Standards of teacher competence on student assessment in the Philippines

The present report outlines the need to come up with a set of standards that specifies Filipino teachers' competence on student assessment. In the Philippines, the teachers' competencies are already specified in the National Competency Based Teacher Standard (NCBTS) and one of the componen...

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Main Author: Magno, Carlo P.
Format: text
Published: Animo Repository 2013
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Online Access:https://animorepository.dlsu.edu.ph/faculty_research/8189
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Institution: De La Salle University
id oai:animorepository.dlsu.edu.ph:faculty_research-8788
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spelling oai:animorepository.dlsu.edu.ph:faculty_research-87882023-01-26T05:12:47Z Standards of teacher competence on student assessment in the Philippines Magno, Carlo P. The present report outlines the need to come up with a set of standards that specifies Filipino teachers' competence on student assessment. In the Philippines, the teachers' competencies are already specified in the National Competency Based Teacher Standard (NCBTS) and one of the components is assessment. However, there is a need to identify further appropriate competencies and microskills of teachers on student assessment. When these assessment competencies are specified, teachers are better guided in their practice. The development of the competencies recommended is described in four phases. In the first phase, the competencies needs to be identified though focus group discussions and observations of teachers. The best practices in assessment wil be categorized based on the data gathered. In phase 2, instruments will be constructed to assess the competencies among basic education and higher education teachers in the Philippines. Three versions of the questionnaire will be developed: self-assessment, as observed by school administrators, and observed by students. The third phase of the project recommends the dissemination of the competencies, which will be part of a training program in assessment for teachers. The dissemination would involve teacher training, seminars, and symposiums for public and private school teachers. The last phase recommended is the evaluation of the training program that was implemented. The evaluation model will follow the procedures of empowerment evaluation. The final output of the project needs to follow a set of standards of teacher competencies on student assessment that teachers adhere to. This will further develop teaching standards in the Philippines. 2013-07-01T07:00:00Z text https://animorepository.dlsu.edu.ph/faculty_research/8189 Faculty Research Work Animo Repository Teachers—Rating of—Philippines Teacher Education and Professional Development
institution De La Salle University
building De La Salle University Library
continent Asia
country Philippines
Philippines
content_provider De La Salle University Library
collection DLSU Institutional Repository
topic Teachers—Rating of—Philippines
Teacher Education and Professional Development
spellingShingle Teachers—Rating of—Philippines
Teacher Education and Professional Development
Magno, Carlo P.
Standards of teacher competence on student assessment in the Philippines
description The present report outlines the need to come up with a set of standards that specifies Filipino teachers' competence on student assessment. In the Philippines, the teachers' competencies are already specified in the National Competency Based Teacher Standard (NCBTS) and one of the components is assessment. However, there is a need to identify further appropriate competencies and microskills of teachers on student assessment. When these assessment competencies are specified, teachers are better guided in their practice. The development of the competencies recommended is described in four phases. In the first phase, the competencies needs to be identified though focus group discussions and observations of teachers. The best practices in assessment wil be categorized based on the data gathered. In phase 2, instruments will be constructed to assess the competencies among basic education and higher education teachers in the Philippines. Three versions of the questionnaire will be developed: self-assessment, as observed by school administrators, and observed by students. The third phase of the project recommends the dissemination of the competencies, which will be part of a training program in assessment for teachers. The dissemination would involve teacher training, seminars, and symposiums for public and private school teachers. The last phase recommended is the evaluation of the training program that was implemented. The evaluation model will follow the procedures of empowerment evaluation. The final output of the project needs to follow a set of standards of teacher competencies on student assessment that teachers adhere to. This will further develop teaching standards in the Philippines.
format text
author Magno, Carlo P.
author_facet Magno, Carlo P.
author_sort Magno, Carlo P.
title Standards of teacher competence on student assessment in the Philippines
title_short Standards of teacher competence on student assessment in the Philippines
title_full Standards of teacher competence on student assessment in the Philippines
title_fullStr Standards of teacher competence on student assessment in the Philippines
title_full_unstemmed Standards of teacher competence on student assessment in the Philippines
title_sort standards of teacher competence on student assessment in the philippines
publisher Animo Repository
publishDate 2013
url https://animorepository.dlsu.edu.ph/faculty_research/8189
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