Despite the advancement of the conceptualisations of teacher assessment literacy, teachers’ assessment practices remain relatively low due to misalignment between teachers’ beliefs on assessment and principles of effective assessment practices. The currentassessment reform in the Philippines has not gained significant traction despite the ongoing professional development programs focused on enhancing teacher assessment literacy. We argue that to change teachers’ exam-dominated assessment practices towards a more student-centred approach, there is a need to explore teachers’ beliefs in assessment. Hence, we developed a context-driven tool using both theoretical and empirical approaches that could measure this construct, and which the results could provide a stronger foundation for professional development program. Factor analyses extracted nine dimensions that describe teachers’ assessment beliefs: assessment for professional learning, for motivation, for measurement, for planning, for engagement, for learning, for evaluation, for norm-referencing and for instructional accountability. Implications of findings for teacher professional development and practice are discussed.
This study ascertains the discriminant model that could best explain preservice teachers academic achievement. Using the University of Southeastern Philippines Admission Test (USePAT) and Standardized Admission Test for Teachers (SATT) results as predictor variables, a descriptive-discriminant research design was used involving 771 preservice teachers in a span of 3 school years. Variables entered in the discriminant model were numerical, verbal (SATT constructs), abstract, and general information (USePAT constructs). It is recommended that the University should revisit the USePAT to determine other measures as entry requirements in lieu of the ratings in the content subjects “ English, Math and Science - as these did not figure into the discriminant model.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.