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American Journal of Public Health Research
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Anne Lanham, Lillian Mwanri

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Classroom Assessment Integration and Practices of College Instructors: Basis for Professional Training Design on Assessment

Jenelyn Goles-Sabellina

Institute of Teacher Education, Camiguin Polytechnic State College, Mambajao, Camiguin Philippines

Abstract: Classroom assessment is an ongoing process of identifying, gathering, organizing, and interpreting quantitative and qualitative information about the learners. Instructors employ classroom assessment methods that are consistent with curriculum standards. Hence, this study aimed to examine the extent of classroom assessment integration and practices of college instructors as basis for assessment strategy training. The study used quantitative method utilizing survey questionnaire. Purposive sampling technique was used in the study. Findings revealed that most of the college instructors used authentic assessment tools in their classroom. With regards to the level of integration, instructors integrated both authentic and traditional assessment. There was significant difference in terms authentic and traditional assessment. The null hypotheses were accepted in terms of age, gender, civil status, years in teaching, and educational attainment, but it was rejected in terms of institute/department. The study concluded that the trend of the college instructors in their classroom assessment practices is the authentic assessment. Therefore, the study provides an opportunity for the college instructors to qualify their choices, and therefore reveal if a preference was learning more towards the mix of authentic and traditional assessment practices.

Keywords: evaluation tools, conventional, authentic, performance-based

Received February 15, 2021; Revised March 20, 2021; Accepted March 28, 2021

Citation: Jenelyn Goles-Sabellina, Classroom Assessment Integration and Practices of College Instructors: Basis for Professional Training Design on Assessment. Journal of Innovations in Teaching and Learning, 1 (1). 47-55. January 2021. doi:10.12691/jitl-1-1-9

1. Introduction

Teachers’ ability to assess a students’ growth and development is critical for a successful education. Behind the students’ success in education are instructors. Instructors give authentic and traditional assessment tools to measure students’ achievement [1] The objective of classroom assessment whether traditional or authentic is to develop students who are functional as 21st century productive citizens. In traditional assessment, the focus is on acquisition of knowledge while authentic assessment focuses on the application of knowledge [2]. Appropriate assessment can provide useful information on how the students are learning and how teachers are performing in meeting academic goals. In addition, classroom assessment has a strong impact on students’ learning and can form an essential strategy among a variety of teaching and learning approaches [3].

In the context of Higher Education, with the implementation of Outcomes-Based Education, classroom assessment is a very vital factor in the formal learning process. Commission on Higher Education defines Outcomes-Based Education as an approach that focuses and organizes the educational system around what is important for all learners to know, value, and be able to do to attain the desired level of learning competence. Thus, this kind of teaching-learning system will have its appropriate classroom assessment tools used by the instructors to measure students’ performance.

The emphasis for using classroom assessment is to evaluate the students’ progress that may be attributed to current assessment attitudes and practices among existing college instructors. Navaro [4] stated that the vast majority of instructors in higher education continue to assess student learning in the classroom with the traditional modes of testing than authentic assessment. The authors believed that the traditional classroom assessment support students to be concerned with the “grade” rather than to develop an appreciation for “deeper” learning. There are varieties of national initiatives addressing concerns about the need for effective classroom assessment, performance-based assessment and real-life assessments related to 21st century learning. Stakeholders in K-12, No Child Left behind (NCLB), post-secondary education, and various private and governmental educational policy institutions continue to press for and enforce accountability and compliance measures [5].

In the present situation of the College, the result of the licensure examination of teachers (LET) for four years is below the national passing rate. Higher Education Institution, particularly state colleges are supervised by the Commission on Higher Education (CHED) wherein Higher Education Institution should adopt the Outcomes-Based Education as mandated by the Commission. The Outcomes-Based Education has been implemented for more than three years. With this, the Higher Education Institution management systems are set up to support its goals and strategies. There should be appropriate assessment tools used by the Higher Education Institution to measure the performance and to check if the mechanisms, procedures, and process actually deliver the desired quality. Lei [6] stated that instructors must use different assessment strategies to help learners meet their educational potentials. Wawiye [2] concluded that instructors must use appropriate assessment tools to achieve the desired quality of education.

Thus, it is the main objective of this study to examine the extent of classroom assessment practices by the college instructors. Moreover, the level of integration of authentic and traditional assessment is investigated. The study aims to provide school administrators in the higher education with new knowledge relative to the assessment practices and integration of state college instructors.The findings of this study served as a basis for an assessment strategy training to enhance instructors’ ability to conduct classroom assessment. Specifically, the study sought to answer the following problems:

1. To what extent do the College Instructors use classroom assessment practices in terms of authentic assessment, and traditional assessment?

