PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Taft Ave. cor Ayala Blvd., Ermita, Manila, 1000, Philippines

Interviewers:
Talampas, Michelle R.
Tidula, Eriberto Jr. A.

Grade level of ‌teachers interviewed: Grade 8 and Grade 10

Assessment Methods and Strategies Shared

Formative Assessment Summative Assessment

Quizzes (multiple or true/false choices) Summative test (long quiz)

Recitation (explicating value focus in a topic) Quarterly exam
Debate activities
Reflection paper
Essay writing
Picture analysis
Situational analysis on moral dilemma
Vlog making
Social media posting
Presentation (reporting) on assigned topic
Roleplaying

Appropriate and Inappropriate Assessment Methods and Strategies

Appropriate Inappropriate

Quiz after discussion - taking the quiz after Teacher used traditional activities employed
discussion how students are able to grasp the in the class in assessing student learnings
lesson discussion. from lectures.

Recitation - to engage the learners to the Other collaborative activities (new and unique
discussion. games) may also be employed as most of the
given are individualized.
Situational analysis is also a good choice to
test the student’s ability to defend a stand and Other summative assessments may also be
make his/her own arguments to reason for employed in this subject since it seems to be
 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
Taft Ave. cor Ayala Blvd., Ermita, Manila, 1000, Philippines

what he/she think is applicable in the given limited on summative and quarterly exams.
situation.
In terms of remedial sessions as aid for
Teachers also employed remedial sessions as incomplete records, quiz type may not be a
needed for students who did not attain good choice to employ since it does not gauge
expected standards. how students really learn in the class.

Other Details Noted:

Teacher A interviewed by Tidula

● School: Tinajeros National High School, Malabon City
● Grade level: Grade 8
● Course/Specialization: Industrial Education (TLE)
● Years of teaching: 3 years in private school; 14 years in public school (current)

Teacher A asserts that his assessment strategies are effective in the classroom. He explained that
teachers should be able to deliver the strategies well in the class as it is expected for them that
there will be no students left among their batch. As much as possible, he constantly monitors
student performances to check for lagging students and prepare remedial options as necessary.

Teacher B interviewed by Talampas

● School: Sta. Lucia High School, Quezon City
● Grade level: Grade 10
● Course/Specialization: Bachelor of Secondary Education Major in Guidance and
Counseling, Minor in Values Education
● Years of teaching: 22 years (teaching subject related to Values Education)

Teacher B also asserts that her assessment strategies are effective based on what her previous
and present students are saying that aside from being effective in their academic life, her
strategies also had a significant impact in their everyday life.