Title: Improving Formative Assessment Style under the New Normal: Overcoming Learning

Challenges
Author: CHRISTIAN DICK B. CUNAG
School: STA. RITA NATIONAL HIGH SCHOOL

Abstract

This study aimed to improve the formative assessment style of teachers in Sta. Rita

National High School in the new normal set up with the purpose of developing a new

formative assessment style in class recitation method that will motivate and develop

students’ self confidence in reciting their answers. Specifically, it looked on how teachers

usually give their formative assessment to students, and how formative assessment through

class recitation method contribute to students’ learning.

This qualitative study explored practices of formative assessment specifically the

class recitation method of Sta. Rita National High School teachers during the new normal in

their online class observation and consultation. A total of 46 teachers were invited to

participate in an informal interview and focus group discussion that was done virtually or

following the IATF safety protocol and aimed at supporting teachers to enact a formative

assessment strategy specifically their method of class recitation when teaching the IDEA

(Introduction, Development, Engagement, Assimilation) lesson exemplar.

Teachers’ style in giving formative assessment to students was to check on the recall

of facts. Teachers tend not to conduct class recitation in this phase. Teachers asked

questions and evaluate student responses but without investigating student contributions to

the virtual classroom interaction. They generated only a response and then moved on to

another student then continued on lecturing. This shows traditional method of class

recitation. In the old face-to-face classes, concept presentation or reporting was encouraged

by the teachers, however, from the interview conducted, teachers found it hard to assigned
who will be the leader of the group since no one seemed to be interested. Teachers provided

videos and the students shared their ideas from the videos. In concepts with computations,

students were called to show their answer on the board. Also, students were usually asked

about what they have learned from the lesson. The teacher allowed the students to be

engaged in various life-related tasks and opportunities in building their KSA’s to

meaningfully connect their learning in previous assessments. Teachers allowed the students

to demonstrate their ideas through reflection. Students were also encouraged to create

conceptual structures giving them the avenue to integrate new and old learnings leading to

their personal perception on what they have learned. Generally, there were problems

encountered with their style of giving formative assessment in recitation method, since they

often repeat and even rephrase the questions but inputs from the students were hard to

obtain.

Participating in class recitation improved students’ comprehension of the material

which is needed in self-learning modules. It can also helped them become more invested in

the class material. Comparing other students’ opinions on the material to his or her own will

encouraged them to think about the concepts more critically, helping improved their

comprehension.

Class participation also developed student’s communication skills which were very

important where they will have to discuss ideas and collaborate with others. The more

students participate in class, the more they developed these skills.

Students who participated in online class recitation show their teachers that they

were prepared and interested in class concepts. These students tended to score higher in

class participation and communication skills on their report cards.

Project BES or Batang Excellent in my Subject was designed to motivate and

encourage students to participate in a class recitation, less number to zero percent of

students’ failure was achieved during the school year 2020-2021. Since they were

encouraged, communication skills will also be improved and active interaction in every day’s

lesson will also be evident.

 This new style of formative assessment in recitation method was a badge in

adaptation of local characters that symbolized the power. It was first started in thinking a

power that might attract students’ interest like getting a perfect score in a summative test,

choosing a virtual partner during written works or performance tasks, having chance to open

their notes during summative test, extending the deadline of their performance task,

choosing 5 items in a summative test and multiply it by 2 and getting half of the highest

possible score in a summative test.

There were many studies that were actually related to the researcher’s study since it

all tackled styles of giving formative assessment. It may seemed old and very used in

teaching process. However, the study looked for the use local characters that students were

familiar with. The study offered badges that may be utilized in science recitation classes

through a self-developed template. These templates were obtained from local characters

and were known in this generation. This also develop a positive environment among

students since they be motivated in participating in the class recitation.