2. What is the level of integration in the use of classroom assessment practices of the college instructors?

3. Is there significant difference between authentic and traditional classroom assessment practices of college instructors?

4. Is there a significant difference on the level of integration of authenticand traditional assessment in classroom instruction in terms of age, civil status, gender, number of years in teaching, educational attainment and department/institute of college instructors?

2. Methodology

This study utilized quantitative method to gather information and to generate more comprehensive evidence on the study. The study was conducted in one of the big schools of Camiguin province Philippines. The respondents of this study were the ninety-six (96) college instructors currently teaching during the first semester of the school year 2018-2019. A survey questionnaire was used to investigate the extent of classroom assessment integration and practices of college instructors. The items in the questionnaire was developed and adapted by the researcher based on readings in the different related studies and also adapted from the study of Joyce R. Wawiye [2] entitled Survey of Classroom Assessment Practices of Community College Faculty. This was published in Pro Quest. To ensure its validity and reliability, a pilot study of the instrument was conducted. Research instruments were validated by the deans of the different institute to ensure validity of the instrument and pilot-test was conducted to 30 instructors in one of the university in Cagayan de Oro City Philippines. After conducting the pilot study, the result was computed through Cronbach Alpha for the reliability of the instrument. The Cronbach Alpha value is 0.806 which means good measure of reliability, and there is a strong item consistency. Purposive sampling technique was employed in the study. Mean was utilized to determine the extent of practices and the level of integration of classroom assessment. T-test was employed to test the significant difference. Then, Informed consent was signed by the respondents before answering the questionnaire. Anonymity, Confidentiality and privacy were observed. The gathered data were stored for certain duration until the study was presented, defended and published.

Table 1. Mean Distribution of the Extent of Classroom Practices

3. Results and Discussion

Table 1 reveals that college instructor used authentic assessment with a total mean of 3.28 and interpreted as “high extent”. Among the 13 indicators of the extent of classroom assessment practices, 8 indicators were interpreted as “high extent”, and five (5) of the indicators were interpreted as “moderate extent”.

The table reflects that on the specific indicators on the extent of classroom practices in terms of authentic assessment, developing systematic grading procedures got the highest mean of 3.52 and interpreted as “high extent”. The second in rank is aligning test items with instructional objectives with the mean of 3.49 and interpreted as “high extent”. Using assessment results when evaluating class improvement got the third rank with the mean of 3.45 and interpreted as “high extent”.

The data imply that instructors develop systematic grading procedures in their classroom assessment based on what they have answered in the questionnaire and during interview. This further suggests that instructors of the college were developing their own systematic grading procedure based on the standard set by every institute or department. Normally, the type of grading used depends on the extent to which more descriptive and informative summaries required by the college authorities. This finding is supported by Santos [7] that grading systems should be developed cooperatively in order to ensure development of a more adequate system that is understandable to all.

With regards to aligning test items with instructional objectives, data imply that instructors in the college construct test items aligning with the instructional objectives of the programs or curriculum. This further suggests that they always consider instructional objectives in making or constructing test item. This finding is supported by McMillan [8] that aligning test items with the instructional objectives helps instructors in identifying and prioritizing the instructional objectives that covered the entire period.

Furthermore, in using assessment results when evaluating class improvement was very essential in the classroom. This implies that assessment data inform the instructors of what, how, how much and how well the students are learning. The finding suggests that instructors considered assessment result in evaluating class improvement. The finding is supported by Borba [9] that using assessment results when evaluating class improvement encourage students to participate actively in the evaluation of their academic progress, which motivates them to think about and act on personal initiatives to improve learning. Using assessment results when evaluating class improvement enable students to communicate directly with teacher regarding to their learning experiences.

On the other hand, using publisher’s pre-established content rubrics got the lowest mean with2.83, followed by using peer assessment for student with a mean of 3.04 and using group activities for student’s assessment with a mean of 3.19. With regards to using publisher’s pre-established content rubrics, the finding reveals that instructors in the college modify rubric to measures student’s performance according to their activity. As expressed by Palmer [10] that using rubrics should be thought of as an active and engaging form of learning. In the ideal situation, a student will not read a rubric once but use the rubric as a way to reflect, analyze and improve their work performance.

Moreover, in using peer assessment for student and using group activities for student’s assessment, finding reveals that instructors were focusing on individual assessment of students. This further suggests that instructors considered individual or self-assessment in the classroom to measure individual learning of the students. According to Reddy [11] individual assessment is an important skill to develop for lifelong learning. It enhances motivation to improve student’s work performance.

