Teachers’ Conceptions of Assessment Using Brown’s Four-Factor Model and DepEd Assessment Policy: Implications for Policy Review

Abstract

The study determined teachers’ conceptions on assessment which were bases in developing recommendations for policy review. The study used survey questionnaires adopted from Brown’s COA-III and an additional researcher-made questionnaire from DepEd Assessment Policy. The respondents are the 408 mathematics teachers from the different schools of National Capital Region using Cluster Sampling. Teachers “strongly agreed” that assessment held the students and school accountable, it’s for the improvement of the teaching and learning process, and they don’t believe that assessment is irrelevant. The teachers also believed that a sound assessment must be standards-based, for concept development, formative and summative. Moreover, eight variables are found to be correlated: school accountability, student accountability, improvement, standards-based, concept development, formative and summative. Assessment should be designed from classroom to national levels. Teachers’ assessments may consider the factors school accountability, student accountability, improvement, standards-based, concept development, formative, and summative. Teachers should undergo extensive training concerning classroom assessment. Teachers must see to it that in every assessment they implement in their class, it should always be aligned to the learning objectives whether the assessment is formative or summative for them to be properly informed regarding the learning development and achievement of the students.