TL Estrelieta Tenizo - Gen - Santos City

Republic of the Philippines
DEPARTMENT OF EDUCATION
REGION XII
Carpentry Hill, Koronadal City
FORMATIVE ASSESSMENT STRATEGIES

USED BY TEACHERS OF
FATIMA NATIONAL HIGH SCHOOL:
A BASIS FOR CAPABILITY BUILDING PROGRAM
ESTRELIETA ANDAYA-TENIZO,EdD
Basic Education Research Fund (BERF) Recipient
CY 2017
ABSTRACT
When this action research began, its focus was to encourage and provide the teachers
with opportunities to further expand their formative assessment practices beyond paper-pencil
tasks, quizzes and tests through the LAC session or commonly called the I-RAISE project of
General Santos City division. The researcher wanted to understand what are the current
assessment practices of the teachers of Fatima National High School. To be able to let them
bring out their assessment practices, a survey was developed to provide the researcher with an
understanding of where teachers were and gave her the framework for facilitating and
supporting this mind-shift in teaching, learning and assessing.
There are two circumstances in Fatima National High School that prompted the researcher
to conduct this action research. First, the recent MPS NAT result of 2014 (included in the
attachment) has conveyed a notion that, there might have been lapses on how teachers
delivered/taught competencies to students. For instance, the MPS in Araling Panlipunan and
Filipino showed that students got high in them; but these did not reach 75 % level of mastery.
Much more, with other tested subjects, these were below 50% mastery level; seemingly, it
manifested an indication that there had been a gap between students’ grasp of what was taught
and also comprehension which can result to learning. This means that, even if these
competencies were taught, they might not have been fully understood, hence, the low results in
MPS in the National Achievement Test. This scenario could be attributed on ways how teachers
assess their students’ learning? Are they (students) really learning?
The second circumstance is the result of NCBTS –TSNA/School Plan for Professional
Development (SPPD) of teachers for CY 2016 (included in the attachment). It came out that the
first priority for professional development is: Domain 5, Strand 2: Develops and uses a variety of
appropriate assessment strategies to monitor and evaluate learning. It is clear that along this
line, teachers are deficient in skills of monitoring and assessing and or evaluating students’
learning in class.
The following research questions provided the focus for this study:
1. What formative assessment strategies are used by teachers of Fatima National High School
and how frequent are they using it?
2. What perceptions do teachers have about formative assessment strategies?
3. What factors affect the implementation of formative assessment in their classes?
4. What reflections do teachers have regarding formative assessment strategies?
5. What capability building enhancements can be designed?
To obtain the needed data, questionnaires were designed to secure the needed
information which have bearing to the Formative Assessment Strategies used by teachers of
Fatima National High School. The research had at least almost 80 teacher-respondents to
answer questionnaires for the 1 st, 2nd, 3rd and 4th statements of the problem. The 5 th demanded
a focus group discussion sessions to validate answers on reflection statements and to fully find
answers to the design of the capability building for the teachers.
This action research utilized the descriptive research design. The data gathered for the
four research questions were analyzed using weighted mean and standard deviations. An
appropriate scale technique was also used to answer the specific questions raised.
MAJOR FINDINGS
For research question 1; there were twenty (20) formative assessment strategies being
refresherd and talked about during LAC (I RAISE sessions), out of twenty, the data turn out that
there are only seven (7) which are used frequently or used most of the time by teachers, these
are 1. drawing; 2.self-assessment; 3.think –pair-share; 4.games; 5.role play; 6.multiple
intelligences; lastly, 7.concept map .
Very few teachers employ the Debate, the Consequence map or futures’ wheel and the
Jigsaw; same with Journal entry, What I Know, Want to know, What I Learned (KWL) chart,
Analogies, Venn diagram, Student’s composed question and Rotating learning stations. It is a
pity that teachers have missed using these beautiful formative assessment strategies. The
Graffiti wall and Exit card/slip are the assessment strategies that are never used by them.
In research question 2; teachers strongly agree that:“ the use of formative assessment
strategy in teaching will improve my students’ learning”, which imply that, formative assessment
strategies are indicators that learners are learning willfully.
Teachers do agree on the item:” teachers have to determine the types of learners they
handle to be able to choose the right strategy to employ.”
There were five (5) perceptions that have surfaced as disagree;” i won’t care to know
about other assessment strategies and won’t mind about its effects”. Meaning, they do care so
much about learning of students and believed that, they should possess a plethora of
assessment approaches and techniques to employ, to ensure that learning will really happen.
Item 5 that says;” I am bothered because the use of varied assessment strategies won’t allow
me to finish my objectives of the day”, was also rated disagree. It clearly denotes that they put
premium on the quality of learning. It is also worthy to note teachers disagree on the item:”I am
doubtful if assessment strategies are part of 21st century learning”.
It showed clearly that Fatima National High School teachers are updated and aware of the
essence of the 21st century learning trends.
Research question number 3 got this data; that Fatima National High School
teachers have knowledge on assessment strategies; however there are times that these are
seldom or never used by them due to prevailing factors. First, they lacked competence on its
usage; second, the competencies to be taught are too many. Cramped competencies would
somehow confuse them of what strategy to employ. Third is the time element which affected
implementation of assessment strategies. Fourth, teachers believed that when students are
numerous or in big class size, it is difficult to manage students. Hence, they thought that use of
an assessment technique might not be successful .Fifth, is teacher’s motivation and
commitment. This is premium in the attainment of genuine learning in the classroom. It takes a
committed teacher to do a rigid task of finding out whether students are learning. Sixth, the
teachers’ teaching loads; gravity of teaching loads, would make them feel tense and pressured,
might have a stressful day. Seventh, the types of learners and teaching style .These are highly
correlated because ’teaching style should match the students’ learning style. The eighth,
classroom practices, ninth, is the ways of supervision by school leaders, tenth, support of
parents, eleventh, the school activities, twelfth, use of instructional materials, thirteenth, the
school’s child protection practices. A gradient of all these have effects on the use of formative
assessment strategies in classrooms. Last, the fourteenth is teachers’ academic qualification
.Non-education graduates should find time to learn and clothed themselves with armor, must
have to learn teaching strategies on how to present lessons, how to motivate students to be
participative and how to assess that students really learn their lessons, to help them beat the
challenges of teaching.
Research question four gained these data that: teachers of Fatima National High School
have realized that the capability building in the form of demonstration teaching became an
avenue for them to realize the following:
a. The capability building in the form of demonstration teaching, with experts as
demonstrators, gave them the noble idea that they can still be improved on the way they assess
students.
b. Learning is fun when students are engaged and participative through the use of teaching
strategies like the formative assessment strategies that they have learned and observed.
c. It is very necessary to know whether students have learned their lessons; because this is one
measure of students’ achievement and or school performance and all these lie on their
shoulders as teachers.
d. formative assessment strategies to be used should fit the types of learners; teaching styles
should also fit types of learners.
e. For the teachers to learn how to implement teaching strategies to be used in their classes,
demonstration teaching is the most effective way to build their capacity.
RECOMMENDATIONS
On the basis of the findings of the action research, the researcher proposes the
following, these are viewed as essentials for further improvement of the teachers of Fatima
National High School:
1. Department heads of all subject areas should make a follow-up on the use of the
strategies being demonstrated to teachers by: 1. Assigning one assessment strategy to be used
in teachers’ assessment of a lesson 2. Request the teacher demonstrator to make a critique of
its use; to be followed by a post-conference for more improvement.
2. Department heads with the master teachers of each subject area should sustain the
capability building scheme by way of: Introducing other formative assessment strategies during
the departments’ LAC (I-RAISE) sessions.
3. Master teachers and department heads of each subject area should have a
collection of different kinds of teaching strategies and its descriptions and how to
execute/implement in classes, these must be compiled, printed in hard copies, and ready for
reference and use by teachers.
4. Teachers who are teaching a subject not their majors must be partnered with a
teacher/s who teach/es same subject (body-body system) such that the former can learn much
from the latter; this can also be done during a LAC session.
5. Types of learners in a class should be identified; hence, department heads must
encourage all teachers to do profiling on the learning styles of students they handle to be able to
know what assessment strategies would fit for them.
ACKNOWLEDGMENT
The researcher is deeply indebted and sincerely grateful to:

