Influences of Professional Experiences to the Assessment Practices of Selected Science Teachers

Nilda W. Balsicas¹, Rosalina M. Makalintal²

(1. St. Dominic College of Asia, Philippines; 2. La Consolacion College, Manila, Philippines)

Abstract: Assessment is one of the most challenging aspects in education. To address this challenge, the College provided seminar-workshops on Test Development and Assessment (TDA). The objective of the study is to explore the influence of professional experience and beliefs to teacher’s assessment practices.

A modified questionnaire on Assessment Practices Inventory by Zhicheng Zhang and Judith A. Burry-Stock Classroom (2003) was administered to determine teachers’ perceived level of skills in using various Assessment Practices.

Test content and comprehension were assessed based on teacher’s response to a written questionnaire and their outputs. Test items developed before and after the workshops were analyzed and compared in terms of teacher’s pattern on the use of test formats, changes in stating directions and construction of multiple choice and essay test questions. Results showed that the Workshops were effective in improving science teachers test construction in multiple-choice test and essays. Results also showed that assessment practices vary in terms of gender and professional exposures. Implications of the study included that of retooling on test development and assessment practices be done at the beginning of each term.