LEARNING ASSESSMENT PERSPECTIVES, PRINCIPLES AND PRACTICES IN NON-COGNITIVE-BASED DISCIPLINES IN SELECTED ELEMENTARY SCHOOLS: (Record no. 9550)

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001 - CONTROL NUMBER
control field 9550
003 - CONTROL NUMBER IDENTIFIER
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005 - DATE AND TIME OF LATEST TRANSACTION
control field 20260730103746.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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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:
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Date of publication, distribution, etc. 2018-2019
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 District in 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 resource of data, namely: (1) Tagaytay City Central Schoolteachers (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 assessments to monitor students� learning progress and the students 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 tolls despite in non-cognitive disciplines. There established no significant relationship among assessment principle perspective and research, however, it found significant difference in the assessment perspective and principle in their 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. Keywords:Assessment perspective, principles, practices, non-cognitive disciplines, District of Tagaytay.
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Koha item type Theses/Dissertation
Location (call number prefix code) T 370 2021 386

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