Almighty God who has accorded the wisdom and strength to continue this endeavor;
Regional Director Arturo Bayocot, CESO V for allowing the researcher to be granted the
BERF subsidy;
Superintendent Gildo G. Mosqueda, CEO VI and Assistant Superintendent Mario M.
Bermudez, CESO VI for the encouragement and full support;
The Fatima National High School, Fatima, General Santos City, a premier learning
institution wherein she, the researcher has been assigned as its principal for two full years;
The teachers/respondents of Fatima National High School involved in the research who
have painstakingly answered the questionnaires;
Nenita L.Biboso, the academic head of Fatima Nationa High School for taking the lead in
organizing all planning meetings for this endeavor;
Demonstration teachers: Mayo Sevillejo,Esther Romano, Shiela Palcat, Iren Baligasa,
Arlene Dumalag, Windy Quintanilla-Racho, Salvador Penas, Taya Nilong, Jocelyn Esparagoza,
Mylen Dongosa, Annabelle Gonzales, Merien Manomboc, all the master teachers, department
heads of the school who gave life to the Capability Building activity;
Razel Loctores, department head of Values Education for her helping hands during the
Dissemination activity;
And for all others who have offered their utmost support and prayers to realize this
undertaking, her most sincere thanks and gratitude are extended.
ESTRELIETA A. TENIZO, Ed. D.

Researcher
ACTION RESEARCH
(On Teaching and Learning)
FORMATIVE ASSESSMENT STRATEGIES USED BY TEACHERS OF FATIMA NATIONAL

