Preferred Assessment Learning

Strategy Methods
of the Students in SHS 2023-2024

Kassandra Bernadeth C. Rodriguez

Erica S. Figueroa
Keith Angelzhel Tolosa Dimarucut
Jana Michaela Sampang
Yanyan Rey Matias

12-1-2023
 CHAPTER 1

THE PROBOLEM AND ITS BACKGROUND

BACKGROUND OF THE STUDY

When there is mention of teaching in higher education, the most often talked about issue focuses

on assessment which has been at the heart of higher education learning and key facets normally

discussed relate to course work in terms of assignments (both individual and or collaborative),

group work, presentations as well as in-class tests which form the bases for formative assessment

and the end of semester examinations which form summative assessment. Some students have

different learning styles and different preferred assessment methods. This study hopes to bring the

students preferred assessment methods so the teachers can fully grasp the students’ capability to

make their academic scores higher.

An array of assessment strategies applied in higher education have increased in recent decades.

New approaches of assessment have enhanced the prevailing traditional methods of evaluation,

and these include multiple-choice and use of essay type examination questions. Trends in higher

education assessment show that the use portfolios, self and peer assessment, simulations and other

innovative strategies are becoming more apparent in higher educational settings. These constitute

the optional assessment criteria in higher education. Students’ perceptions about these old and new

approaches to assessment are at the heart of this research. Assessment is vital to afford learners an

opportunity to reflect on their performance and to establish the extent to which they have

progressed towards achieving their targets. Feedback is vital as it enables students to realize what

they have done extremely well and to identify areas that require attention as the means through

which the learner can make necessary adjustments. Assessment is vitally important in higher
education because it stimulates learners’ attitudes and behaviors towards learning. It gives them

the necessary feedback on their strengths and weaknesses, and it offers them insights into how

they might improve in future. In other words, the major objective of assessment is premised on

boosting student learning and development rather than merely according to grades. Assessment is

vital for enabling students to enhance the quality of their learning and the concept of grading should

play second fiddle. (Sambell et al. (1997), Struyven et al. (2005), Gibbs and Simpson (2004),

Morgan and O’Reilly (1999), Hornby (2005) in Scotland,)

This study has gaps that the researchers did not think through that will be mentioned. Some

students may not have the power or struggles to improve their academic scores through various

common disabilities such as Dyslexia, ADHD, Dyscalculia, Dysgraphia, and Dyspraxia. Some

students may also struggle because of their learning environment such as a distractive learning

environment that keeps the students studying efficiently.

Research Question: What will be the students’ preferred assessment methods to make their

academic records improve whilst learning about each learning styles to make studying more

efficiently whilst teachers gain a deeper understanding about their students’ capabilities and their

brain capacity.