000			02584nam a22002057a 4500
001			9498
003			OCLRC
005			20260730103745.0
008			221115t xxu||||| |||| 00| 0 eng d
040			_aOCLRC
082			_aT 370 2021 386
100			_aMunar, Michelle Poblete
245			_aLearning assessment perspectives principles and practices in non-cognitive-based disciplines in selected elementary schools: _bthe Tagaytay district experience/ _cMichelle Poblete Munar.
260			_aParañaque City: _bOlivarez College, _c2019.
502			_aMaster Thesis
520			_aThis 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			_aAssessment perspective.
650			_aNon-cognitive disciplines.
942			_cTHES _jT 370 2021 386
999			_c9498 _d9498