HIGH SCHOOL: A BASIS FOR CAPABILITY BUILDING PROGRAM
IV. CONTEXT AND RATIONALE
Much has been said and heard about differentiated instruction these days. The new
“buzz” word in education that we are hearing more often is “21st Century Teaching and
Learning”. A new electronic learning environment is replacing the linear, text-bound culture of
schools. This will be the proving ground of the 21st century mind which is to prepare students to
become prepared for the future and become good citizens who are learned and educated as
well. The competencies taught by teachers will enable to reach the goals mentioned. This is
the reason why school heads are convincing teachers to use varied strategies in delivering their
lessons to be able to address learners’ needs and intelligences and use assessment techniques
or strategies to gauge how much and how well they’ve learned.
There are two circumstances in Fatima National High School that prompted the
researcher to conduct this action research. First, the recent MPS NAT result of 2014 (included
in the attachment) has conveyed a notion that, there might have been lapses on how teachers
delivered/taught competencies to students. For instance, the MPS in Araling Panlipunan and
Filipino showed that students got high in them; but these did not reach 75 % level of mastery.
Much more, with other tested subjects, these were below 50% mastery level; seemingly, it
manifested an indication that there had been a gap between students’ grasp of what was taught
and also comprehension which can result to learning. This means that, even if these
competencies were taught, they might not have been fully understood, hence, the low results in
MPS in the National Achievement Test. This scenario could be attributed on ways how teachers
assess their students’ learning? Are they (students) really learning?
Part and parcel of this achievement goal is the fact that students should be learning well
all concepts and ideas that has been taught to them to be able to perform best in all
achievement tests administered to them. In the classroom, teachers are expected to assess
whether students are learning or not learning. One way of knowing that real learning occurred
is the use of formative assessment.
The second circumstance is the result of NCBTS –TSNA/School Plan for Professional
Development (SPPD) of teachers for CY 2016 (included in the attachment). It came out that the
first priority for professional development is: Domain 5, Strand 2: Develops and uses a variety of
appropriate assessment strategies to monitor and evaluate learning. It is clear that along this
line, teachers are deficient in skills of monitoring and assessing and or evaluating students’
learning in class.
This action research focuses on Fatima National High School teachers’ formative
assessment practices beyond paper-pencil tasks, quizzes and tests. It will seek to understand
what current formative assessment practices could align with teaching and learning
methodology used by teachers.
It is also important to understand their perceived ideas on teaching and learning
specifically the use of formative assessment in their classes. It is significant though that school
heads be provided with an understanding of where teachers were and give framework to
facilitate and support a mind-shift in teaching, learning and assessing students’ learning using
formative assessments strategies. Since differentiated instruction is the in-thing in this K to 12
season, differentiated ways of formative assessment is also called for, to really get the expected
learning outcomes from students. With these, teachers of Fatima National High School are
reckoned with knowledge and skills in effecting good assessment strategies to bring out the
best from students.
V. INNOVATION, INTERVENTION AND STRATEGY
The purpose of this action research is to identify formative assessment strategies used
within the classroom by teachers of Fatima National High School. The study will also explore
teachers’ perceptions on the significance of formative assessment. In this part of the action
research, literature related to this study will also be cited.
As secondary schools are being constantly pressured to meet higher and higher
achievement goals as set forth by No Child Left Behind in 2008, teachers have been
encouraged and motivated to implement good assessment processes within their classrooms. It
has been known that formative assessment strategies are practical processes that can allow
teachers to use their knowledge and skills. This action research provides description of
the teaching situation in Fatima National High School and shall not give generalizations as to
the practices of teachers in other schools. It will also be limited in terms of use of commonly
named formative assessment strategies to wit:
Role-play – It is any activity when one either put himself into somebody else’s shoes, or
when he stays in his own shoes but puts himself into an imaginary situation.
Consequence map or Futures Wheel- It is a structured brainstorming method used to
organize thinking about future events, issues, trends and strategy.
Debate- It is a strategy that allows students to see both sides of a situation, topic, or
story. This requires students to think critically and support what they say with
substantial and factual information. It can foster critical thinking, especially if students
argue the position opposite to their initial beliefs.
Mind map- It is a graphical way to represent ideas and concepts. It is a visual thinking
tool that helps structuring information, helping students to better analyze, comprehend,
synthesize, recall and generate new ideas.
Venn diagram- It is an illustration of the relationships of objects that share something in
common.
K-W-L – This is a chart, a graphic organizer that helps students organize information
before, during and after a unit or a lesson. They can be used to engage
students in a new topic, activate prior knowledge, share unit objectives, and
monitor learning.
Jigsaw – It is a strategy that emphasizes cooperative learning by providing students an
opportunity to actively help each other build comprehension .To use this
technique, assign students to reading groups composed of varying skill levels.
Each group member is responsible for becoming an "expert" on one section
of the assigned material and then "teaching" it to the other members of the team.
Rotating learning stations - Refer to spots where students work on different tasks
simultaneous in a classroom and then rotate through them to learn content/skills related
to a topic. Students might skip stations if they know the material or some stations might
have tasks designed for advanced students only.
Self-assessment – It is a strategy to understand how a student feels he or she is
performing in the classroom. This can be accomplished through a variety of ways,
where students are thinking about their own performance, sharing what they believe
their strengths and areas of improvement are. This is most effective when it directly
relates to the criteria for a specific task.
Exit card/slip- In this technique, students answer a question individually or in groups
about the lesson. The answers are given to the teacher when the class ends as the
students’ “ticket out the door.” This technique is a great way to evaluate the
effectiveness of the lesson because students who did not understand the lesson will
not be able to give in-depth answers.
Think-pair-share - A strategy to gather information about the level of understanding of
students. It is a quick and easy strategy that can be used a number of times throughout
a unit of study. Students are asked questions such as, “What did you learn during
today’s lesson?” or “What connections can you make to your own life based on what
you have learned so far?” They are then given few minutes to think about these
questions. Students are paired up with partners. They are to share their thoughts
with each other and then join a larger group or the whole class. Then, they will be
randomly called to share their ideas. By going through this process, students are able
to solidify and refine their thinking before having to share their answers. Teachers
should circulate throughout the class as students are sharing their thoughts and ideas
to assess overall depth of understanding.
Students’ Composed Questions – This is strategy where students write “test” questions.
They compose the questions and possible answers. Here, they should think about what
questions would show an in-depth understanding of a topic. When students have
finished creating their questions and answers, they hand these in to the teacher. The
teacher then reads through the questions answers to get a feel about what the
students have learned about a topic. The questions could be used as prompts for class
discussions or have students exchange their question sheets. Students answer the
questions and return these to their owners to be “marked.” Students enjoy playing the
role of the teacher. The teacher should encourage students to provide positive,
descriptive feedback to other student/s who answered their questions.
Graffiti Wall – This strategy is a fun activity for students and gives teachers a visual
representation of what students have learned during a unit of study. A part of a wall will
be covered with white paper. Encourage students to write or draw what they have
learned about a topic. Students can jot down facts, write personal opinions, connect
their learning to other areas of study, etc. Using the graffiti wall activity partway through
a unit provides teachers with information for further planning of instruction. If there
appear to be gaps in students’ learning, the teacher can target those areas and further
assess to see if there is indeed a deficit that needs to be focused on.
Concept map- This is a type of web that provides a visual representation of
student understanding about a particular topic being studied.
Students print the topic or main idea in the oval in the center of the page. They then
write supporting details in the spaces surrounding the center oval. Depending on the
age and ability of the students, they can also group similar supporting details together.
Using concept maps is a skill that must be taught to students. Once students are
familiar with concept maps, they can be used as a formative assessment strategy in any
subject area.
Analogies – This is a useful formative assessment strategy is to ask students to create
an analogy between something they are familiar with and the new information they have
learned. For instance, when asked to create an analogy for an atom, students may
come up with an atom being like a community. The nucleus of the atom is like their
immediate family. The electrons that fly around the nucleus are like members of the
community that they may or may not interact with on a regular basis. Asking students to
explain their analogies will show the depth of their understanding about a topic.
Games- These are designed to help students learn about certain subjects, expand
concepts, reinforce development, understand a historical event or culture, or assist
them in learning a skill as they play. Games are designed to teach persons about a
specific subject and to teach them a skill.
The following terminologies are hereby defined as they are being used in this research.
Definitions and explanations on the formative assessment strategies are extracted from a
particular Basic Education Assistance for Mindanao (BEAM, 2004) periodical
entitled:”Assessing Students’ Learning.”
Capability Building Program- A development scheme in a form of a mini-inservice training
conducted by the school principal, master teachers and subject heads to teachers about
formative assessment strategies that could be used for assessing whether students are really
learning.
Differentiated instruction –It is a means of tailoring instruction to meet individual
needs.(Tomlinson,2000).
Enhanced Capability Building Program- An improved development scheme which will serve as a
master plan to develop teaching skills using formative assessment strategies.
21st century learning – The era where students understood content while producing, evaluating
and synthesizing information from a wide variety of subjects and sources with an understanding
of and respect for other cultures. Here, students demonstrate the 3 Rs, and also the 3 Cs:
creativity, communication and collaboration. They also demonstrate digital literacy and civic
responsibility (Rich, 2010).
Competencies - It includes knowledge, skills, attitudes, experiences, which has to be the target
of education.
Formative assessment - It is an assessment process where a teacher relies on
Observation, discussion, and interactions with students to plan instruction, provide the learner
with specific feedback, help the student learn content, and improve learning strategies.
(Solomon, 2009)
Constructivism - It is a pedagogical theory that holds the student as the center of
learning and the teacher as a facilitator of learning (Ormrod, 2000). Constructivism holds that
humans are continually building mental representations that they use to make sense of their
interactions with the world (Ormrod, 2000).
Classroom assessment- These are tests given by teachers to students at a specified
time.
Perceptions-these are views or opinions owned by individuals which may have resulted from
past experiences.
Factors-It refers to a circumstance, a fact, or an influence that contribute to a result or outcome.
In this study, the descriptive-qualitative design was used. It identified the formative
assessment strategies used by teachers and it was done through the use of a survey
questionnaire administered to teachers through the Department heads of each subject areas.
VI. ACTION RESEARCH QUESTIONS
Conceptual Framework - Schematic Diagram
INPUT PROCESS OUTPUT
Float Questionnaire
Probe of: Capability
1.Assessment Strategies List of Assessment
Building/Input Strategies used and
used Focus Group
2. Perceptions of frequency of use
Discussion Perceptions
teachers Teachers’ reflections
3. Factors affecting Reflections
Implementation of the
implementation Results of class
Enhanced Capability observations
4. Teachers’reflections BuildingProgram
5. Enhancements to IMPROVED
Capability Building TEACHING SKILLS
Program SKILL
The following research questions provided the focus for this study:

