The new language assessment policies in the Philippines and in Indonesia have impact on English teachers’ assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high school English teachers’ classroom assessment practices in ELL classes.This study was conducted using a mix method design with 48 Filipino and Indonesian junior high school English teachers as respondents who completed the questionnaire on classroom assessment practices. Twelve respondents participated in an interview and observation to further clarify their practices on classroom assessment. The study found that both Filipino and Indonesian junior high school English teachers used assessment for learning as the main purpose of assessment. The majority of Filipino Junior High school English teachers prepared and made their own assessment, while Indonesian junior high school English teachers used items from published textbooks as their primary sources for constructing assessment items. Both Filipino and Indonesian junior high school English teachers used written comments as their primary method for providing feedback. Total score test and a letter grade were the highest percentage methods for providing a final report for both Filipino and Indonesian junior high school English teachers.
Outco mes-based education (OBE) mandates higher education institutions (HEIs) to identify expectations and formulate institutional learn ing outcomes (ILOs) or graduate attributes (GAs) wh ich distinguish their products from the rest. These ILOs or GAs are qualities, skills, and understanding which students must develop and possess during their time with the institution and carry and apply as professionals. Among teacher education (TE) graduates, an HEI hopes to see outstanding instructional performance wh ich is crucial to the latter's students' progress. Schools which screen teacher-applicants therefore want to hire and keep those who possess commendable instructional performance and show ideal characteristics. Faced with the challenges of implementing the new TE curriculu m approved in 2017, the investigators wanted to know the requirements of school-employers, if these requirements match the newly formed ILOs or GAs of Angeles Un iversity Foundation (AUF), and if AUF TE graduates manifest the requirements and the GAs at wo rk. They interviewed top emp loyers of the TE g raduates of AUF as respondents through purposive sampling. Emp loyer-part icipants involved in the hiring process identified qualificat ions, work-related characteristics, demands and expectations which are classified as knowledge, skills, values and described the TE graduates of AUF. Results show that the hiring-related requirements are aligned with the ILOs or GA of A UF wh ile some are actually man ifested by its TE graduates who practice the profession. Results have interesting imp licat ions for the training of pre-service teachers, the format ion of GA, and the desires of employers especially in the Philippine context.
Abstract-The educational systems, commissioned by the Constitution, shall reach out to nearby communities by participating in local and national societies' civic programs. The Angeles University Foundation-College of Education (AUF-CED), a Center of Excellence (COE)-recognized institution, realizes that literacy education should be delivered and integrated through community extension to enhance personnel's capacity building by extending expertise to the partner community. In effect, using Qualitative Reading Inventory (QRI-5) by Leslie and Caldwell (2011), this study described the best practices of AUF-CED's remedial reading program implementing procedure and evaluated its impact among267 pupil-respondents' reading performance categorized under frustration level as indicated by difficulty in decoding, word recognition, miscues, slow reading speed, and poor comprehension. Findings revealed the program's favorable impact on participants' reading performance as evidenced by the significant differences in the pretest and posttest results. Lack of significant difference in the miscues committed and the reading speed could be attributed to program's short span and tutees' absenteeism. Recommendations include project's sustainability and improvement and provision of well-planned and implemented trainings to have greater impact on the clienteles and the community.
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