Table 2 presents the mean distribution and the corresponding qualitative interpretation of the extent of classroom practices in terms of traditional assessment. The table shows that the total mean of 3.13 interpreted as “moderate extent.” Among the 12 indicators of the extent of classroom assessment practices, 5 indicators were interpreted as “high extent”, and seven (7) of the indicators were interpreted as “moderate extent”.

The table reflects that on the specific indicators on the extent of classroom practices in terms of traditional assessment, program exam (midterm and final) got the highest mean of 3.55 and interpreted as “high extent”. Followed by multiple choice tests with a mean of 3.34 and interpreted as “high extent”. Essay questions got the third rank with the mean of 3.30 and interpreted as “high extent”.

Table 2. Mean Distribution of the Extent of Classroom Assessment Practices

With regards to program exam, data imply that instructors in the college were required to conduct program examination such as midterm and final exam. This further suggests that instructors followed strictly on the scheduled time set by the department head in conducting their program examination, and they were required to submit students’ grades on time. The finding of the study is cited in Handbook of Typology Outcomes-Based Education and Institutional Sustainability Assessment (2014). It is stated in the handbook that instructors should conduct assessment at the end of the term and use evidence of student learning to make judgements on the student’s achievement in line with the competencies and standards set by the specific course or program.

Moreover, multiple choice tests got the second rank. Data imply that instructors in the college included multiple choice tests every term examination. This further suggests that multiple choice tests, cover lots of content areas and wide range of higher-order thinking skills. The finding is supported by Daher [12] that in educating students for higher–order thinking, instructors should provide them with appropriate assessment tools that turn them into more critical thinkers.

Furthermore, essay questions got the third rank. The results imply that instructors in the college included essay questions every term examination. This further suggests that using essay questions offer students an opportunity to perform and demonstrate knowledge, skills, and ability in a variety of ways. The finding is supported by McMillan [13] that instructors should include essay questions every examination to measure students understanding of the certain topic. According to Navaro [4], essay test is used for measuring students’ knowledge, understanding, and application, which are essential skills that students need in order to succeed in their studies.

On the other hand, conducting item analysis for teacher-made tests got the lowest mean of 2.89 and interpreted as “moderate extent”. This implies that instructors in the college did not focus on conducting item analysis. Based on the interview, instructors were not familiar on conducting item analysis. The finding suggests that instructors need some training in order to orient them how to conduct item analysis. The result is supported by Lei [6] who concluded that conducting item analysis for teacher-made tests is very important. It is a scientific way of improving the quality of tests. It is an important tool to increase test effectiveness.

4. Level of Integration in the Use of Classroom Assessment Practices

Table 3 reveals that college instructors integrated both authentic and traditional assessment. As indicated in the table that the indicators were grouped in terms of authentic and traditional assessment. The overall mean is 3.19 and interpreted as “moderately integrated”. Authentic assessment got the highest mean of 3.19 and interpreted as “moderately integrated”. On the other hand, traditional assessment got the lowest mean of 3.18 and interpreted as “moderately integrated”. For authentic assessment, out of ten (10) indicators, only two (2) indicators interpreted as “highly integrated’ and eight (8) indicators interpreted as “moderately integrated”. For traditional assessment, out of twelve (12) indicators, five (5) indicators were interpreted as “highly integrated”, and seven (7) indicators were interpreted as “moderately integrated”.

Table 3. Mean Distribution of the Level of Integration in the Use of Classroom Practices by the College Instructors

The table shows that authentic assessment got the highest mean of 3.19 compared to traditional assessment with a mean of 3.18. Both authentic and traditional assessment got the same interpretation.

With regards to instructor’s authentic classroom assessment tools level of integration, performance assessment got the highest mean of 3.46 and interpreted as “highly integrated”. It is followed by test items requiring higher order thinking included on tests with a mean of 3.30 and interpreted as “highly integrated”. The finding of the study implies that instructors in the college focused on performance assessment and the higher order thinking tests. This further suggests that instructors focusing performance assessment to provide students’ need to demonstrate skills by actual performance of a certain task rather than just marking on an answer sheet. According to Gabuyo [14], performance assessment is considered as authentic assessment. The instructors must use realistic situations in the testing materials. Myers [15] stated that instructors should expose students with the different classroom activities to promote critical thinking skills and problem-solving skills, as well as the integration of past and present learning across disciplines.