Keywords: Formative Assessment, online class, self-confidence, interactive learning

experiences, recitation method

Introduction

From the policy guidelines on classroom assessment for the Kto12 Basic Education

Program under DepEd Order No. 8, s. 2015, Guidelines on Classroom Assessment for the

Kto12 Basic Education Program assessment is a process that is used to keep track of

learners’ progress in relation to learning standards and in the development of 21st-century

skills; to promote self-reflection and personal accountability among students about their own

learning; and to provide bases for the profiling of student performance on the learning

competencies and standards of the curriculum. Teachers should employ classroom

assessment methods that are consistent with curriculum standards. One of the types of

classroom assessments is the formative assessment.

Effective implementation of formative assessment plays an integral role in initiating

and continuously modifying scientific inquiry teaching practices. Previous research

suggested by evidence the effectiveness of teachers’ roles on formative assessment in

classroom work (Black & Wiliam, 2009). Formative assessment can help students reflect on

their own progress. According to the UNESCO Program on Teaching and Learning for a

Sustainable Future (UNESCO-TLSF), formative assessment refers to the ongoing forms of

assessment that are closely linked to the learning process. It is characteristically informal

and is intended to help students identify strengths and weaknesses in order to learn from the

assessment experience. It is also a way to check the effectiveness of instruction. Teachers

observe and guide learners in their tasks through interaction and dialogue or recitation, thus

gaining deeper insights into the learners’ progress, strengths, weaknesses, and needs. The

results of formative assessments will help teachers make good instructional decisions so

that their lessons are better suited to the learners’ abilities. Formative assessment may be

integrated in all parts of the lesson. Basically, every lesson has three parts: before the

lesson, the lesson proper, and after the lesson. Formative assessment conducted in each

part serves a different purpose and examples. One of the examples of formative assessment

is through interview or recitation which is can also be practice in this new normal.
 Recitation promotes an intimate learning experience. This aims to address the gap

for some students’ academic needs that may not be fully met most especially during online

classes. Recitation classes allow students to learn and review the material in a small group

environment. This often fosters confidence in students to participate and improve

communication skills and ask questions during online class, without the pressure of a large

audience. Under the new normal set up, a recitation allows students increased virtual

involvement with the subject teacher. Students can effectively improve their learning skills by

frequently discussing the dynamics of their lesson with peers experiencing the same

challenges. They will take the time to communicate with others when they see the value in

the communication; they will immediately comply with the classroom requirements when

they think that their ideas are accepted and valid. Recitations are a great chance to build a

relationship with the teacher, especially if this includes real-life experiences. During

recitation, ideas are built as initial knowledge and then revised when new questions arise,

and old knowledge is challenged.

However, junior high school students are normally afraid to hit the raise hand button,

unmute their microphones and recite their answers. This can also be caused of a poor

teaching strategy of a teacher. Teachers’ insufficient understanding of student-centered

teaching strategies in science classes can, however, impact on their implementation of

formative assessment strategies when teaching science based inquiry. Most researchers

(Osborne, Erduran & Simon (2004); Resnick, Michaels & O’Connor (2010); Scott, 1998;

Wolfe & Alexander, 2008) from Almuntasheri’s (2016) journal have argued that the way in

which the teachers interact with their students in inquiry-based, instructional settings is still a

major challenge. Also, this may cause poor connection between teachers and students. Poor

comprehension of the learning material can also be seen thus, these students tend to have

lower score in written works and even in summative assessment. Moreso without recitation,

there will be no deeper understanding of concepts and learners will just imitate what the

teachers tell them to do so. The education in the new normal and even in the traditional face-
to-face set up is not looking for what students can repeat but what they can generate,

demonstrate and exhibit.

In Sta. Rita National High School, most of our students are afraid to participate and

recite their answers during online consultation and even in online class observation. Maybe,

they are afraid that their answers might not be correct and might suffer from bullying in any

form. Most of the times, they also think that they don not have any valuable thing to

contribute, they are unprepared and have fear to speak publicly in a virtual class. This

scenario manifests that there is an urgent need to develop a new formative assessment style

In this regard, the researcher developed a new formative assessment style that will

motivate and develop students’ self confidence in reciting their answers during online

consultation and online class observation. Also, the researcher eyed that this new formative

assessment style will promote more interactive learning opportunities and will improve

communication skills of the students. This will also help in building professional relationship

between the teacher and students.

