Authentic Assessment in Flexible Learning Modality and the Learning Outcomes in Readings in the Philippine History Among First-Year College Students
DOI:
https://doi.org/10.11594/ijmaber.05.10.15Keywords:
Authentic Assessment, Readings in Philippine History, Learning OutcomesAbstract
The research utilized a descriptive-correlational design. Descriptive design was used to describe the perception of the students. In order to gather the information in the study, In order to determine if there is significant relationship between authentic assessment strategies and tools and learning outcome, correlational research was used. It utilized quantitative approach of research in gathering the necessary data. The survey questionnaire was used to gather data and later on the score of the student after using the authentic assessment. The respondents of this study are twenty-four (24) first year college students from Bachelor of Science in Fisheries and Aquatic Resources and another thirty-two (32) first year college students from Bachelor of Science in Industrial Technology. A total of fifty (56) first year college students are the respondents of the study from Southern Luzon State University, Alabat Campus, Quezon. Each variable has seven statements describing respondents’ perceptions on the authentic assessment strategies and tools. The researcher used the weighted mean for the checklist questionnaire part I, II, and III. This study concluded the effectiveness of authentic assessment in flexible learning modality of readings in Philippine History for first year college students of SLSU Alabat, Quezon. Specifically, this study aimed to determine the perception of the respondents on the effectiveness of the developed authentic assessment in terms of: paper and pencil assessment; assessment strategy in communication; performance assessment; observation assessment; and, self-assessment. Also, this study aimed to know the perception of the respondents on the effectiveness of authentic assessment tools such as: checklist; rating scale; learning log; and anecdotal records.The study posited four hypotheses, one of which states that there is no significant relationship between the perception of the respondent on the developed authentic assessment and their level of learning outcomes in Readings in Philippine History. The second hypothesis states that there is a significant relationship between the perception of the respondent on the developed authentic assessment and their level of learning outcomes in Readings in Philippine History. While the third hypothesis states that there is no significant relationship between the perception of the teachers on authentic assessment tool and students’ level of learning outcomes in readings in the Philippine History. Finally, the fourth hypothesis states that that there is significant relationship between the perception of the teachers on authentic assessment tool and students’ level of learning outcomes in readings in the Philippine History
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References
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Bagood, J. B. (2020). Teaching-learning modality under the new normal. Philippine Information Agency. https://pia.gov.ph/features/articles/1055584.
Bell, B. and Cowie, B. (2012). The characteristics of formative assessment in science education. Science Education, 85(5): 536–553.
Bhamani, S., Makhdoom, A. Z., Bharuci, V., Ali, N., Kaleem, S., & Ahmed, D. (2020). Home learning in times of COVID: Experiences of parents. Journal of Education and Educational Development, 9-26. https://eric.ed.gov/?q=Home+learning+in+times+of+COVID%3a+Experiences+o f+pare ts&ft=on&id=EJ1259928.
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Brown, G. T., and Harris, L. R. (2013). Student self-assessment, in Sage Handbook of Research on Classroom Assessment, ed J. H. McMillan (Los Angeles, CA: Sage), 367–393. doi: 10.4135/9781452218649.n21
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Candra, O., Islami, S., Syamsuarnis, S., Elfizon, E., Hastuti, H., Habibullah, H., & Eliza, F. (2019). Validity of development on authentic assessment tool of curriculum 2013 based in information technology. International Journal of Scientific and Technology Research, 8(12), 265-267. https://www.researchgate.net/profile/SyaifulIslami/publication/341600583_Validi ty_Of_Development_On_Authentic_Assesment_Tool_Of_Curriculum_2013_Bas ed_In_Information_Technology/links/5ec9 9335299bf1c09ad97f33/.
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Elwood, J. & Klenowski, V. (2012) Creating communities of shared practice: assessment use in learning and teaching, Assessment and Evaluation in Higher Education, 27(3), 243–256.
Fritz, C. A. (2014). The level of teacher involvement in the Vermont mathematics portfolio assessment process and instructional practices in Grade 4 Classrooms. Dissertation abstracts, Ph.D., University of New Hampshire, USA. UMI 3006136.
Frank, J. (2012). The roles of assessment in language teaching. Retrieved from: http://files.eric.ed.gov/.
Gao, X., & Grisham-Brown, J. (2011). The use of authentic assessment to report accountability data on young children’s language, literacy and pre-math competency. International Education Studies, 4(2), 41–53.
https://eric.ed.gov/?q=).+The+use+of+authentic+assessment+to+report+accounta bility+data+on+young+children%e2%80%99s+language%2c+literacy+and+pre- math+competency&ft=on&id=EJ1066453.
Goodman. Y. (2015). Kid watching. In a Jaggar and M.T.Smith Burke (Eds.), Observing the language learner. Newark, DE: International Reading Association.
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Guido, R. M. D. (2014). Evaluation of a modular teaching approach in materials science and engineering. American Journal of Educational Research, 2(11), 1126-1130.
https://doi.org/10.12691/education-2-11-20.
Karthikeyan, K., & Kumar, A. (2014). Integrated modular teaching in dermatology for undergraduate students: a novel approach. Indian Dermatology Online Journal, 5(3), 266. https://doi.org/10.4103/2229-5178.137774.
