:

P = ____________ × 100

Where:

P= Percentage

N= No. of respondents

F= Frequency

100= constant value

2. For the perception on the classroom assessment techniques of the

teachers, the average weighted mean was utilized where:

WM= 4F4+3F3+2F2+1F1

Where:

WM = Weighted Mean

4F4 = number of the respondents who answered “Strongly Agree”

22
3F3 = number of the respondents who answered “Agree”

2F2 = number of the respondents who answered “Disagree”

1F1 = number of the respondents who answered “Strongly Disagree”

The following scale was used to interpret the obtained weighted mean:

Scale Descriptive Equivalent

3.25 – 4.00 Strongly Agree

2.50 – 3.24 Agree

1.0 – 2.49 Disagree

1.00 – 1.74 Strongly Disagree

3. To determine the significant relationship between the profile and the classroom

assessment techniques of the teachers, chi square formula was utilized:

X2 = ∑ (fo- fe) 2

fe

Where:

x2 = chi- square value

fo = observed frequency

fe = expected frequency

23
 Chapter 4

RESULTS AND DISCUSSIONS

This chapter presents the processes undertaken to answer the problems

of the study posited in the preceding chapters of the study.

The data gathered were analyzed and further interpreted in this chapter.

Furthermore, the results obtained from the statistical analysis done are presented

in both tabular and narrative forms to explain the found answers to the objectives

of this research.

Demographic Characteristics of the Respondents

Problem one of this study deal with the demographic profile of the

respondents.

Table one on the next page represents the demographic profile of the

respondents in terms of gender, age, and years of service.

It can be seen on the table that there are more females than males with

the percentage of 87 for the females and 13 for males, respectively in terms of

age, the majority of the respondents are at the aged of 40 and above which has

an over-all percentage 73. Moreover, age 30-39 has a percentage of 20, while 29

and below has a percentage of 7. This only means that most of the respondents

are on their retirement age.

24
 Then in terms of the Years of Service majority of the respondents are in

the 5 years and above with the percentage of 86.67. On the other hand, some of

them are in the 1-4 years having the percentage of 13.33 while in the 11 months

and below have a zero (0) percentage.

Therefore, majority of the respondents are working in 5 years and above.

Table 1

PROFILE OF THE TEACHERS IN PUELAY ELEMENTARY SCHOOL

VILLASIS, PANGASINAN

N= 30

Variable Frequency (f) Percentage (%)

B. Gender
Male 4 13
Female 26 87

C. Years of Service
5 years and above 26 86.67
1-4 years 4 13.33
11 months and below 0 0

Perception on the Classroom Assessment Learning Techniques of the

Teachers in Puelay Elementary School

The second problem of this study sought to discover the Classroom

Assessment Learning Techniques of the Teachers in Puelay Elementary School.

25
Written

Table 2.a represents the tabular representation of the different Classroom

Assessment Learning Techniques of the Teachers in Puelay Elementary School.

Table 2.a

WRITTEN CLASSROOM ASSESSMENT LEARNING TECHNIQUES OF

THE TEACHERS IN PUELAY ELEMENTARY SCHOOL

INDICATORS AWM DE
A. Written
1. I give short quizzes after discussion. 3.8 A
2. I let them make essay at the end of their session. 2.7 S
3. I practice the students’ skills by giving them random words to spell. 3.4 A
4. I let students construct their own reflection in a paragraph forms. 2.0 S
5. I let students construct their own sentences every end of our lesson of the day. 3.0 O
6. I give them a theme, where they can create their own poem. 2.5 O
7. I let them to write their own story. 2.8 O
8. I give the students’ take home assignments. 3.3 A
9. I let the students’ write an editorial essay. 2.2 S
10. I let them compose a song on their own version, related to the topic. 2.5 O
Overall AWM 2.82 O

Oral

Table 2.b represents the tabular representation of the different Classroom

Assessment Learning Techniques of the Teachers in Puelay Elementary School.

Table 2.b

26
 ORAL CLASSROOM ASSESSMENT LEARNING TECHNIQUES OF

THE TEACHERS IN PUELAY ELEMENTARY SCHOOL

INDICATORS AWM DE
B. Oral
1. I give a recitation to test the students’ what they have learned. 3.9 A
2. I let my students act if they understand the scene. 3.3 O
3. I let them sing before we start the class. 3.4 A
4. I let them make their own speech and present it to the class to see if they are 2.5 O
good in speaking.
5. I let my students join declamation contest. 1.8 N
6. I make them memorize poems, which they will recite in front of the class. 6.9 SA
7. I test my students’ reading comprehension by guiding them in reading. 0.5 N
8. I let them tell story related to the subject. 3.4 A
9. I help my students’ boost their confidence by reporting in- front of his/her fellow 3.4 A
classmates.
10. I test my student’s debating skills by grouping them and let them do informal 2.7 O
debates.
Overall AWM 3.18 A
Legend: AWM Average Weighted Mean DE= Descriptive Equivalent; (A)=Average 3.25-4.00;
(O)=Often 2.50-3.24; (S) Sometimes 1.75- 2.49; (N) Never 1.00-1.74

According to the previous table, among indicators in the Classroom

Assessment Technique, the indicator that has higher mean was the indicator no.

