A CONTENT ANALYSIS OF THE ASSESSMENT PRACTICES OF GRADE 3 TEACHERS

Abstract

Classroom assessment is an integral part of teaching and learning process. The
study investigated the classroom assessment practices of Grade 3 teachers in the division of Agusan del Norte, Philippines vis-à-vis with DepEd Order No. 8, s. 2015. Exploratory approach was employed making use of interview and analysis of sample assessment tools. Qualitative data were analyzed partly following Georgi’s technique. Content analysis and coding technique were also employed. It revealed that the Grade 3 teachers in the Division of Agusan del Norte failed to implement the prescribed assessment activities before the lesson, during lesson and after the lesson. Discrepancies were also revealed in the summative assessment where the performance-based assessment activities were not highly evident. They allegedly practiced both the traditional and alternative modes. The teachers’ practice of authentic mode of assessment is less evident attributed to some teachers who attempted performance-based, portfolios and rubrics but only to a minimal extent. This implies the need to implement classroom assessment activities cognizant of the set standard by the Department of Education at this Grade level.