Question 1: Assessment practices in the classroom that they find effective and not effective

Effective Assessment Practices:

1. Formative Assessment: This involves ongoing assessment during the learning process to provide
feedback and guide instruction. It helps teachers monitor student progress and adjust teaching
strategies accordingly.

2. Problem-solving: Utilizing problem-solving tasks as an assessment method allows students to

apply their knowledge and skills to real-world scenarios, promoting critical thinking and deeper
understanding of mathematical concepts.

3. Diagnostic Test: This type of assessment helps teachers identify students' strengths and
weaknesses at the beginning of a unit or course, allowing for targeted instruction and support to
address learning gaps.

Ineffective Assessment Practices:

1. Assessing Students Without Teaching: This refers to situations where teachers assess students'
understanding before adequately teaching the material, which can lead to inaccurate
assessments and unfair evaluation of student learning.

2. No Explanation Prior to Assessment: Conducting assessments without providing explanations or

context beforehand can confuse students and affect their performance, as they may not fully
understand what is expected of them.

3. Oral Test: While oral tests can provide valuable insights into students' verbal communication and
reasoning skills, they may not accurately assess all aspects of mathematical understanding and
can be subject to bias or inconsistency.

1. Ma’am Thelma B. Visande, Grade VI, Corrales Elementary School:

• Effective assessment practices: Formative assessment, guided self-assessment, engaged peer
feedback.
• Not effective: teacher assess the students without teaching the lessons

2. Ma’am Rona J. Asi, Grade III, St. John Elementary School:

• Effective assessment practices: Problem-solving and diagnostic tests.
• Not effective: Assessments without prior lesson explanation.

3. Ma’am Judy I. Benihaga, Grade VI, St. John Elementary School:

• Effective assessment practices: Problem-solving.
• Not effective: Assessments without prior explanation.

4. Sir Rexel T. Cagampang, Grade IV, V, & VI, St. John Elementary School:
• Effective assessment practices: Objective type assessments with problem-solving.

Problem-solving exams can be objective or subjective. Objective tests include multiple-choice, true-false,
matching, and completion. Subjective tests include short-answer essay, extended-response essay, problem
solving, and performance test items.

• Not effective: N/A

5. Ma’am Leonor T. Octat, Elementary, Damilag Integrated School:

• Effective assessment practices: Formative assessment
• Not effective: Oral tests. - Oral assessment is very time-consuming, it is an expensive way of
assessing. Validity is high but reliability is not. (Ang bisa ay mataas ngunit ang pagiging maaasahan
ay hindi.)
Question 2: Principles of assessment applied in the classroom

All Teachers:

• Principles include validity, reliability, authenticity, alignment with learning objectives.

• (practical work approach). - a teaching strategy that uses hands-on activities to help students
develop concepts, solve problems, and engage in mathematical thinking

Principles Applied:

1. Guided Self-assessment: Students are guided to assess their own learning progress, promoting
metacognitive skills and self-awareness.

2. Engaged in Peer Feedback: Students provide feedback to their peers, fostering collaboration,
communication, and a deeper understanding of concepts.

3. Checking Students' Understanding: Teachers regularly check students' understanding of material

to gauge learning progress and adjust instruction as needed.

4. Encouraging Active Learning: Active learning strategies are utilized to engage students in the
learning process, enhancing retention and understanding.

5. Emphasizing Time on Task: Students are encouraged to spend sufficient time on learning tasks to
deepen their understanding and mastery of content.

6. Giving Prompt Feedback: Timely feedback is provided to students on their performance, helping
them identify areas for improvement and reinforcing learning.

7. Validity: Assessments measure what they are intended to measure, ensuring that they accurately
reflect students' knowledge and skills.

8. Reliability: Assessments yield consistent results over time and across different administrations,
providing dependable information about student performance.

9. Authenticity: Assessments align with real-world contexts and tasks, making them meaningful and
relevant to students' lives.

Additionally, it is noted that all of the principles of assessment were applied, indicating a
comprehensive approach to assessment. The mention of a practical work approach suggests that
hands-on, experiential learning activities are incorporated into the assessment process, further
enhancing the authenticity and relevance of assessments.

Question 3: How they make use of the assessment data in the classroom?

All Teachers:

Use assessment data to monitor student progress and evaluate student knowledge progression.