VII. RESEARCH METHODOLOGY
a. Sampling/Unit of Analysis
Approximately, one hundred (100) teachers of the school was the unit of analysis in this
research. The senior high school teachers joined with their fellow subject counterparts in the
junior high school. For example, those who taught English joined the English department and
so forth with the other subject areas. The strategies they use in assessing students’, their
perceptions, the factors affecting its implementation in classes and reflections of teachers are
the foci of this study. A capability building program was undertaken through a demonstration
teaching to see improvement and development in assessing how and what students are
learning.
b. Data collection/Instruments
A self-made survey questionnaire was administered to teachers of Fatima National

High School. It consist of three parts; parts I, II and III. Part I asked about the strategies they
usually employ to assess their students and when do they use it .Part II asked about what their
perceptions are regarding formative assessment strategies and part III probed on the factors
that affected the implementation of formative assessments in their classes.
After the data analyses, teachers were given capability building/inputs to refresh them
and or inform them about varied strategies that could be employed.The method used is
demonstration teaching. The Subject area heads/department heads with the master teachers
and also the school head (researcher) are the resource persons assigned to give inputs to
capacitate teachers. These inputs on formative assessment strategies was done during 4 - I
RAISE sessions. After which, they were directed to use the strategies in their own lessons.
Here, classroom observations were done by their department heads and school head. From
these class observations, an enhancement to the capability building sessions/program was
undertaken to further improve teachers’ ways and practices of assessing students’ learning.
Research question 4 responses emanate from teachers’ reflections written in their
journals and also coupled with narrative report of their responses based from Focus Group
Discussion of teachers in each subject areas.
For research question 5, it was planned depending on the needs that arose after class
observations and also after results of the responses were analyzed and tracked. Again, these
enhancements formed part of the SLAC sessions ( I-Raise).
c. Ethical issues
Respondents/teachers were not forced to state their names in the survey questionnaire
for anonymity. In the event that they desired to be known, the researcher had told them that the
data will always be kept confidential.
d. Data analysis
The data were analyzed and treated using mean weight and standard deviations.
For research question 1, the scale used was:
Mean Description
1.00- 1.49 Never
1.5- 2.49 Sometimes
2.5-3.49 Most of the time
For research question 2:
Mean Description
1.00-1.49 Strongly Disagree
1.50-2.49 Disagree
2.50-3.49 Agree
3.50-4.49 Strongly Agree
For research question number 3:
Mean Description
1.50-2.49 Disagree
2.50-3.49 Agree
For responses in research question 4, Reflection survey questionnaire and focus group
discussion were used.
The Capability Building/Demonstration Teaching Matrix - Phase I
September 2017 done during the I RAISE (LAC) session
Time Grouping
& Group 1 Group 2 Group 3 Group 4
RP
1:00-1:45 pm RP 1 Mylen RP 4---Salvador RP3- Taya Nilong RP 2---Jocelyn
Dongosa- KWL Penas- Concept Map & Esparagosa
chart Consequence map Venn diagram Mind map
1:45-2:30 pm RP 2- Jocelyn RP 3---Taya Nilong RP4- Salvador RP 1--Mylen

Esparagoza- Mind Concept map & Penas- Dongosa- KWL
map Venn diagram Consequence map chart
2:30-3:15pm RP 3 -Taya Nilong RP 2--Jocelyn RP1- 1Mylen RP 4--Salvador

Concept Map & Esparagoza-Mind Dongosa- KWL Penas-
Venn diagram map Chart Consequence map
3:15-4:45 pm RP 4- Salvador RP 1--Mylen RP 2- Jocelyn RP 3--Taya Nilong
Penas- Dongosa-KWL Esparagosa- Mind Concept map &
Consequence Map chart map Venn diagram
Legend: RP- Resource Person

