Performance-based assessment is the thrust of Higher Education Institutions in the Philippines. Rural schools are faced with variety of pressures that are competing for attention within the community. This research assessed students’ attitudes towards performance-based assessment. It also aimed that instructional material will be developed. It utilized descriptive-quantitative research design and used weighted mean, t-test for two independent groups and Pearson r. Respondents of the study were 29 teachers and 238 students.
The assessment ratings of students towards their attitude on the four types of assessment is significantly different from the assessment ratings of the teachers. The assessment ratings of students towards their attitude on performance-based assessment is not significantly different from the assessment ratings of the teachers. The students’ attitude on the four types of assessment as assessed by the students have significant relationship with the students’ attitude on performance-based assessment. The students’ attitude on the four types of assessment as assessed by the teachers have no significant relationship with the students’ attitude on performance-based assessment. The school officials should encourage teachers to always exhibit positive teaching behavior to further learning of students. An instructional material can be developed emphasizing the usage of performance-based assessment tools.
Table of Contents
Abstract
Related Literature
Assessment of Learning
Types of Performance-Based Assessment
Research Methods
Findings and Discussion
Conclusion
References
Research Objectives and Themes
This research aims to assess students' and teachers' attitudes toward performance-based assessment to identify effective practices and develop targeted instructional materials that better serve educational needs.
- Analysis of attitudes toward different assessment types
- Evaluation of performance-based assessment practices
- Examination of significant differences between student and teacher perspectives
- Development of pedagogical interventions and instructional tools
Excerpt from the Book
Assessment of Learning
Assessment involves one or more processes that identify, collect, analyze, and report data that can be used to evaluate achievement of learning outcomes. Effective assessment uses relevant direct, indirect, quantitative and qualitative measures appropriate to the learning outcome (CMO No. 37, Series 2012). This implies that there is no single best type of assessment. The basic consideration is that the assessment reflects the learning outcomes, that is, the assessment should be aligned with learning outcomes and not the other way around. Very often, teachers and students alike give more importance to the content and the corresponding assessment than the learning outcomes because the result of assessment translates into the grades students will get. Learning outcomes stated in the syllabus become formalities that have to be formulated as an essential part of the syllabus and not used to determine methodology and assessment. Alignment of learning outcomes, content, methodology and assessment cannot be overemphasized. Whether assessment is direct, indirect, quantitative, qualitative, formative, or summative, it is important to remember that it should be appropriate to the learning outcomes.
Summary of Chapters
Abstract: Provides a summary of the study's scope, methodology, key findings regarding student and teacher attitudes, and recommendations for developing instructional materials.
Related Literature: Reviews theoretical frameworks including Outcomes-Based Education (OBE) and the importance of aligning teaching methods with student learning outcomes.
Assessment of Learning: Explains the necessity of aligning various assessment methods with specific learning objectives to ensure valid and meaningful evaluation of student progress.
Types of Performance-Based Assessment: Discusses various performance assessment tools such as portfolios, presentations, and observations that support 21st-century skills like critical thinking.
Research Methods: Details the descriptive-quantitative research design, the survey approach, and the statistical tools used to analyze the collected data.
Findings and Discussion: Presents the empirical results comparing student and teacher attitudes across different assessment types and the correlations identified in the study.
Conclusion: Summarizes the study's findings and offers practical recommendations for school officials, teachers, and future researchers to improve assessment practices.
Keywords
Higher education institution, assessment, performance-based assessment, students’ attitude, instructional material, Outcomes-Based Education, student learning outcomes, pedagogical intervention, quantitative research, teaching strategy, critical thinking, 21st century skills, faculty development.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on analyzing the attitudes of students and teachers towards performance-based assessment methods in higher education settings.
Which thematic areas are central to this work?
The central themes include Outcomes-Based Education, the alignment of assessments with learning outcomes, and the effectiveness of diverse assessment tools like portfolios and presentations.
What is the primary objective of the study?
The study aims to assess attitudes toward performance-based assessment and provide a basis for developing better instructional materials to enhance the teaching-learning process.
What research methodology was employed?
The study utilized a descriptive-quantitative research design, employing survey questionnaires and statistical analysis tools such as weighted mean, t-tests, and Pearson r.
What does the main body of the work cover?
The main body covers a literature review on assessment practices, an overview of various assessment types, the research design, and a detailed discussion of the findings derived from student and teacher feedback.
Which keywords characterize this paper?
Key terms include Higher Education Institution, assessment, performance-based assessment, students' attitude, and instructional material.
Is there a significant difference between teacher and student attitudes regarding performance-based assessment?
The study found no significant difference between the assessment ratings of students and teachers regarding performance-based assessment, indicating they share similar views.
What is the recommendation regarding the development of teaching materials?
The author recommends that specific, locally-made instructional materials should be developed to better align with the Outcomes-Based Education syllabus and performance-based assessment tools.
How should school officials respond to the findings?
School officials are encouraged to foster positive teaching behaviors through systematic faculty development programs, seminars, and training focused on contemporary teaching strategies.
- Quote paper
- Ruben Sanchez (Author), 2020, Analysis of Students’ Attitudes on Performance-Based Assessment, Munich, GRIN Verlag, https://www.grin.com/document/520903