Action Research Questions

This study aimed to improve the formative assessment style of teachers in Sta. Rita

National High School in the new normal set up with the purpose of developing a new

formative assessment style in class recitation method that will motivate and develop

students’ self confidence in reciting their answers.

Specifically, the study sought answers to the following questions:

1. How did teachers usually give their formative assessment to students?

2. How did formative assessment through class recitation method contribute to

students’ learning?

3. What formative assessment style of recitation method may be developed?

Proposed Innovation, Intervention and Strategy

One way to develop students’ communication skills and self-confidence and promote

interactive learning opportunities is allowing them to recite and share their ideas in class
because it helps students visualize the learning material that cannot be easily and accurately

observed in virtual platforms. Many empirical studies support recitations as method of

assessments in order to promote students’ engagement in exploring phenomena and

conceptual understanding. For example, Quellmalz, Timms, Silberglitt, and Buckley (2012)

developed a simulation-based assessment, and found that the assessment was effective to

reveal students’ knowledge and to find evidence of students’ reasoning.

This action research with the purpose of developing a new formative assessment

style in class recitation method transformed a novice learner into a more enthusiastic

learner. Promoting an interactive learning opportunity was of great importance in building

professional relationship between teacher and students. Also, this helped develop self-

confidence of students and improved their communication skills which is vital in real life. The

proposed innovation was known as Project BES or Batang Excellent in my Subject.

With these Project BES, students were motivated and encouraged to have

confidence to hit the raise hand button to participate in a class recitation since they will have

the opportunity to have a Badge (a power with different purposes). This include the power to

get a perfect score in a summative test, a power to choose a virtual partner during written

works or performance tasks, a power to open their notes during summative test, a power to

extend the deadline of their performance task, a power to choose 5 items in a summative

test and multiply it by 2 and a power to get half of the highest possible score in a summative

test. A student who recites the correct and best answer will pick his/her badge as if they are

playing cards. The badge should be kept until the student who have the badge decided to

use its power before the end of every quarter. Unused badge after a quarter will loss its

power.

Methods

This qualitative study explored practices of formative assessment specifically the

class recitation method of Sta. Rita National High School teachers during the new normal in

their online class observation and consultation. A total of 46 teachers were invited to

participate in an informal interview and focus group discussion that was done virtually or
following the IATF safety protocol and aimed at supporting teachers to enact a formative

assessment strategy specifically their method of class recitation when teaching the IDEA

(Introduction, Development, Engagement, Assimilation) lesson exemplar.

With the permission from the principal, the data gathering instrument started to

collect the responses.

Discussion of Results

Formative assessment in class recitation method may be integrated in all parts of the

lesson. Basically, every lesson has three parts: before the lesson, the lesson proper, and

after the lesson. Recitation that is conducted in each part serves a different purpose.

1. Teachers’ style in giving formative assessment to students

During the Introduction Phase, formative assessment strategy was to check on the

recall of facts. Teachers tend not to conduct class recitation in this phase. In the

Development Phase, teachers asked questions and evaluate student responses but

without investigating student contributions to the virtual classroom interaction. They

included self-check questions on learner’s background knowledge about the target

concept and provide initial assessment on students’ knowledge, skills, attitudes and

values. They generated only a response and then moved on to another student then

continued on lecturing. This shows traditional method of class recitation. In the old face-

to-face classes, concept presentation or reporting was encouraged by the teachers,

however, from the interview conducted, teachers found it hard to assigned who will be

the leader of the group since no one seemed to be interested. In the Engagement

Phase, teachers provided videos and the students shared their ideas from the videos. In

concepts with computations, students were called to show their answer on the board.

Also, students were usually asked about what they have learned from the lesson. The

teacher allowed the students to be engaged in various life-related tasks and

opportunities in building their KSA’s to meaningfully connect their learning in previous

assessments. Lastly, in the Assimilation phase, teachers allowed the students to

demonstrate their ideas through reflection. Students were also encouraged to create
conceptual structures giving them the avenue to integrate new and old learnings leading

to their personal perception on what they have learned. Generally, there were problems

encountered with their style of giving formative assessment in recitation method, since

they often repeat and even rephrase the questions but inputs from the students were

hard to obtain.