Group 1- English & Filipino
Group 2- Math & Science
Group 3- MAPEH & Edukasyon sa Pagpapakatao
Group 4- TLE & Araling Panlipunan
Description:
Four classes were selected preferably senior high school students, grade 11 were
chosen. The reason for choosing grade 11 students is because they have finished all
competencies in their junior high school years. Meaning, it is assumed that these are not new to
them. Each had a group of teachers to observe how the resource person executes or
implement a particular formative assessment strategy. The resource persons went to each of
the classes as scheduled. Each of them had a lesson plan bearing the formative assessment
strategy being used and implemented. After the class, a debriefing was done, and an open
forum occurred to enable the observing teachers to ask and clarify regarding the demonstrated
strategy.
Phase II
It was during the Midyear Performance Review and Evaluation (October 26 -27, 2017)
when the second phase of the capability building was conducted. Three weeks at the most,
before the onset of the MPRE 2017, every subject area was assigned a formative assessment
strategy to study and work on. The department heads or subject coordinators were tasked to
orient and guide the teachers in their department regarding their assigned assessment strategy.
They had collaborated with each other to do a research about it, about the correct procedure of
using it and practiced the way it is being executed it in their lessons before the capability
building schedule. After a thorough follow through and follow-up of the department heads or
subject coordinators, they assigned and chose the most expert teacher from the department to
demonstrate the formative assessment strategy assigned to them. A dry run session was also
done by the researcher with the demonstrators to see to it that these are accurate per se.
During the demonstration teaching, everyone was commissioned to listen carefully to be
able to catch the knowledge how it is used as an assessment technique. Master teachers were
assigned to observe the demonstration lesson using the STAR observation tool. The following
formative assessment strategies were demonstrated: Jigsaw, Rotating learning stations,
Analogy, Concept map and Venn diagram, Graffiti wall, Exit card /slip, Students’ composed
questions, Consequence map /futures’ wheel, K-W-L chart, Mind map, Role play and Think-
pair-share. There were thirteen (13) assessment strategies selected to be the object of the
capability building activity. Other strategies were not demonstrated anymore, but these were
discussed by the department heads and master teachers during the LAC sessions done in the
school twice in a month. After each demonstration lesson during the MPRE, teachers are given
the survey questionnaire to answer on. It is in this survey that research question 4: What
reflections do teachers have regarding formative assessment strategies is answered.
These were the chosen demonstrators, the department where they belong
and the formative assessment they demonstrated:
TLE - Shiela Palcat - Think-Pair-share
Filipino - Windy Quintanilla - Jigsaw
MAPEH - Iren Baligasa – Role play
Values - Esther Romano - Graffiti wall
English - Merien Manomboc - Students’ Composed questions
Science - Arlene Dumalag - Roating Learning Stations
Math - Mayo Sevillejo - Analogies
Araling Panlipunan - Annabelle Gonzales - Exit/Card slip
Since there were eight of them, they were scheduled thus; 4 had their demo in the
morning session and another 4 in the afternoon session. Students from section Maxwell of the
Science Technology and Engineering program were requested to report to school just for the
demonstration teaching/capability building.
VII. Cost Estimates
WHAT WHEN HOW Estimated

expenses
(Task) (Date) (Strategy/Activity)
Crafted the AR Proposal December, 2016 Browsed NAT 2015 Php 2,000.00
results and SPPD of
teachers for 2016
Sought approval from SDS December, 2016 Php 2,000.00
Mosqueda to conduct AR Submitted AR proposal
Had a Planning meeting with January 5, 2017 Orientation to Php 2,000.00
department seek support and help
for resourcing (human)
heads and Master teachers for for them to empathize
dissemination/orientation
Reproduction of questionnaires Distributed Php 5,000.00
Float the questionnaires to
survey questionnaire to May 23-June 9, Subject heads
teachers 2017
Collected the questionnaires June 15, 2017 Gather questionnaires
through the subject Php 5,000.00
Analyzed the data for June 23, 2017 heads
Res.Questions 1, 2, and 3
Brainstorm about Php 3,000.00
Conferred with department mechanics on
heads and MTs about data June 30, 2017 capability building
turnout activity
Planned for capability Php 2,500.00 for
building/inputs on assessment Dates and plans shall (Handouts and
strategies and observation of be identified and input materials)
classes applying the strategies July, 2017 finalized Php 500
(Documentation)
Gathered data/responses on Reflections should be None
research question 4 from written on
teachers August, 2017 teachers’journals
Continue observing classes
Planned enhancements on the Php 2,000.00
capability building program (Reproduction)
Crafted and finalized the Verify data and
completed AR document Septembe- completing the study Php 2,000.00
(Chapters 1 up to 5) December,2017 (Documentation)
Implement enhancements
Submitted completed AR submission in hard Php 4,000.00
document to the January, 2018 copy for checking (Reproduction)
Division/Regional
TOTAL Php 30,000.00
Plans for Dissemination /Advocacy
Results of the study was disseminated to the teachers last March 23, 2018 at Fatima
National High School during their I-RAISE (LAC) culmination. Each department was given a
copy of the finished Action Research.
During the dissemination proper, a pledge of commitment process was conducted for the
teachers such that they become more aware of the importance of valuing the essence of using
formative assessment strategies in their classes and in their lessons.
The results of this action research formed part of the repertoire of researches of Fatima
National High School for the learning community to learn, relearn, review and finally become
aware of the significance of students’ ways of learning the lessons delivered to them by
teachers. A final bookbound manuscript of the study was placed in the school library to serve
its purpose, thrust and objective which is the improvement of the formative assessment skills of
Fatima National High School teachers.
VIII. DISCUSSION OF RESULTS AND REFLECTIONS
This chapter presents and discusses the findings of the study. The succeeding tables
will portray the formative assessment strategies employed by the teacher respondents,
perceptions of the teachers about formative assessment strategies, factors which affected its
implementation in their teaching, their reflections after the capability building as well as the
design of the of the capability building done to them. These data answered the first research
question: “what formative assessment strategies are used by teachers of Fatima National High
School and how frequent are they using it?”
Extent of Use of the Formative Assessment strategies
Table 1
Means and Standard deviations on How Frequent do Teachers Use Formative Assessment
Strategies
__________________________________________________________________________
Formative assessment strategies Mean SD Description
1. Venn Diagram 2.31 1.02 Sometimes

