the Tagaytay district experience Munar, Michelle Poblete creator text xxu Parañaque City Olivarez College 2019 monographic eng

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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. Michelle Poblete Munar. Master Thesis Assessment perspective Non-cognitive disciplines T 370 2021 386 OCLRC 221115 20260730103745.0 9498