Teachers make use of assessment data in the following ways:

1. Assessing Performance Level of Learners: The assessment data is used to evaluate the proficiency
and understanding of students in various topics or skills. This helps teachers identify areas of
strength and weakness among their students.

2. Determining Proceeding to the Next Topic: Teachers use assessment data to gauge whether
students have sufficiently mastered the current topic or if they need further instruction before
moving on to the next lesson. This ensures that instruction is appropriately paced and tailored to
student needs.

3. Basis for Lesson Planning: Assessment data serves as a foundation for planning future lessons. By
analyzing student performance, teachers can identify specific areas where additional instruction
or reinforcement is needed, informing the content and focus of upcoming lessons.

Overall, the assessment data plays a crucial role in informing instructional decisions, ensuring that
teaching strategies are responsive to student needs and conducive to their learning progress.
Question 4: How they use the result of large-scale assessment to their classroom instruction?

Teachers utilize the results of large-scale assessments in the following ways to inform their classroom
instruction:

1. Monitoring Student Progress: The results of large-scale assessments provide valuable insights
into the overall progress and performance of students. Teachers use this information to track
individual student growth over time and to identify areas where students may be struggling or
excelling.

2. Identifying Performance Levels: Large-scale assessment results help teachers gauge the
performance levels of students in mathematics. By analyzing the data, teachers can identify
students who may require additional support or enrichment activities based on their performance
relative to established benchmarks.

3. Assessing Learning and Teaching Strategies: Teachers evaluate the effectiveness of their teaching
strategies by correlating classroom performance with the results of large-scale assessments. This
allows them to identify which instructional approaches are most successful in promoting student
learning and adjust their teaching methods accordingly.

4. Planning for Future Instruction: Teachers use the insights gained from large-scale assessment
results to inform their instructional planning for the next school year. By identifying areas of
strength and weakness in student performance, teachers can tailor their curriculum and teaching
methods to better meet the needs of their students in the future.

1. Ma’am Thelma B. Visande:

Based on student performance data.

2. Ma’am Rona J. Asi:

Not specified.

3. Ma’am Judy I. Benihaga:

Testify student performance levels.

4. Sir Rexel T. Cagampang:

• To assess both students learning and teachers strategy.
• To apply in the next school year

5. Ma’am Leonor T. Octat:

Uses assessment data as a basis for lesson planning.

Question 5: What are the principles and issues in classroom assessment?

The principles and issues in classroom assessment are crucial considerations for educators:

Principles:

• Helping Learners Understand: The primary goal of classroom assessment is to aid students in
understanding mathematical concepts and lessons effectively. Assessments should align with the
learning objectives and be designed to support student comprehension.

Issues:

• Challenges with Question Comprehension: Some students may struggle to comprehend

assessment questions fully, impacting their ability to provide accurate responses. This issue can
arise due to the complexity of the questions or language barriers, hindering students'
performance.
 • Time Constraints: Classroom assessments can be time-consuming, both for students and
teachers. Finding a balance between thorough assessment practices and instructional time is
essential to ensure effective teaching and learning.

• Language Barriers: Language barriers can pose significant challenges in assessment, particularly
for students whose first language is not the language of instruction. Translation issues may arise,
leading to misunderstandings and affecting students' performance.

• Mastering Fundamental Operations: Some learners may encounter difficulties in mastering

fundamental mathematical operations, such as multiplication. This foundational knowledge is
essential for building higher-level math skills and understanding more complex concepts.

Addressing these issues requires educators to implement strategies that support student comprehension,
provide adequate time for assessment completion, accommodate language differences, and offer
targeted support to help students master fundamental mathematical operations. Additionally, creating
assessments that align closely with learning objectives and providing opportunities for practice and
reinforcement can contribute to more effective classroom assessment practices.

1. Ma’am Thelma B. Visande:

The students are not able to answer questions that are unified because some of it are not covered in the
lesson.

2. Ma’am Rona J. Asi:

N/A
3. Ma’am Judy I. Benihaga:
N/A
4. Sir Rexel T. Cagampang:
- Time consuming
- Comprehension to the questions
- Problem with translation due to the language barrier

5. Ma’am Leonor T. Octat:

• Principles: Help the learners understand the lessons in mathematics.
• Issues: Learners were not able to master 4 fundamental operations in math especially
multiplication.