Student self-evaluation and self-grading got the lowest mean of 3.01 and followed by grading conferences with students, with a mean of 3.09. The finding implies that instructors integrated self –evaluation and self-grading in just a moderate level. This finding suggests that instructors should focus on collaborative approach to develop students’ interpersonal skills.

On the other hand, instructors’ traditional classroom assessment tools level of integration, projects and requirements completed by individual students got the highest mean of 3.48 and interpreted as “highly integrated”. “Departmental” or “Program” Midterm and Final Exam got the second rank with a mean of 3.42 and interpreted as “highly integrated”. The finding of the study implies that instructors in the college were highly integrated on projects and requirements completed by individual students and program examination.

Tests provided by publishers to teachers got the lowest mean of 2.94, and it is followed by Pre and Post Testing evaluation with a mean of 2.98. The result implies that instructors in the college moderately integrated with tests provided by publishers and pre and post testing evaluation.

The finding implies that instructors in the college moderately integrated both authentic and traditional assessment into their classroom practices. The finding of the study is supported by BoarerPitchford, [16] that instructors in the higher education primarily use authentic assessment in basing the course grade. Likewise, McConnell [17] revealed that the use of traditional assessment tools continues to play an important role in the classroom assessment practices of instructors. Thus, authentic and traditional assessments tools go together in assessing student’s performance. Both authentic and traditional tools play an important role in the classroom assessment.

5. Authentic and Traditional Classroom Assessment Practices

Table 4 presents the test of differences between authentic and traditional classroom assessment practices of college instructors.

Table 4. Test of Differences between Authentic and Traditional Classroom Assessment Practices of College Instructors

The data show sufficient evidence to reject the null hypothesis. As can be gleaned from the table, the significance of the result (P-value = 4.870) at .05 level of significant. Therefore, the null hypothesis is rejected. This means that there is a significant difference between authentic and traditional classroom assessment of college instructors. The result implies that instructors differ on the use of authentic and traditional classroom assessment. Based on the interview, instructors claim that they used authentic assessment to measure direct performance of the students. The finding suggests that authentic assessment is considered as an alternative form of assessing the performance of the students that describe a set of strategies for the application of knowledge, skills, and work habits through the performance tasks that are meaningful to them. This further suggests that authentic assessment provides the instructors information on how the students understand and apply knowledge. According to Gabuyo [14], in authentic assessment, students need to demonstrate skills by actual performance of a certain task rather than just marking on an answer sheet. It also means that instructors must use realistic situations in the testing materials.

With regards to traditional classroom assessment, the finding suggests that instructors used traditional assessment every end of the chapter and every end of the term. According to Gardner [18], traditional assessments that reinforce surface learning provide little intellectual challenge. Moreover, Wilson [19] claims that traditional assessment typically under-assesses intellectual performance and over assesses student knowledge.

The findings further suggest that instructor can designed and used assessments that feel realistic in nature to see how a student will approach and resolve a problem. While in traditional assessment instructor can designed and used traditional test with only right and wrong answer.

6. Difference on the Level of Integration of Authentic and Traditional Assessment in Classroom Instruction

The result revealed that the null hypothesis was not rejected. Therefore, there is no significant difference in the perception of the college instructors on the level of integration of authentic and traditional assessment in classroom instruction in terms of age, gender, civil status, and years in teaching and educational attainment. The variable of institute rejects the null hypothesis with a p-value of .007. Therefore, there is a significant difference in the level of integration of both authentic and traditional assessment by the college instructors in terms of institute they belong.

Table 5 presents the result of the test of differences in the respondents’ level of integration of assessment practices in terms of age. The result shows that P-value of .653 at .05 level of significance. Therefore, the null hypothesis was not rejected, and the interpretation was not significant. This means that there is no significant difference in the respondents’ perceptions on the level of integration of assessment practices in terms of age.

Table 5. Test of Differences on the Respondents’ Responses on the Level of Integration of Assessment Practices According to Age

The result reveals that instructors in the college had similar perceptions on the level of integration of classroom assessment practices regardless of their age. The result implies that instructors, both young and old, had similar perceptions on integrating classroom assessment. The result of the study is supported by Wawiye [2] that both young and old instructors should employ classroom assessment practices that are consistent with curriculum standards. This implies that instructors use classroom assessment tools in line with the specific curriculum or course program.

Result of the test of differences in the respondents’ level of integration of assessment practices in terms of gender. The result shows that P-value of .788 at .05 level of significant. Therefore, the null hypothesis was not rejected, and the interpretation was not significant. This means there is no significant differences in the respondents’ perceptions on the level of integration of assessment practices in terms of gender. The result reveals that instructors in the college had similar perceptions on the level of integration of classroom assessment practices regardless of their gender. The result implies that both male and female instructors in the college had the same perceptions on integrating classroom assessment. The finding of the study is supported by Newman [20] that male and female instructors should have the same level of integration of assessment practices in the classroom.