1 which states “I give short quizzes after discussion” has the average weighted

mean of 3.8 with a descriptive equivalence of Agree (A). Therefore, the

respondents strongly agree that giving short quizzes after discussion. Can help

teachers assess the effectiveness of their instruction, as well as student

understanding of the concepts taught. Create test/quizzes in your psychology

course to assess your students’ grasps of the material or evaluate their

preparedness for their class. Each test/quiz is automatically graded, providing

27
you with instant and powerful feedback that can help guide your upcoming lesson

plan (Jerod Allen, 2018).

The second indicator that has the higher mean is the indicator no.3 which

states “I practice the students’ skills by giving them random words to spell” has

the average weighted mean of 3.4 with a descriptive equivalence of agree (A).

Therefore students would be more likely to be able to figure out a new word. And

the third that has the higher mean is the indicator no.8 which states “I give the

students’ a take home assignments” has the average weighted mean of 3.3 with

a descriptive equivalence of agree(A). Therefore assignments allow students and

teachers to work more closely together.

The first indicator that has the lowest mean is the indicator no.4 in which

states” I let students construct their own reflection in a paragraph form” has the

average weighted mean of 2.0 with a descriptive equivalence of Sometimes (S) .

Therefore, most of the teacher doesn’t let their students construct their own

reflection.

As stated by (Wiggins, 2014) Students’ are sitting passively and listening

during approximately 90 percent of their classes. Students sits all day, and sitting

is exhausting. You feel a little bit like a nuisance all day long. It was not just

sitting that was draining but that so much of the day was spent absorbing

information but not often grappling with it .The second indicator that has the

lowest mean is the indicator no.9 which states “I let the students’ write an

28
editorial essay” has average weighted mean of 2.2 with a descriptive equivalence

of Sometimes (S). Therefore the respondents only let their students write editorial

essay when needed. And the third that has the lowest mean is the indicator no. 6

which states “I give them a theme, where they can create their own poem” has

the average weighted mean of 2.5 with a descriptive equivalence of Often (O).

Therefore, the respondents often require their students to create their own poem.

The Overall Average Weighted Mean is 3.98 with a descriptive

equivalence of Agree (A). Therefore the teachers of Puelay Elementary School

Agree that the stated questions affect their classroom assessment learning

techniques.

Significant Relationship between the Profile and the Classroom

Assessment Learning Techniques of the teachers

The Third problem of this study tended to discover the significant relationship

between the profiles of the respondents and the classroom assessment learning

techniques of the teachers.

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 Table 3 on the next page presents the tabular representation of the

significant relationship between the profiles of the respondents and the

classroom assessment learning techniques of the teachers.

TABLE 3

SIGNIFICANT RELATIONSHIP BETWEEN THE PROFILE AND THE

CLASSROOM ASSESSMENT LEARNING TECHNIQUES OF THE TEACHERS

Variable Computed x 2 Df Tabular Value DE

Written
Age 5.74 6 12.59 NS
Gender 1.38 3 7.82 NS
Years of Service 5.74 6 12.59 NS

Variable Computed x2 Df Tabular Value DE

The table 3 presents the summary of the results of the chi- square of the

oral and written classroom assessment learning techniques conducted to test the

significants relationship of the respondents profile variables and the classroom

assessment learning techniques of the teachers.

The Written for the Classroom assessment learning techniques result

implies that the tabular value of the respondents under age is 12.59 which show

that there is no significant relationship between the age of the respondents and

30
the classroom assessment learning techniques. The null hypothesis states that

there is no significant relationship between the gender and the classroom

assessment learning techniques.

Moreover, the tabular value of the gender is 7.82 which show that there is

no significant relationship between the gender of the respondents and the

classroom assessment techniques. The researchers accept Null Hypothesis and

reject Alternative. In tabular value of years of service in the Written Assessment

are 12.59 which show that there is no significant relationship between the years

of service and the classroom assessment learning techniques. According to

(Jordan Catapano), Written Assessment is another powerful tool for teachers to

use. In this way, Students are forced to demonstrate the extent of their

knowledge. Written Assessments also takes less time to create. Instead of

having students merely select the correct option, written assessment compel

students to compose their own unique answers to demonstrate their

understanding.

The second table above states about the Oral Classroom Assessment

Learning Techniques shows that the tabular value of the respondents under age

is 12.59 which show that there is no significant relationship between the age and

the classroom assessment learning techniques.

