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

Jenelyn Goles-Sabellina^1,

¹Institute of Teacher Education, Camiguin Polytechnic State College, Mambajao, Camiguin Philippines

Cite this paper:
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. 2021; 1(1):47-55. doi: 10.12691/jitl-1-1-9

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

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