2. KWL Chart 1.93 1.93 Sometimes
3. Mind map 2.09 1.29 Sometimes
4. Concept map 2.55 1.26 Most of the time
5. Consequence map or Futures’ wheel 1.69 1.32 Sometimes
6. Role play 2.64 1.29 Most of the time
7. Games 2.66 1.07 Most of the time
8. Debates 1.69 1.42 Sometimes
9. Drawings 2.95 1.00 Most of the time
10. Think-Pair-Share 2.66 1.03 Most of the time
11. Jigsaw 1.69 1.29 Sometimes
12. Exit cards 1.30 1.24 Never
13. Misconception check 1.76 1.45 Sometimes
14. Journal entry 1.74 1.30 Sometimes
15. Analogies 2.13 1.35 Sometimes
16. Students’ Composed Questions 2.42 1.20 Sometimes
17. Graffiti wall 1.34 1.19 Never
18. Rotating Learning stations 2.00 1.22 Sometimes
19. Self –assessment 2.70 1.08 Most of the time
20. Multiple Intelligences 2.62 1.01 Most of the time
__________________________________________________________________________
Overall 2.14 --- Sometimes
__________________________________________________________________________
Legend: Mean Description
1.00-1.49 Never
1.50-2.49 Sometimes
2.50- 3.49 Most of the time
There are reasons that hinder why teachers use formative assessment strategies in
assessing students’ learning and that only sometimes, they employ these mentioned strategies.
It could be the lack of proficiency how, why and when to use it in assessing students’ learning.
It could be gleaned from the data that among the twenty (20) formative assessment
strategies listed, there are only seven (7) which are used frequently or used most of the time by
the teachers; drawing which yielded the highest mean value of 2.95 and a standard deviation of
of 1.00; self-assessment with a mean of 2.70 and standard deviation of 1.08; think –pair-share
and games yielded same mean value of 2.66 with standard deviations 1.03 and 1.07
respectively; role play yielded a mean of 2.64 and standard deviation of 1.29; multiple
intelligences gained 2.62 as mean and 1.01 standard deviation; lastly, the concept map which
yielded a mean of 2.55 and standard deviation of 1.26.
The data also denote that debate, consequence map or futures’ wheel and jigsaw having
yielded same lowest mean values of 1.69 with standard deviations 1.42.1.32 and 1.29
respectively. Debate as an assessment strategy demands expressing ones thoughts and ideas,
consequence map likely allows students to express their points of reasons and jigsaw is
identified as a process strategy which brings out comprehension in students. Teachers may
have realized the nitty gritty method of each of these strategies hence they are not at ease
employing these in assessing students’ learning. However, these assessment strategies are
best to use to enable students to become developed in communication skills, critical and
creative thinking. Journal entry yielded 1.74 as mean value and 1.30 standard deviation;this
assessment strategy enables learners to express through writing what they feel about the
present lesson and would exercise their ways of expressions; misconception check yielded 1.76
mean and 1.45 standard deviation, in this learners will develop their critical thinking ability; What
I Know, Want to know, What I Learned (KWL) chart with a mean value of 1.93 and standard
deviation of 1.24, here, learners are able to organize their thoughts; rotating learning station
yielded 2.0 mean value and 1.22 standard deviation, this strategy helps in developing students’
patience because they would wait for their fellow students to finish a learning station, it also will
develop their social skills; analogies with 2.13 mean and 1.35 standard deviation; mind map
yielded 2.09 mean value with 1.29 standard deviation; venn diagram yielded a mean of 2.31
with 1.02 standard deviation; and student’s composed question yielded 2.42 mean value with a
1.2 standard deviation value. The last four strategies above are very good to employ because
these can develop fully the learners’ skills of comparing, contrasting and organizing their ideas
and thoughts. Teachers seldom use these to assess students’learning perhaps because of the
lack of knowledge on how to execute these accurately.
The data also depict that there are teachers who are employing these strategies though
cumbersome but it really provide a picture of what and how students are learning because they
will be the ones to explain and elucidate the things that they have learned through a structured
process.
The graffiti wall allows students and learners to portray and display their thoughts which
maybe in forms of pictures, drawings or words. It is a form of a freedom wall related to the
lesson at hand while the exit card or slip, motivates one to finish the task for a prize or a
consolation, to feel an accomplishment of success.
Johnson (2009) had stated thus: “Learning can be fun when teachers are creative in
their styles of teaching and assessing learning.”
Nevertheless, there is still a glimpse of hope for Fatima National High
School teachers whose knowledge of assessment strategies are varied and diverse; through
good practice and follow through, these assessment strategies will be familiar to them in due
time.
Perceptions of Teachers about Formative Assessment Strategies
In Table 2, there were fifteen (15) perceptions enumerated for the respondents/teachers
to appraise on which of they do strongly agree, agree, disagree and strongly disagree.
Table 2
Means and Standard Deviations on Teachers’ Perceptions of Formative Assessment Strategy
__________________________________________________________________________
Perceptions Mean SD Description
1. The use of formative assessment

Strategy in teaching will improve my
Students’ learning. 3.65 0.56 Strongly agree
2. With the use of differentiated

Assessment strategy,I am compelled
To be diverted to more vital issues
that can enhance my way of teaching . 3.32 0.60 Agree
3. I won’t care to know about other

assessment strategies and won’t mind
about its effects. 2.02 0.96 Disagree
4. My choice of assessment strategy

depends on the types of learners that I handle. 3.34 0.65 Agree
5. I am bothered because the use of varied

assessment strategies won’t allow me to finish
my lesson objectives of the day. 2.45 0.86 Disagree
6. My lessons are designed to be able

to monitor progress of my students. 3.31 0.65 Agree
7. I am doubtful if assessment strategies

are part of 21st century learning. 1.95 0.78 Disagree
8. My way of questioning does not fit with

the lower sections that I handle. 2.11 0.68 Disagree
9. The use of an assessment strategy

will allow me to find out which learners
are having difficulty and which of them
have that clear understanding of the lesson. 3.47 0.62 Agree
10. Know-how on the way it is used is

useful because learners will be given
chances to remember what they learned. 3.32 0.62 Agree
11. The use of an assessment strategy

will keep learners alive and alert. 3.34 0.62 Agree
12. It is difficult to ascertain what kind

of formative assessment strategy
shall I use; I think it is boring. 2.09 0.78 Disagree
13. I can probe the ways how my

students reason out and make decisions. 3.10 0.47 Agree
14. I think most formative assessment

strategies are not applicable and are
impractical to use. 2.04 0.78 Disagree
15. Its use encourage learners to talk,
where their views and ideas are shared
with their peers. 3.41 0.60 Agree
____________________________________________________________________________
Overall 2.78 --- Agree
___________________________________________________________________________