Furthermore, the tabular value of the respondents under the gender is

7.82 showing that there is no significant relationship between the gender of the

31
respondents and the classroom assessment learning techniques. In additional,

the tabular value of the years of service in the Oral Assessment is 12.59, the

researchers accept the null hypothesis and reject the alternative. According to

(Mark Huxham), Oral Assessments used on students is an important theme

involved in the perceived authenticity or ‘professionalism’. This study suggests

that oral assessments may be more inclusive and that they can act as powerful

tools in helping students establish a “professional identity”.

Measures to Improve the CLASSROOM ASSESSMENT LEARNING

TECHNIQUES OF THE TEACHERS IN PUELAY ELEMENTARY SCHOOL

The last problem that this study sought to answer is to come up with a set

or suggested measure that would improve the classroom assessment learning

techniques of the teachers.

Based on the findings of the study aforementioned on this chapter, the

following recommendatory measures are proposed to improve the classroom

assessment learning techniques of the teachers.

1. The respondents should practice more the students’ skills by giving them

random words.

2. The respondents should practice the students to construct their sentences.

3. The respondents should practice more the students by giving a recitation to

test if the students understand the lesson.

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4. The respondents should practice the students in creating a srtory.

Proposed Action Plan to Prepare the Teachers in Classroom Assessment

Learning Techniques in Puelay Elementary School

The fourth problem of this study is to propose an action plan to different

classroom assessment learning techniques that teachers use at Puelay

Elementary School by conducting a research.

Goal: To see the different classroom assessment techniques that teachers use at

Elementary School by conducting a research.

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Objectives:

1. Promote appropriate assessment learninng techniques in the classroom

2. To use different Techniques for us to know the learning techniques of

the teachers.

3. Supports students teachers in making appropriate instructional tools.

4. Promotes student participation and develop higher level thinking skills.

5. To push the students to their best they can.

Chapter 5

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions and recommendations of the study.

Conclusions

Based on the findings, the following conclusions were drawn:

34
1. Majority of the respondents are female; 40 and above and most of their Years

in Service is 5 years and above.

2. The perception on the classroom assessment learning techniques of the

teachers in puelay elementary school for the written is “Often” while in the oral is

“Average”.

3. There is no significant difference between the profile and the classroom

assessment techniques of the teachers.

4. The suggested measures had been designed to improve or sustain the

respondents’ classroom assessment learning techniques.

Recommendations

Based on the conclusions drawn, the following recommendations are

offered.

a. For the students

35
1. The students should improve their skills, because other students are okay with

what they know, which is not right. They should explore something else to

expand their knowledge.

2. They should invest more hours on studying their lesson.

b. For the teachers

1. Teachers play a large role in creating an environment that encourages

learning, improve student’s behavior and create a better.

2. Teachers play a big role for students. They guide and instruct the children to

enhance their knowledge. The teachers should not focus on the common for the

students; they also need to study the things that will help them for the next school

year.

BIBLIOGRAPHY

Angelo, T.A. & K.P. (1993)- Classroom Assessment Techniques: A handbook

for college teachers.

citl.illinois.edu

36
JH McMillan (1997)- Classroom Assessment: Principles and practices for

effective instruction.

WJ Popham (1999)- Classrom Assessment: What teachers need to know.

ME Gredler (1999)- Classroom Assessment and Learning.

https://scholar.google.com.ph

Chickering, A. (1969)- Education and identity

https://citl.indian.edu

Elizabeth F. Barkley, Claire Howell Major, K. Patricia Cross- Collaborative

Learning Techniques

Elizabeth F. Barkley, Claire Howell Major- Learning Assessment Teachniques

www.josseybass.com/highereducation

APPENDIX A

SAMPLE SURVEY QUESTIONNAIRE

PHINMA UPANG COLLEGE URDANETA

37
CLASSROOM ASSESSMENT TECHNIQUES OF THE TEACHERS IN PUELAY

ELEMENTARY SCHOOL

Name (Optional) :_____________________________________________

I. Profile

DIRECTIONS: Put a check (√) mark on the space provided to determine your

profile on the following:

A. Age

_____ 40 and above

_____ 30-39

_____ 29 and below

B. Gender

_____ Male

_____ Female

C. Years of Service

_____5 years and above

_____1-4 years

_____11 months and below

Directions: Put a check (√) mark on the column of your assessment on the

classroom assessment learning techniques of the teachers, using the scale

below:

38
 4 Always The respondent always does the indicated classroom
assessment learning techniques of the teachers
3 Often The respondent often does the indicated classroom,
assessment learning techniques of the teachers
2 Sometimes The respondent sometimes does the indicated classroom
assessment learning techniques of the teachers
1 Never The respondent never does the indicated classroom
assessment learning techniques of the teachers