Question 6: How the large-scale assessment impact their classroom assessment?

The impact of large-scale assessments on classroom assessment practices varies:

1. Performance Evaluation:

Large-scale assessments serve as benchmarks to evaluate students' overall performance and

proficiency in mathematics. Teachers use these results to gain insights into students' strengths
and weaknesses, informing their instructional strategies and curriculum planning.

2. Identifying Learning Gaps:

Teachers use large-scale assessment results to identify learning gaps.

Large-scale assessments may reveal areas where students struggle or have gaps in their
understanding. Teachers may find that some students are left behind due to uncovered lessons
or insufficient mastery of certain skills. This insight prompts educators to provide targeted support
and interventions to address these learning gaps effectively.

3. Emphasis on Mastery:

Large-scale assessments highlight the importance of emphasizing least-mastered skills in

classroom instruction. Teachers recognize the need to prioritize foundational concepts and
ensure that students have a solid understanding of essential mathematical principles before
 progressing to more advanced topics. This focus on mastery helps improve overall student
achievement and performance on both classroom and large-scale assessments.

The impact of large-scale assessments on classroom assessment varies among the teachers:

1. Ma’am Thelma B. Visande:

N/A

2. Ma’am Rona J. Asi:

N/A

3. Ma’am Judy I. Benihaga:

Ma’am Judy I. Benihaga views large-scale assessments as a means to testify the performance level of
students.

4. Sir Rexel T. Cagampang:

Sir Rexel T. Cagampang identifies that some students are left behind due to uncovered lessons, which
influences his approach to classroom assessment.

5. Ma’am Leonor T. Octat:

Ma’am Leonor T. Octat emphasizes giving more emphasis on least mastered skills in response to the
impact of large-scale assessments on classroom assessment.

Question 7: Issues encountered in assessment during the transition from modular/blended learning to
f2fLearning.

• Student’s inability to read: This poses a significant obstacle as it affects their ability to
comprehend instructions and solve problems independently.

• Lack of prerequisite knowledge: Some students may lack the necessary foundational skills or
knowledge required to engage effectively with the curriculum.

• Tasks being answered by parents/relatives: This suggests a lack of student autonomy and may
indicate that students are not actively participating in their own learning process.

• Difficulty in reading during face-to-face learning: Despite being in a traditional classroom setting,
some students still struggle with reading, which impacts their overall learning experience.

• Limited comprehension and problem-solving abilities: Many learners find it challenging to

comprehend even simple problems and struggle with basic mathematical operations, indicating
gaps in understanding and skill development.

Question 8: How they addressed the issues encountered?

Here's a breakdown of the approaches mentioned:

• Making reading a daily routine: By incorporating regular reading activities into the daily schedule,
students can improve their reading skills over time.

• Collaboration between teachers and parents: Establishing a partnership between teachers and
parents can provide additional support and resources to help students overcome challenges.

• Engaging the learning process: Encouraging active participation and involvement in the learning
process can enhance student engagement and comprehension.
 • Simplifying topics: Breaking down complex concepts into simpler, more digestible parts can help
students better understand and master the material.

• Using instructional materials: Providing students with additional resources, such as multiplication
tables or other aids, can support their learning and reinforce key concepts.

• Offering more activities and explicit teaching: Providing varied learning activities and offering
explicit instruction can cater to different learning styles and address individual needs.
Additionally, conducting remedial classes for slower learners can provide targeted support to help
them catch up with their peers.

These strategies demonstrate a proactive approach to addressing challenges and ensuring that all
students have the support they need to succeed in their learning journey.

Question 9: How they evaluate if their solution to the issues encountered in assessment during the
pandemic is effective?

Here's a breakdown of the evaluation approaches mentioned:

• Based on assessment results: Teachers assess the impact of their solutions by analyzing
assessment results to gauge student progress and performance.

• Progress in student knowledge: Monitoring the advancement of students' understanding and

skills over time serves as an indicator of the effectiveness of implemented solutions.

• Understanding and performance on assessments: Assessing whether students comprehend the

topic and demonstrate mastery through their performance on assessments helps determine the
efficacy of instructional approaches.

• Engagement and interest in learning: Observing students' level of engagement, participation, and
interest in classroom discussions can indicate whether they are responding positively to the
implemented solutions.