2. Effect of formative assessment through class recitation method students’

learning

Participating in class recitation improved students’ comprehension of the material

which is needed in self-learning modules. It can also helped them become more

invested in the class material. Comparing other students’ opinions on the material to his

or her own will encouraged them to think about the concepts more critically, helping

improved their comprehension.

Class participation also developed student’s communication skills which were very

important where they will have to discuss ideas and collaborate with others. The more

students participate in class, the more they developed these skills.

Students who participated in online class recitation show their teachers that they

were prepared and interested in class concepts. These students tended to score higher

in class participation and communication skills on their report cards.

3. Developed formative assessment style of recitation method

Project BES or Batang Excellent in my Subject was designed to motivate and

encourage students to participate in a class recitation, less number to zero percent of

students’ failure was achieved during the school year 2020-2021. Since they were

encouraged, communication skills will also be improved and active interaction in every

day’s lesson will also be evident.

This new style of formative assessment in recitation method was a badge in

adaptation of local characters that symbolized the power. It was first started in thinking a

power that might attract students’ interest like getting a perfect score in a summative

test, choosing a virtual partner during written works or performance tasks, having
 chance to open their notes during summative test, extending the deadline of their

performance task, choosing 5 items in a summative test and multiply it by 2 and getting

half of the highest possible score in a summative test.

However, the power of the badge has expiration every after the quarter to

motivate the active participation of the students. The more badges earned, the merrier.

Conclusions

Based on the results of the study, the following conclusions were drawn:

1. Formative assessment styles of teachers did not encourage interactive learning

experiences to students during online classroom teaching. Traditional online recitation

classes were still on practiced and students tend to get bored with the style causing

them not to participate.

2. Formative assessment through class recitation method helped in contributing students’

learning. Through recitation classes, misconceptions were clarified and corrected

immediately leading to familiarization of the learning material.

3. The proposed new style of formative assessment in recitation method when applied to

online class increased motivation and self-confidence to students in reciting their

answers. Also, promotion of more interactive learning opportunities was evident. This

improved communication skills of the students and helped in building professional

relationship between the teacher and students.

Recommendations

Based on the conclusions, the following are recommended:

1. Teachers may develop their new style of formative assessment in recitation method or

may prepare their own version of Project BES. They may use other local symbols and

generate other powers to increase motivation of students in recitation.

2. It is important to provide more learning opportunities wherein students may share their

ideas that will help them improve their communication skills. Encouragement of teachers
 also play a vital role. Teacher may provide a digitized classroom that has environment of

being democratic and child friendly.

3. The proposed new style of formative assessment in class recitation method may be fully

implemented to promote more interactive online class, increased motivation and self-

confidence to students in reciting their answers.

 References

DEPED GUIDELINES ON CLASSROOM ASSESSMENT FOR THE KTO12 BASIC

EDUCATION PROGRAM
Electronic Sources

Almuntasheri, Saeed (2016). PROBLEMS OF EDUCATION IN THE 21stCENTURY:

SAUDI TEACHERS’ PRACTICES OF FORMATIVE ASSESSMENT: A QUALITATIVE
STUDY Volume 74

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment.
Educational Assessment, Evaluation and Accountability, 21 (1), 5-31. doi: 10.1007/s11092-
008-9068-5
Hurst, B., Wallace, R., & Nixon, S. B. (2013). The Impact of Social Interaction on
Student Learning. Reading Horizons: A Journal of Literacy and Language Arts, 52 (4).
Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol52/iss4/5

Quellmalz, E. S., Timms, M. J., Silberglitt, M. D., & Buckley, B. C. (2012). Science
assessments for all: integrating science simulations into balanced state science assessment
systems. Journal of Research in Science Teaching, 49(3), 363–393.