INDICATORS 4 3 2 1
A. Written
1. I give short quizzes after discussion.
2. I let them make essay at the end of their session.
3. I practice the students’ skills by giving them random words to
spell.
4. I let students construct their own reflection in a paragraph
forms.
5. I let students construct their own sentences every end of our
lesson of the day.
6. I give them a theme, where they can create their own poem.
7. I let them to write their own story
8. I give the students’ a take home assignments.
9. I let the students’ write an editorial essay.
10. I let them compose a song on their own version, related to the
topic.
B. Oral
1. I give a recitation to test the students what they have learned.
2. I let my students act if they understand the scene.
3. I let them sing before we start the class.
4. I let them make their own speech and present it to the class to
see if they are good in speaking.
5. I let my students’ join declamation contest.
6. I make them memorize a poem, that they will recite in front of
the class.
7. I test my students’ reading comprehension by guiding them in
reading.
8. I let them tell story related to the subject.
9. I help my students’ boost their confidence by reporting in-front
of his/her fellow classmates.
10. I test my students’ debating skills by grouping them and let
them do informal debates.

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 APPENDIX B

LETTER TO THE RESPONDENTS

PHNMA UPANG COLLEGE OF URDANETA

URDANETA CITY, PANGASINAN

February 19, 2018

To the Respondents,

Greetings!

We, the students of 12 GHT 2P students of PHINMA UPang College Urdaneta, are
conducting a research entitled “CLASSROOM ASSESSMENT LEARNING TECHNIQUES OF

40
THE TEACHERS IN PUELAY ELEMENTARY SCHOOL”, as a partial fulfillment of the
requirements for the subject APP 007 Inquires, Investigation, and Immersion.

In line with this, may we request the teachers of the said school to participate in this study
by answering the questionnaire, Surely the respondents personal information will be confidential.

Thank you very much for your cooperation.

Respectfully Yours,

CAUTON, PETER JOHN S.

DELOS REYES, BLESSY JOY S.

DELOS REYES, SHANE S.

GONZALES, MARVELYN R.

LLAMAS, TRICIA G.

MANGAO, LEMY R.

Noted by:

GOLDAMEIR SISON-PABLO, M.Ed.

Subject Teacher

CURRICULUM VITAE

Name: Cauton, Peter John S.

Address: Culdit, Asingan, Pangasinan

Date of Birth: July 26, 2000

Contact Number: 09453799610

E-mail Address: peejaycautonoppo@gmail.com

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Motto: The fruit of your own hard work is the sweetest

Educational Background

Secondary: Colegio de San Luise Bertrand High School

Elementary: Don H. Velasco Community School

CURRICULUM VITAE

Name: Delos Reyes, Blessy Joy S.

Address: Anoyao West, Linmansangan Binalonan,

Pangasinan

Date of Birth: December 22, 2000

Contact Number: 09108639772

Email Address: Blessydelosreyes22@gmail.cm

42
Motto: “Don’t quickly. Suffer now and live the rest of your life as a champion”

Educational Background

Secondary: Juan G. Macaraeg National High School

Elementary: Linmansangan Elementary Schoo

CURRICULUM VITAE

Name: Delos Reyes, Shane S.

Address: Anoyao West Binalonan, Pangasinan

Date of Birth: December 7, 1999

Contact Number: 09274409782

E-mail Address: delosreyesshane36@gmail.com

Motto: “Always do your best. What you plant now, you will harvest later”

Educational Background

43
Secondary: Juan G. Macaraeg National High School

Elementary: Linmansangan Elementary School

CURRICULUM VITAE

Name: Gonzales, Marvelyn R.

Address: 10 Bobon, San Roque, San Manuel,

Pangasinan

Date of Birth: March 29, 1999

Contact Number:

09096286949

Email Address: marvsgonzales001@yahoo.com

Motto: Nothing is Impossible with God

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Educational Background

Secondary: Juan C. Laya National High School

Elementary: Bobon Elementary School

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 CURRICULUM VITAE

Name: Tricia Llamas G.

Address: Zone 3, Barangay Sanchez

Asingan, Pangasinan

Date of Birth: December 06, 1999

Contact Number: 09277832180

Email Address: triciallamas99@gmail.com

Motto: “What will be, will be”

Educational Background:

Secondary: Divine Word College of Urdaneta

Elementary: Brain and Heart of a Christian San Fernando City, La Union

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 CURRICULUM VITAE

Name: Mangao, Lemy R.

Address: Piaz, Villasis, Pangasinan

Date of Birth: June 28, 1999

Contact Number:

09165508635

Email Address: lemymangao@gmail.com

Motto: Future is the Mother of Success

Educational Background:

Secondary: Don Ramon Costales Memorial National High School

Elementary: Piaz Elementary School

47