Learning assessment perspectives principles and practices in non-cognitive-based disciplines in selected elementary schools: (Record no. 9498)

000 -LEADER
fixed length control field 02584nam a22002057a 4500
001 - CONTROL NUMBER
control field 9498
003 - CONTROL NUMBER IDENTIFIER
control field OCLRC
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20260730103745.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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040 ## - CATALOGING SOURCE
Original cataloging agency OCLRC
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number (Call Number) T 370 2021 386
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Munar, Michelle Poblete
245 ## - TITLE STATEMENT
Title Learning assessment perspectives principles and practices in non-cognitive-based disciplines in selected elementary schools:
Sub Title the Tagaytay district experience/
Statement of responsibility, etc. Michelle Poblete Munar.
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc. Parañaque City:
Name of publisher, distributor, etc. Olivarez College,
Date of publication, distribution, etc. 2019.
502 ## - DISSERTATION NOTE
Dissertation note Master Thesis
520 ## - SUMMARY, ETC.
Summary, etc. This study endeavored to determine the learning assessment perspectives, principles and practices in non-cognitive disciplines in selected elementary schools in the District of Tagaytay towards a proposed program to retool affective and psychomotor assessments. This study utilized quantitative descriptive correlation research design using researcher - made survey questionnaire among three groups of teacher-respondents as sources of data, namely: (1) Tagaytay City Central School teachers (39), Maharlika Elementary School (25); and Patutong Malaki Elementary School (8) for a total of seventy-two (72) teachers handling non-cognitive disciplines, such as Edukasyon sa Pagpapakatao (ESP), Edukasyong Pantahanan at Pangkabuhayan (EPP) and Music, Arts, PE and Health (MAPEH), respectively. The data were tallied, tabulated and computed using statistical treatments, such as weighted mean ANOVA (Analysis of Variance). HSD Test, and Pearson-r Correlation Coefficient. Results showed that teachers strongly agreed that they used assessment to monitor students' learning progress and the student training they received is adequate and agreed that the purpose of classroom assessment is to determine whether students have mastered the learning objectives and determine the effectiveness of their instruction. More so, teachers are utilizing mostly cognitive-based assessment tools despite in non-cognitive-based disciplines. There established no significant relationship among assessment principle perspective and research, however, it found significant difference in the assessment perspective and principle in the selected school and equally with significant difference in assessment practices in three identified non-cognitive discipline. To this effect, It is recommended to design different assessment tools intended appropriately to the affective and psychomotor-based disciplines.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Assessment perspective.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Non-cognitive disciplines.
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type Theses/Dissertation
Location (call number prefix code) T 370 2021 386
Holdings
Withdrawn status Lost status Piece physical condition (Damaged Status) Not for loan Home library Current library (holdingbranch) Date acquired Total checkouts Full call number Date last seen Price effective from Koha item type
        Olivarez College Learning Resource Center Graduate School Library 07/30/2026   T 370 2021 386 07/30/2026 07/30/2026 Theses/Dissertation