Students' and Teachers' Perception of Home-Based Learning Assessment In Science and Assessment Environment: Aid in Structuring Assessment Practice to Support Students' Learning
Date of Award
5-2022
Document Type
Thesis
Degree Name
Master of Science in Science Education
First Advisor
Catherine Genevieve B. Lagunzad, PhDMaria Celeste T. Gonzalez, Ed.D.
Abstract
As a challenge to the current teaching and learning situation, the Department of Education advocated the continuity of learning at home despite the health crisis, where independent learning is emphasized, and assessment methods modified. This study investigated the perception of 414 grade eight students and 12 science teachers towards home-based learning assessment in relation to classroom assessment environment through validated survey instruments in a five-point Likert scale plus open-ended questionnaire. Interviews and separate online focus group discussions to selected student participants and science teachers were conducted to substantiate data obtained from the questionnaire. The statistical method profile analysis quantitatively analyzed the collected data from the survey while those data from open-ended questions, interviews, focus group discussions, and Summative Assessment Tool documents were described qualitatively through triangulation method interpretive analysis to determine teachers’ assessment practices. Findings show differences in students’ and teachers’ perception levels towards home-based learning assessment in science with a huge gap in authenticity and transparency, and different perception levels toward assessment environment; students’ perception towards home-based learning assessment and learning-oriented assessment environment significantly differ across learning modalities and no significant difference towards performance-oriented assessment. Students’ perception of home-based learning assessment is positively associated with learning-oriented but not performance-oriented assessment. Comparably, there was no significant relationship between science teachers’ perception of home-based learning assessment and assessment environment. Only learning-oriented assessment and authenticity exhibited a positive relationship. To some extent, teachers’ assessment practices are related to teachers’ perception of learning assessment as supported by triangulated data sources. Teachers’ consistent and inconsistent assessment practices influenced students’ perception of home-based learning assessment. Assessment practices and the nature of learning modality may account for the differences in students’ and teachers’ perceptions. Therefore, students’ and teachers’ perceptions are not parallel and convey a need for refinement of assessment practices to promote students’ learning.
Recommended Citation
Czarina, Tamanio D., (2022). Students' and Teachers' Perception of Home-Based Learning Assessment In Science and Assessment Environment: Aid in Structuring Assessment Practice to Support Students' Learning. Archīum.ATENEO.
https://archium.ateneo.edu/theses-dissertations/730
