Investigating values education teachers’ competencies in classroom assessment in Philippine secondary schools

Abstract

This research employed a descriptive design to assess the competence of 101 Values
Education teachers in the northern Philippines across various assessment standards
using a validated survey questionnaire. The findings indicate that the teachers have
a low level of competence in classroom assessment with an overall mean of 1.38.
The study also highlights the prevalent use of traditional assessment methods, with
a notable reliance on multiple-choice tests (96.04%), while the least-used assessment
method is the cloze test (14.85%). The identified challenges include time constraints
in test preparation (85.14%), and student-related issues such as low performance
(93.07%). Additionally, only a few teachers (10.30%) from the total population
expressed a priority for training in areas like testing methods and computer
applications. Improving these competencies could enhance student engagement,
foster critical thinking, and lead to more accurate evaluations of students’ learning
progress. These findings underscore the necessity for targeted professional
development programs that focus on enhancing assessment literacy, particularly in
creating and utilizing alternative assessment methods like portfolios and performance
assessments. The study concludes with recommendations for systematic professional
development and curriculum enhancements to improve assessment practices in
Values Education, ultimately contributing to the overall quality of education.