Classroom Assessment Profile of Teachers in Cauayan City, Philippines

Abstract

Using descriptive-comparative research design, the teachers’ profile particularly their knowledge and understanding on the new classroom assessment for the K to 12 Basic Education Program (BEP) was analyzed. The respondents were the eighteen (18) Grade IV, Grade V and Grade VI teachers of a public school in Cauayan City, Isabela, Philippines. The results showed that the teacher-respondents have a moderate extent of knowledge in the concept of the new assessment; however, they exhibit lesser understanding in the said assessment. Furthermore, regardless of their position, number of years in teaching and age, the respondents have the same extent of knowledge and understanding on the new assessment.