Teacher assessment literacy and student outcomes in the province of Tawi-Tawi, Philippines

Abstract

This study examined teachers’ assessment literacy and its probable impact on student achievement and aptitude (the outcome variables) through the intervening variables at the teacher and student levels. It likewise explored the effects of demographic variables on factors at the two levels and on the outcome variables. The study had 582 teacher samples and 2,077 student samples taken from Grade Six, Second Year and Third Year high school classes in the province of Tawi-Tawi, Philippines. It employed a mixed-methods design using quantitative method as a primary approach and qualitative method as a supporting approach. It utilised a number of statistical techniques, including Rasch modeling, structural equation modeling and hierarchical linear modeling, thematic analysis, and through the use of a number of software applications and include SPSS 16.0, LISREL 8.80, and HLM 6.08 to analyse the data. The results revealed that the elementary and secondary school teachers in Tawi-Tawi, Philippines possessed relatively low assessment literacy. In terms of the specific assessment areas, the teachers performed highest on “choosing assessment methods appropriate for instructional decisions” and lowest on “developing assessment methods appropriate for instructional decisions”. The qualitative finding concerning teachers’ knowledge on validity and reliability supported the low assessment literacy results. Moreover, teachers generally indicated that they practised “assessment purpose”, “assessment design”, and “assessment communication” frequently, and “direct transmission method” and “alternative approach” of teaching in more than half of their lessons. Furthermore, the Grade Six, Second Year, and Fourth Year high school students generally exhibited positive “perceptions of assessment” and positive “attitude towards assessment”. Besides, the Grade Six and Second Year high school students obtained below average “academic achievement”, and Fourth Year high school students obtained below average “aptitude”. The results further revealed that teachers’ assessment literacy negatively influenced their teaching practices while their assessment practices positively impacted on their teaching practices. No relationship was evident between their assessment literacy and assessment practices. However, analysis of relevant sub-variables showed some degree of positive effect of assessment literacy on assessment practices. Additionally, the students’ “perceptions of assessment” appeared to positively influence their “attitude towards assessment”. The Grade Six and Second Year high school students’ “perceptions of assessment” and “attitude towards assessment” likewise showed significant positive effects on their “academic achievement”. The Fourth Year high school students’ “perceptions of assessment” and “attitude towards assessment” exerted negative and positive effects, respectively, on their “aptitude”. Some demographic factors had moderating effects on the variables tested. Teachers’ age range (60 years and above), school type, and gender appeared to moderate effects on “academic achievement” while teachers’ age range (below 25 years), academic qualification, and years of teaching experience (16-20 years) had moderating effects on “aptitude”. The study’s results generally serve as empirical evidence and additional information on in-service teachers’ assessment literacy and its relations with other relevant variables. The results have implications for further research using other contextual variables and for the formulation of relevant policies, launching of assessment reform, development of assessment and research programs, and re-examination of assessment component of the Licensure Examination for Teachers. Furthermore, the findings in this study are relevant to pre-service teacher education programs and professional development of elementary and secondary school teachers, especially those from rural communities like Tawi-Tawi in the Philippines.