1.50-2.49 Disagree
2.50- 3.49 Agree
It is obvious that perception 1: “The use of formative assessment strategy in teaching will
improve my students’ learning”, had yielded the highest mean value of 3.65 and standard
deviation of 0.56, where teacher-respondents rated that they strongly agree. This means, they
believed that formative assessment strategies are indicators that learners are learning willfully.
The rest of the perceptions are rated agree by them. Item 4 for instance yielded a mean
of 3.34 and a standard deviation of .65.This connotes that teachers have to determine the types
of learners they handle to be able to choose the right strategy to employ.
There were five (5) perceptions rated by teachers as disagree. Item 3:” I won’t care to
know about other assessment strategies and won’t mind about its effects”.This shows that they
do care so much about learning of thir students. They further believe that as teachers, they
should possess a plethora of of assessment approaches and techniques to employ to ensure
that learning really happen. Item 5:” I am bothered because the use of varied assessment
strategies won’t allow me to finish my objectives of the day”, was also rated disagree.This
denotes that teachers put premium on the quality of learning rather than quantity It is also
touching to note that in item 7:” I am doubtful if assessment strategies are part of 21st century
learning” where they rated it as disagree. It shows clearly that Fatima National High School
teachers are updated and aware of the essence of the 21 st century learning.Meaning, they know
the role of formative assessment strategies in this modern days of learning.
In a nutshell, the data reveal that teachers have favorably perceived formative
assessment strategies as a means to attain a goal and that is authentic learning in the
classroom. These results jibe with what Banda (2001) had said; the gains of having an array of
assessment techniques can lead to a greater development of greater confidence and much
improved classroom procedures. The data above answered the second research question:”
what perceptions do teachers have about formative assessment strategies?”
Factors that affect implementation of Formative Assessment Strategies in Teachers’ classes
There are factors that may impede the use of formative assessment strategies in a
classroom. Its presence can enhance the teaching –learning process and its absence can
deprive students to attain genuine learning.
The third research question: “what factors affect the implementation of formative
assessment strategies in the classroom?”, is answered by these data.
Table 3
Means and Standard Deviations on Factors that affect implementation of Formative Assessment
Strategies in the Classroom
Factors Mean SD Description
1. Knowledge how to execute

the formative assessment strategy 3.11 0.64 Agree
2. Too many competencies to teach 3.01 0.60 Agree

3. Time element 3.26 0.53 Agree
4. Class size 3.19 0.59 Agree
5. Teacher’s motivation and commitment 3.05 0.58 Agree
6. Teaching loads 3.00 0.70 Agree
7. Teacher’s number of years teaching 2.55 0.77 Disagree
8. Types of learners 3.15 0.53 Agree
9. Teaching styles 3.03 0.52 Agree
10. Classroom practices 2.98 0.53 Agree

11. Instructional supervision
of school leaders 3.02 0.61 Agree
12. Parental support 3.13 0.60 Agree
13. School activities 3.11 0.54 Agree
14. Instructional materials 3.13 0.58 Agree
15. Child protection practices 2.93 0.64 Agree
16. Teacher’s academic qualification 2.70 0.69 Agree
__________________________________________________________________________
Overall : 3.02 --- Agree

__________________________________________________________________________

1.50-2.49 Disagree
2.50- 3.49 Agree
The data disclose that factor number 1: Teachers should know how to execute the
strategy, they rated it agree of which it yielded a mean value of 3.11 and a standard deviation
of 0.64.They agreed that to be a competent teacher, one has to be proficient about assessment
strategies.
They also rated agree factor number 2: too many competencies to teach, of which it has
yielded a mean of 3.01 and a standard deviation of 0.60. Cramped competencies would
somehow confuse teachers of what strategy they are to employ for a particular competency or
cluster of competencies.Time element also affects implementation of assessment strategies.It
yielded a mean value of 3.26 and 0.53 standard deviation. Class size was also rated agree by
the respondents.It yielded 3.19 mean and 0.59 standard deviation.Teachers believe that when
students are numerous, they also have a difficulty in managing students.Hence, use of an
assessment technique might not be successful.
Factor number 5: teacher’s motivation and commitment yielded a mean of 3.05 with 0.58
standard deviation. This is premium in the attainment of genuine learning in the classroom. It
takes a committed teacher to do a rigid task of finding out whether students are learning.
Teachers’ teaching loads were also rated as agree. It has a mean value of 3.00 and standard
deviation of 0.70. When teachers have a gravity of teaching loads, they feel tense and
pressured, finishing the day with fatigue. If this happens, it would be a no win situation, thus
students ‘ learning is at risk.
Types of learners and teaching style were also rated agree by respondents. These two
factors are highly correlated because teachers’ teaching style should fit with students learning
style. Assessment strategies should be in tune with students ’ways of learning. Both yielded
mean value of3.15 and 3.03 respectively and a standard deviation of values of 0.53 and 0.52.
Classroom practices, ways of supervision by school leaders, support of parents, school
activities, use of instructional materials, child protection practices were all rated agree by the
teacher/respondents. It connotes that a gradient of all these will surely affect the use s of
formative assessment strategies in classes of teachers.
The last factor: teachers’ academic qualification was rated agree also. It denotes that
non-education graduates have to find time to learn all the more and clothed themselves with
armor to help them face challenges in the teaching arena. One of these challenges is the
competency and proficiency of having enough knowledge on assessment strategies that are
needed to determine the levels of learning of students. Here, it has yielded a mean value of 2.70
and a standard deviation of 0.69.
Summing it up, the data show hat teachers are well oriented and guided in terms of
knowing which factors would affect the delivery of their craft to students. Part of this delivery is
the segment : Are they learning well?
These data is in tune with what Llagas (2000) has said: teachers should be always quick
to know, determine and discover what may affect them in the course of their teaching in any
situation that may arise inside the classroom,
A Survey on the Teachers’ Reflections after the Capability Building activity
It was during the Midyear Performance Review and Evaluation (October 26 -27, 2017)
when the capability building was conducted. Three weeks at the most, before the onset of the
MPRE 2017, every subject area was assigned a formative assessment strategy to study and
work on. The department heads or subject coordinators were tasked to orient and guide the
teachers in their department regarding their assigned assessment strategy. They had
collaborated with each other to do a research about it, about the correct procedure of using it
and practiced the way it is being executed it in their lessons before the capability building
schedule. After a thorough follow through and follow-up of the department heads or subject
coordinators, they assigned and chose the most expert teacher from the department to
demonstrate the formative assessment strategy assigned to them. A dry run session was also
done by the researcher with the demonstrators to see to it that these are accurate per se.
During the demonstration teaching, everyone was commissioned to listen carefully to be
able to catch the knowledge how it is used as an assessment technique. Master teachers were
assigned to observe the demonstration lesson using the STAR observation tool. The following
formative assessment strategies were demonstrated: Jigsaw, Rotating learning stations,
Analogy, Concept map and Venn diagram, Graffiti wall, Exit card /slip, Students’ composed
questions, Consequence map /futures’ wheel, K-W-L chart, Mind map, Role play and Think-pair-
share. There were thirteen (13) assessment strategies selected to be the object of the capability
building activity. Other strategies were not demonstrated anymore, but these were discussed by
the department heads and master teachers during the LAC sessions done in the school twice in
a month. After each demonstration lesson during the MPRE, teachers are given the survey
questionnaire to answer on. It is in this survey that research question 4: What reflections do
teachers have regarding formative assessment strategies is answered.
Table 4
Means and Standard Deviations on Teachers’ Reflections as regards Formative Assessment