The result of the test of differences in the respondents’ level of integration of assessment practices in terms of civil status. The result shows that P-value of .113 at .05 level of significant. Therefore, the null hypothesis was not rejected, and the interpretation was not significant. This reveals that there is no significant difference in the respondents’ perceptions on the level of integration of assessment practices in terms of civil status.

The data expose that the instructors in the college had similar perceptions on the level of integration of classroom assessment practices regardless of their civil status. The result of the study implies that both single and married instructors had similar perceptions on integrating classroom assessment. The finding of the study is supported by El-Maaddawy [21] that civil status of the college instructors does not affect to their level of integration of classroom assessment practices. Instructors should ensure that classroom assessment practices should be appropriate to the learning outcomes.

The result of the test of differences ‘n the respondents’ level of integration of assessment practices in terms of years in teaching. The result shows that P-value of .788 at .05 level of significant. Thus, the null hypothesis was not rejected with the interpretation of not significant. This discloses that there are no significant differences in the respondents’ perceptions on the level of integration of assessment practices in terms of years in teaching.

The result reveals that instructors in the college had similar perceptions on the level of integration of classroom assessment practices regardless of their years in teaching. The result implies that college instructors, both in the early stages and the late stages in service, had the same level of integration of classroom assessment. The finding of the study is supported by Schmitt [22] that both newly hired and experience instructors need to use various assessment methods to evaluate students’ learning outcomes. The study also revealed that college instructors should always consider that classroom assessment practices are essential element for addressing students’ learning needs and the improvement of whole educational system.

The result shows the P-value of .197 at .05 level of significance. Therefore, the null hypothesis was not rejected. The interpretation was not significant; hence, there is no significant differences in the respondents’ perceptions on the level of integration of assessment practices in terms of their educational attainment. The result implies that instructors in the college had similar perceptions on the level of integration of classroom assessment. The result of the study is similar with the result of the study conducted by Zhang [23] which revealed that college instructors should adopt or use quality assessment methods to meet the learning needs of students regardless of their educational attainment.

The result shows that P-value of .007 at .05 level of significant. The null hypothesis was rejected; therefore, the interpretation was significant. This reveals that there is significant difference in the respondents’ perceptions on the level of integration of assessment practices in terms of institute. The data shows the rejection of null hypothesis. Therefore, it can be concluded that there is a significant difference in the level of integration of at least one of these institute categories to another category. The finding of the study is supported by Lei [6] that assessment practices differ in terms of institute or department. Classroom assessment should in line with the specific learning objectives of the particular course or program offered.

Furthermore, the finding also supported in the Handbook on Typology, Outcomes-Based Education (2014), stated that the desired outcomes have to be translated to what the students learn in specific courses or program. It should ensure that the level of the courses, the desired course and learning outcomes are attained with proper content, methodologies and student performance assessment.

7. Conclusion

It can be concluded that the trend of the college instructors in their classroom assessment practices is the authentic assessment. Since they used authentic assessment, they were more concerned on assessing the performance tasks of the students that describe a set of strategies for the application of knowledge, skills and work habits through the performance of tasks that are meaningful to them. Using authentic assessment also provides the instructors the information on how students understand and apply knowledge. It also allows the instructors to integrate performance assessment in the instructional process to provide additional learning activities for the students in the classroom.

This study further concludes that college instructors have moderate perception on the integration of various assessments of student learning outcomes but more on authentic assessment compared to traditional assessment. Authentic assessment simulates real life situations where students demonstrate based on performance tasks rather than on selection of choices.

Finally, the results of the study provide an opportunity for the college instructors to qualify their choices if their preferences are according to effective learning towards a mix of authentic and traditional assessment practices.

8. Training Design on Assessment

8.1. Rationale

This assessment training is designed for the college instructors. The purpose of designing this assessment training is to help instructors improve their assessment strategies used in the classroom. It has been observed by the researcher that instructors in the college have not attended any single training on classroom assessment for three years. The researcher proposed assessment strategies in the classroom that provide both instructors and students with invaluable information about what students understand, and what they do not. These assessments are valuable guides for students to help them enhance their performance. They also help instructors determine if further instruction is necessary.

This assessment strategy training will enhance instructors’ ability in the process of conducting classroom assessment. This training will also assist them on how to use different classroom assessment tools in the 21st century education.

References

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