Contextualizing the Algorithm of Assessing Students’ Learning Vis-à-vis Teachers’ Adherence to Assessment Protocols

Abstract

This paper aimed to contextualize the algorithm of assessing students’ learning in consonance with the adherence of selected teachers of higher education institutions in the Philippines to Assessment Protocols. The research problems addressed to in this investigation were to appraise the teachers’ adherence  to the protocols of assessment techniques in assessing students’ learning through objective test items, namely true-false type, Matching  type, Multiple Choice Format, and multiple Response; (a.2) subjective test items: essay tests and short-response items;  (a.3) alternative forms of assessment, specifically the problem solving test format, and performance assessment; through presentations, oral defense, dialogues, and audio-visual demonstrations utilized by teachers and (a.4) portfolio assessment that are more focused on the process, product, and showcasing of students’ outputs.The research work also delved into which among the assessment schemes are most adhered to by teachers to assess students’ learning, and in what areas of the current approach to assessment and evaluation to appraise student progress do teachers need essential information. Adherence of teachers to assessment protocol is very high, this is very commendable, most specifically on the use of objective test formats, multiple choice format, true-false tests, and multiple responses, among others.Teachers’ adherence to the subjective test formats such as the use of problem solving test and performance assessment, is also very high. The portfolio assessment measured through Process (journals, reflections, independent work, teacher and self-evaluations), Product (short, more accessible documents at mastery level), and Showcase (documentation, mementos of their favorite learning activities, creative investigation), were the least adhered to by the selected teachers of higher education institutions in the Philippines.Results of this research investigation showed that teachers have a very good content knowledge of the algorithms in designing test items; most specifically in designing traditional objective and subjective testing. To enhance the proficiency of teachers on the construction of more learner-centered  test items; enhanced use of more innovative algorithms of test construction  be observed to be more reflective  of  the course learning outcomes, learners’ perspectives, the diversity of the learning environment and the appropriateness of the assessment schemes to the specific fields of discipline.

Keywords:  Adherence to  assessment protocols, objective test formats, subjective test formats, alternative test formats, portfolio assessments