Teachers’ Innovativeness in Facilitating Assessment Among Senior High School Learners: Input for Instructional Upskilling Plan

Abstract

This study examined the profile of senior high school teachers from the ten (10) districts of the Division of Batangas City in terms of age, sex, highest educational attainment, area of specialization, years of service as a teacher and participation in relevant seminars by employing a descriptive research design. The findings revealed that most of the respondents are 30 years old and below, female, have obtained their master’s degree, are handling language subjects, had been in the profession between 10 to 20 years and were not active in participating in relevant seminars. This research also made use of a correlational component to determine the difference of the said demographic and professional characteristics with teachers’ innovativeness in facilitating classroom assessment. Data analysis included descriptive statistics and Kruskal-Wallis test for the quantitative data and thematic analysis for the qualitative inputs. Relative to the extent of their innovativeness in facilitating classroom assessment, this study concluded that senior high school teachers manifest moderate extent in terms of formulating assessment and great extent both in terms of evaluating assessment and reporting and feedback assessment. It was also determined that there is no significant difference in the level of teachers’ innovativeness in facilitating classroom assessment when they are grouped according to profile variables. It also found out, through focused group discussion, that diversity and individuality of learners, behavioral issues and lack of discipline of the learners, such as inattentiveness, lack of cooperation, disengagement and being doubtful as the challenges experienced by the senior high school teachers in facilitating classroom assessments. Lastly, this study prepared an instructional upskilling plan for senior high school teachers to further improve their innovativeness in classroom assessment practices.