Assessment Literacy of Secondary School Teachers and Its Impact on Student's Performance in the Division of Gingoog City

Abstract

This study examined teacher’s assessment literacy and its probable impact on students’ performance through the intervening variables of the teachers. The study had 234 public secondary school teachers in the Division of Gingoog City. It employed the Input-Process-Output (IPO) Model of David Bushnell which illustrates how teachers’ demographics (input): length of service, DepEd issuances, and assessment training/s attended, assessment literacy (process): assessment knowledge, assessment practices/beliefs and assessment result utilization will impact students’ performance (output). The results showed that most of the respondents have been in the service for five years and below, a little over half have attended training on test construction and table of specification, and on average only a little more than one-fourth of the teachers received copies of DepEd issuances relative to assessment. Additionally, it revealed that there is no conclusive evidence to show a direct correlation between teachers’ assessment literacy and students’ performance which means none of the assessment literacy variables significantly impact students’ performance. The results further revealed that no significant difference was noted in teachers’ length of service and DepEd issuance to assessment literacy. However, a highly significant difference was noted in assessment training attended and assessment literacy. It also disclosed that no matter how long the teachers have been in the service, whether they have copies of all DepEd issuances, these do not contribute to their literacy in assessment. The findings in this study underscored the need to provide quality and effective inputs from both the department and the respondents. There has to be a relevant and appropriate process to effect quality output, which is commendable student performance.