CLASSROOM ASSESSMENT PRACTICES OF SCIENCE TEACHERS: A MIXED METHODS STUDY

Adminitration Management

This study aimed to investigate the classroom assessment practices of science teachers in the secondary schools of Rosario, Agusan del Sur, during the School Year 2024–2025. Using a mixed methods design, the quantitative component measured the frequency level of teachers' assessment practices in five domains: assessment planning, assessment item preparation, assessment administration and scoring, reporting of scores and grading, and assessment data utilization and evaluation. Data were gathered from 106 secondary school teachers using an adopted survey instrument. Meanwhile, the qualitative component explored in-depth the experiences, challenges, coping strategies, and suggestions related to classroom assessment practices through interviews with seven purposively selected science teachers. Quantitative findings revealed that teachers often practiced all five domains of assessment, with the highest frequency observed in assessment planning and the lowest in assessment data utilization. Qualitative data uncovered recurring themes such as instructional limitations, language barriers, and lack of training and resources. Teachers coped by relying on collaboration, resourcefulness, and integrating technology despite constraints. They also proposed specific improvements, including simplified assessments, translation options, administrative support, and better access to resources. The study concluded that while science teachers demonstrated strong commitment to assessment, their effectiveness is influenced by systemic support and contextual challenges. It is recommended that institutional efforts focus on equipping teachers with continuous training, technological tools, and manageable workloads to enhance science assessment practices in meaningful and sustainable ways.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.