• Improvement in skills: Tracking improvements in students' skills and abilities provides evidence
of the effectiveness of interventions and instructional strategies.

These evaluation methods allow teachers to assess the impact of their efforts and make informed
decisions about refining or adjusting their approaches to better support student learning and
achievement.

Question 10: What they think is/are the reasons why the result in the large-scale assessments in
mathematics in the Philippines are low?

• Reading comprehension: Challenges with understanding written texts and interpreting

mathematical problems may hinder students' performance in assessments.

• Difficulty with word recognition: Students may struggle with identifying and understanding the
vocabulary used in mathematical problems, affecting their ability to solve them accurately.

• Language barriers: Language differences or limitations can pose obstacles for students in
comprehending mathematical concepts and instructions presented in assessments.

• Lack of focus during exams: Some students may struggle to maintain concentration and
attentiveness during assessments, leading to errors or incomplete responses.

• Heterogeneity among students: Variations in students' abilities, backgrounds, and learning needs
within classrooms can make it challenging to address the diverse needs of all learners effectively.
 • Disparities between schools: Differences in resources, teaching quality, and educational
opportunities among schools can contribute to disparities in student performance on
assessments.

• Inattentive learners: Students who demonstrate a lack of engagement or attentiveness in

classroom activities and assessments may struggle to perform to their full potential.

• Lack of student interest: A lack of intrinsic motivation or interest in mathematics may result in
decreased effort and investment in learning, affecting performance on assessments.

• Limited follow-up at home: Insufficient support or reinforcement of learning outside the

classroom environment may hinder students' ability to practice and apply mathematical concepts
effectively.

• Student laziness: A lack of effort, diligence, or commitment to learning on the part of students
may lead to suboptimal performance on assessments.

Addressing these factors requires a multifaceted approach involving targeted interventions, differentiated
instruction, supportive learning environments, and collaborative efforts among educators, parents, and
policymakers to foster improved outcomes in mathematics assessments.

Question 11: Do they read researches related to math assessment. If yes, do they apply this in the
classroom?

It appears that none of the teachers indicated that they actively read research related to math
assessment. Therefore, they do not apply findings from such research in their classroom practices. This
suggests a potential area for professional development and growth, as incorporating insights from
research could enhance their assessment strategies and support student learning more effectively.

Question 12: What are their suggestions on ways to increase achievement in large scale assessments in
Math?

1. Focus on building students' basic foundations in mathematics: This means prioritizing teaching
fundamental math concepts and skills to ensure students have a strong understanding of the
basics, which forms the foundation for more complex mathematical learning.

2. Ensure consistent practice opportunities through assignments: This suggests giving students
regular homework or practice exercises to reinforce their learning and allow them to apply what
they've been taught consistently over time.

3. Encourage innovative teaching methods to engage students effectively: This involves using
creative and engaging teaching techniques or approaches to capture students' interest and
involvement in learning, making the lessons more enjoyable and memorable.

4. Offer additional seminars and training sessions to equip teachers with new strategies and
techniques: This entails providing further professional development opportunities for teachers to
learn and implement new teaching methods or approaches, ensuring they are well-equipped to
support student learning effectively.

5. Provide ample resources, including sufficient books, to support teaching and learning: This
means ensuring that teachers and students have access to a variety of learning materials, such as
textbooks, workbooks, and supplementary resources, to facilitate effective teaching and learning
experiences.

6. Implement flexible learning approaches to accommodate diverse student needs: This involves
adopting teaching strategies or methods that can be adjusted or tailored to meet the diverse
learning needs and preferences of students, allowing for greater inclusivity and accessibility in
education.

7. Improve the construction of tests to accurately measure student understanding: This suggests
enhancing the design and structure of assessments to ensure they accurately reflect students'
comprehension and mastery of the subject matter, providing more meaningful insights into their
learning progress.
8. Provide explicit instruction to clarify concepts and skills: This means offering clear, direct, and
detailed explanations or demonstrations to help students understand complex concepts or
acquire specific skills, reducing confusion and promoting effective learning.

9. Foster group collaboration among students to enhance learning through peer interaction and
support: This involves facilitating collaborative learning activities or group work where students
can work together, share ideas, and support each other's learning, promoting active engagement
and deeper understanding of the material through peer interaction.