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Gap analysis in classroom assessment / Jhoanne Abenoja Lomboy.

By: Lomboy, Jhoanne AbenojaMaterial type: Text

TextPublisher: Saint Louis College, City of San Fernando, La Union : [s.n.], 2018Description: xiv, 120 pages : illustration ; 28 centimeterSubject(s): Classroom managementDDC classification: TH 371.102 L83g 2018 Summary: This phenomenological research explored the classroom assessment practices of teachers in the intermediate grade in Burgos District, Schools Division of La Union. A gap analysis was conducted between the global standards in assessment and existing assessment practices, the result served as basis for crafting the training program. Using a validated guide, a one-on-one semistructured interview was conducted among the participants, chosen purposively. After performing thematic analysis, it found that subscribe to the process: planning, administering, evaluating, analyzing, interpreting, reflecting, giving intervention and communicating.It also found that there are gaps exist between the actual classroom assessment practices from that of the global standards. It recommended, among others, that training program for the intermediate grade teachers should be adopted.

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Item type	Current location	Collection	Call number	Status	Date due	Barcode
Thesis	La Union Provincial Library Thesis Section	Thesis	TH 371.102 L83g 2018 (Browse shelf)	Not For Loan		008160laup

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Previous	TH 371.102 C15c 2021 Challenges of teachers in developing viewing as a macroskill to young learners in the countryside /	TH 371.102 F73d 2019 Disciplinary strategies of grade 1 teachers in the public elementary schools of San Juan District, Division of La Union /	TH 371.102 G11c 2020 Challenges in classroom management in the public elementary schools /	TH 371.102 L83g 2018 Gap analysis in classroom assessment /	TH 371.102 P19t 2018 Teaching practices in science in the public elementary schools in Santol District /	TH 371.102 V66c 2020 Challenges faced in using different learning modalities by multigrade teachers in District I, La Union Schools Division during the pandemic /	TH 371.102 V71e 2020 Effectiveness of peer teaching strategy in mathematics /	Next

Bibliography: pages 77-80.

This phenomenological research explored the classroom assessment practices of teachers in the intermediate grade in Burgos District, Schools Division of La Union. A gap analysis was conducted between the global standards in assessment and existing assessment practices, the result served as basis for crafting the training program. Using a validated guide, a one-on-one semistructured interview was conducted among the participants, chosen purposively. After performing thematic analysis, it found that subscribe to the process: planning, administering, evaluating, analyzing, interpreting, reflecting, giving intervention and communicating.It also found that there are gaps exist between the actual classroom assessment practices from that of the global standards. It recommended, among others, that training program for the intermediate grade teachers should be adopted.

CHED-La Union Donation May 29, 2019

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