This study aimed to develop and validate an instrument regarding teachers’ practices on formative assessment using the elements of the Feedback Loop Model. A pilot study was surveyed to 157 science teachers on how frequently they practice formative assessments in their Science classes. Teachers’ responses were analyzed using Cronbach’s alpha statistics on the Feedback Loop constructs and Confirmatory factor analysis for the entire instrument. Findings suggest that with the deletion of 10 survey items from the initial 44 items, the scale provides a valid and highly reliable measure in determining teachers’ practices on formative assessment.
This research endeavor that aimed to determine the changes in the Senior High School (SHS) teachers’ attitudes, self-efficacy, and classroom practices toward formative assessment (FA) as they implemented Feedback Loop Model (FLM) in their Physics classes was examined to assess any improvement in their attitudes, self-efficacy and teachers’ FA practices. Using a concurrent triangulation design to address the objectives of this study, a convenient sampling method was employed. Out of the 23 teacher-participants who attended the webinar series on FLM, only 3 Physics teachers agreed and participated in the follow-up process, which requires implementing FLM in their classrooms. These teachers approved recording their online classes, which were used for observation by external observers or cross-examiners. Likewise, they agreed to keep journals or reflections as they implemented the FLM in their Physics classes. Results have shown that teachers’ attitudes, self-efficacy, and classroom practices on FA were affected significantly, leading to positive attitudes toward utilizing the assessment and improved self-confidence in applying FA in their classes. Teachers were also able to manifest and build a classroom environment that supports formative assessment, signifying the positive effect of the FLM. Therefore, it is suggested that FLM be recommended to strengthen the use of FA by conducting more professional development programs. This way, teachers would have opportunities to refine their strategies and enhance collaboration and professional growth.
Kinematics, a fundamental structure in Mechanics is a critical concept that needs to be realized by students for a more complex analysis of subsequent topics in Physics. One way to determine the effectiveness of Physics teachers in teaching at these trying times is to measure the conceptual understanding of Grade 12-Senior High School (SHS) students in Science, Technology, Engineering, and Mathematics (STEM) track. With the goal of establishing a valid and reliable test questionnaire in Kinematics that can be administered either in a paper-and-pencil approach (asynchronous learning) or online approach (synchronous learning); this study focused on the development and validation process of a 45-item conceptual test in Kinematics. Adhering to the Most Essential Learning Competencies (MELC) set by the Department of Education (DEPED), the initial pool of items was pilot tested using a Google form to 110 SHS students after the items had undergone face and content validation by a panel of experts. Furthermore, Classical Item Analysis by calculating the difficulty and discrimination indices was examined to establish test validity. Reliability analysis was also conducted using Cronbach’s Alpha ( =0.758) and the Kuder-Richardson formula, (KR-20 = 0.761) which resulted in a deletion of 15 items. In general, this Physics concept test in Kinematics showed an acceptable standard of measurement for classroom use which can be utilized by teachers as a form of diagnostic, formative, and summative tests.
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