Lanting, A. Y. (2015). An empirical study of district-wide k-2 performance assessment program: Teacher practices, Information Gained, and use of Assessment Results. Dissertation Abstracts. Ph.D., the University of Illinois At Urbana Champaign, USA.
Lapada, A. A., Miguel, F.F., Robledo, D. A. R., & Alam, Z. F. (2020). Teachers’ covid- 19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6). https://doi.org/10.26803/ijlter.19.6.8.
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Martineau, M. D., Charland, P., Arvisais, O., & Vinuesa, V. (2020). Education and COVID-19: Challenges and opportunities. Canadian Commission for UNESCO.
https://en.ccunesco.ca/idealab/education-and-covid-19-challenges-and- opportunities.
Masten, A. S., & Coatsworth, J. D. (2018). The development of competence in favorable and unfavorable environments. American Psychologist, 53(2), 205–220.
Mataac, J. (2021). Impact of modular distance learning and the reading development of the beginning readers. International Journal of Research Publication. IJRP 2021, 75(1), 90-104; doi:.10.47119/IJRP100751420211869 file:///C:/Users/John%20Bert/Downloads/100751420211869.pdf.
Menand, L. (2001). The metaphysical club: A story of ideas in America. New York: Farrar, Straus, and Giroux.
Mikre, F. (2010).The roles of assessment in curriculum practice and enhancement of learning. Ethiop Journal of Education & Science. 5(2) 101-114. Retrieved from: https://www.ju.edu.et/.
Miller, A. (2020, April 7). Formative assessment in distance learning. Edutopia. https://www.edutopia.org/article/formative-assessment-distance-learning.
Moon, T., Brighton, C., Callahan, C. & Robinson, A. (2015). Development of authentic assessments for the middle school classroom. XVI,2/3, 119-133.
Moore, E. (1961). American pragmatism: Peirce, James, and Dewey. New York: Columbia University Press.
Nardo, M. T. B. (2017). Modular instruction enhances learner autonomy. American Journal of Educational Research, 5(10), 1024-1034. http://pubs.sciepub.com/education/5/10/3/index.html.
Nasab.G., F. (2015). Alternative versus traditional assessment. Journal of Applied Linguistics and Language Research.2(6) 165-178. Retrieved from http://www.jallr.ir.
Panadero, E., Brown, G. L., and Strijbos, J.-W. (2016). The future of student self- assessment: A review of known unknowns and potential directions. Educ. Psychol. Rev. 28, 803–830. doi: 10.1007/s10648-015-9350-2.
Phongsirikul, M. (2018). Traditional and alternative assessment in ELT: Student’s and teachers’ perceptions. Vol 25, No.1. reflections. https://eric.ed.gov/?q=Traditional+and+alternative+assessment+in+ELT%3a+Stu dent%e2%80%99s+and+teachers%e2%80%99+perceptions&ft=on&id=EJ12716 3.
Sabri, M., Retnawati, H., & Fitriatunisyah. (2019). The implementation of authentic assessment in mathematics learning. Journal of Physics: Conference Series, 1200(1), 1–6. https://doi.org/10.1088/1742-6596/1200/1/012006 https://iopscience.iop.org/article/10.1088/1742-6596/1200/1/012006/meta.
Sadiq, S., & Zamir, S. (2014). Effectiveness of modular approach in teaching at the university level. Journal of Education and Practice, 5, 103-109
https://www.iiste.org/Journals/index.php/JEP/article/view/13916.
Sax, G. (2018). Principles of educational and psychological measurement and evaluation, 2nd ed. California: Wadsworth.
Sejpal, K. (2013). Modular method of teaching. International Journal for Research in Education. Vol. 2,(2), Feb. 2013 (IJRE) ISSN: 2320-091X.
https://raijmronlineresearch.files.wordpress.com/2017/07/29_169-171-dr- kandarp-sejpal.pdf.
Syaifuddin, M. (2020). Implementation of authentic assessment on mathematics teaching: Study on junior high school teachers. European Journal of Educational Research, 9(4), 1491-1502. https://doi.org/10.12973/eu-jer.9.4.1491 https://eric.ed.gov/?q=Implementation+of+authentic+assessment+on+mathematic s+teaching%3a+Study+on+junior+high+school+teachers&ft=on&id=EJ1272387.
Tortor, E. (2016). Aspects of the written English of University of Ghana students. Unpublished Masters Dissertation.
Quine, W. V. (1992). Pursuit of truth (Rev. ed.). Cambridge, MA: Harvard University Press. Rogers, R. R. (2001). Reflection in higher education: A concept analysis. Innovative Higher Education, 26(1), 37-57.
Richards, J. & Renandya, W. (2014). Methodology in language teaching. Cambridge: Cambridge University Press.
Rorty, R. (1991). Objectivity, relativism, and truth. Cambridge, MA: Harvard University Press.
Rowan, B. & Correnti, R. (2009). Studying reading instruction with teacher logs: Lessons from the Study of Instructional Improvement. Educational Researcher, 38(2), 120- 131. Retrieved from http://edr. sagepub.com/cgi/content/abstract/ 38/2/120.
Thayer, H. S. (1968). Meaning and action: A critical history of pragmatism. New York: Bobbs-Merrill.
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