Assessment literacy of public elementary school teachers in the indigenous communities in northern philippines

Abstract

Assessment is an important factor that can directly influence the quality of education. Hence, in order for an assessment to reach its full potential, it is necessary for teachers to have an adequate level of assessment literacy. Anent to this, it is observed that teachers are quite knowledgeable about classroom assessment but their assessment practices are not appropriate and not as extensive. Literature on assessment literacy is limited to professional development of the teacher and its impact on their assessment literacy but very few included teaching experience and school type as variables affecting assessment literacy and practice especially for the indigenous communities. The main concern of this study was to determine the assessment literacy of the public elementary school teachers of indigenous communities in Bontoc, Northern Philippines. This quantitative research involved all the in-service public elementary school teachers. Findings showed that assessment literacy of the public elementary school teachers is poor. Aside from that, the public elementary school teachers displayed that they always practice assessment in relation to purpose, design, and communication. Moreover, demographic variables, school type and teaching experience, do not influence teachers' assessment literacy. And lastly, it is shown that assessment literacy is related to assessment practices. Hence, assessment proved not to be limited to individual's performance but to the totality of the individual including the teacher as the assessor. Thus, seminars on assessment should be conducted and postgraduate studies be encouraged.