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MARIO Colega Oli
Cagayan State University, Carig Campus, Tuguegarao City, Cagayan Valley
Education

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The Assessment Practices by Content-faculty, Student-teaching Supervisor and Cooperating Mentors of Pre-professional Mathematics Teachers in State Universities in Cagayan Valley Region in the Philippines ” MARIO Colega Oli
JISAE: Journal of Indonesian Student Assessment and Evaluation Vol 4 No 2 (2018): JISAE (Journal of Indonesian Student Assessment and Evaluation)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (581.329 KB) | DOI: 10.21009/jisae.v4i2.7998

Abstract

Assessment is the process of teachers gathering information about students’ learning, including their achievement and behavior in both the cognitive and affective domains enabling teachers to make informed decisions for classroom instruction. The Pre-professional Math Teachers were exposed with various assessment practices during their academic years which were implemented by their Professors across their academic subject and not to exclude Mathematics classes. Assessment was just regarded as a means for “grading” the mathematical skills and knowledge of the students and not to measure what is worth measuring. This study aimed to determine the assessment practices of content faculty, student-teaching supervisors and cooperating mentors of pre-professional mathematics teachers in State Universities in the Cagayan Valley Region in the Philippines It made used of the qualitative-quantitative research method and utilized questionnaires and semi-structured interview. Frequencies, means, standard deviation, and one-way analysis of variance were used. It was found out that Mathematics content faculty used conceptual class discussions or recitations, students’ calculator and computer use, routine homework or drills, student’s use of manipulatives to monitor the learning progress of their students while write up of projects, tests (prelim, midterms, finals), and critique papers are utilized for grading purposes. The Student teaching Supervisors always used standard checklist for demonstration teaching, and post-conference and the Cooperating mentors used formal visit and post conference with the Pre-service Math Teachers for formative assessment in assessing the pedagogical skills of the Student teachers during the practicum period. Formal visits, standard checklists for demonstration teaching, and post-conferences with concerned individuals were utilized by both for summative assessment.
Using DELPHI TECHNIQUE IN META-EVALUATING THE MATHEMATICS ASSESSMENT PRACTICES OF MATHEMATICS EDUCATORS Mario Colega Oli
JISAE: Journal of Indonesian Student Assessment and Evaluation Vol 5 No 1 (2019): JISAE (Journal of Indonesian Student Assessment and Evaluation)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (300.779 KB) | DOI: 10.21009/jisae.v5i1.11645

Abstract

While assessment practices are very important into the students’ learning and development, the processes of assessment may follow a logical progression from the selection and development of classroom assessment to the communication of the assessment results. Teachers may have similar assessment practices but they vary on the processes in conducting the assessment. Through Delphi Technique, evaluation experts assessed the extent to which mathematics assessment practices satisfy meta-evaluation criteria of utility, feasibility, propriety, accuracy and accountability employed by Mathematics Educators of pre-professional mathematics teachers in some select State Universities in the Philippines. The assessment practices of the Mathematics Educators were meta-evaluated with high ratings on utility, feasibility, propriety, and accuracy, while only moderate in accountability. Assessments performed in the largest state university have better overall utility, accuracy and accountability with overall feasibility and propriety about the same level across the four state universities. Hence, the respondents should develop assessment strategies for students with different learning abilites, continuesly improve their technqiue in assessing students’ learning and have sound judgement not only through the students’ quantitative scores but the impact of feedback about their performance for future use.
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