Strategies after each of the Capability Building activity
JIGSAW
Reflection Mean SD Description
1. The strategy demonstrated allowed

me to think that this is worth learning
and doing. 1.49 0.55 Strongly agree
2. It gave me the idea that students will

be learning more by using it in my teaching. 1.47 0.50 Strongly agree
3. The strategy will make students become
more participative. 1.87 0.63 Agree
4. It will lighten the load and pressure

to teachers. 1.87 0.66 Agree
5. It will allow e to reflect about what types

of teaching style should I adopt. 1.84 0.56 Agree
6. The strategy is difficult to execute in

my teaching. 2.53 0.66 Disagree
7. Using the strategy entails a lot of preparation. 2.16 0.71 Agree
8. The formative assessment strategy

is a very good approach to determine
My students’ level of understanding. 1.73 0.45 Agree
9. This formative assessment strategy is only

good for bright students. 2.36 0.71 Agree
10. This strategy is only good for lower

sections students. 3.16 0.64 Disagree
11. It will broaden the level of understanding

of my students. 1.78 0.56 Agree
12. It fosters higher order thinking skills in my

Students. 1.62 0.61 Agree
__________________________________________________________________________

___________________________________________________________________________
1.00- 1.49 Strongly Agree

1.50- 2.49 Agree
2.50- 3.49 Disagree
Jigsaw as an assessment strategy is beneficial to use since it is efficient, encourages

students to listen to each other, to work as a team and involves students in a social manner
because they would depend with each other. The data on this table convey that the respondents
after having been made to observe the demonstrator have the response: strongly agree to the
first reflection statement: the strategy allowed me to think that this is worth learning and
adopting for it yielded a mean value of 1.49 and a standard deviation of 0.55.Also with number 2
reflection statement thus: It gave me the idea that students will learn more by using it in their
teaching, where it has yielded 1.49 mean value and standard deviation of 0.50.In this statement
teachers also responded they strongly agree. On these responses, it denote that they have
found out the significance to really determine how authentic are their students’ learning on the
content that they deliver.
There were also reflection statements where respondents said they do agree based on
the table, these are as follows: it made students participative, with a mean value of 1.87 and a
standard deviation of 0.63;lighten the loads and pressures to teachers, with 1.87 mean and 0.66
standard deviation; allow me to reflect on what type/s of teaching style to adopt that yielded 1.84
mean and 0.56 standard deviation; also the statement: It entails a certain degree of preparation
with 2.16 mean and 0.71 standard deviation; so with the reflection statement; it is a very good
approach to determine students’ level of understanding that yielded 1.73 mean and 0.45
standard deviation; same with: it is good for bright students with the 2.36 mean value and
0.71standard deviation; it broaden students’ level of understanding with 1.78 mean and
standard deviation of 0.50 standard deviation; last is the reflection statement that: it fosters
higher order thinking which yielded 1.62 mean value and standard deviation of 1.61.
Teachers also rated disagree on the following: jigsaw is difficult to execute with a mean
value of 2.53 and 0.66 standard deviation;and also, this strategy called jigsaw is only good for
the slow paced learners where it got a mean value of 3.16 and 0.64 standard deviation.. These
connote that, for them, jigsaw is easy to use and it can also be used with students who are with
the lower strata of sections.
Summing these, as depicted in the data, respondents have realized that jigsaw is
proven through the capability building activity as one of those strategies that could be employed
to indicate more fully that learning in classroom occur.
Table 5
ROTATING LEARNING STATIONS

and doing. 1.37 0.49 Strongly Agree

be learning more by using it in my teaching. 1.30 0.47 Strongly Agree

more participative. 1.33 0.48 Strongly Agree

to teachers. 1.48 0.51 Strongly Agree
5. It will allow me to reflect about what types

of teaching style should I adopt. 1.41 0.50 Strongly Agree

my teaching. 2.41 0.69 Agree

My students’ level of understanding. 1.41 0.50 Agree

good for bright students. 3.78 0.42 Strongly Disagree


of my students. 1.41 0.50 Strongly Agree

__________________________________________________________________________
___________________________________________________________________________

1.50- 2.49 Agree
2.50- 3.49 Disagree
The data show that there are nine (9) reflection statements rated by teachers as
strongly agree. These are as follows: the strategy (rotating learning station) allowed me to think
that this is worth learning and adopting yielded a mean of 1.37 with a standard deviation of 0.49;
gave the idea that students will learn more when used in teaching got a mean of 1.30 and 0.47
standard deviation; the strategy will make students more participative with 1.33 mean value and
a standard deviation of 0.48; the strategy will lighten their load and pressure and will be able to
reflect on what teaching style be used with mean values of 1,48 and 1.41 respectively and 0.51
and 0.5 standard deviations;they also strongly agreed that it is a very good approach to
determine students’ level of understanding and will broaden students’ understanding in which it
gained the mean values 1.41 and 0.50 standard deviations;reflection number 12 which states: it
fosters higher order thinking gained 1.48 mean and 0.51 standard deviation was also rated as
strongly agree. It clearly show that teachers have understood how the strategy is executed and
it made students more interactive and indulge in the activity where their learning is assessed.
Only one reflection statement is rated strongly disagree by respondents: that rotating
learning station is only good for bright students, with a mean of 3.78 and 0.42 standard
deviation. This means, teachers who handle students with medium range of intelligence can
also be assessed using this strategy. Also, only one statement was rated disagree and this is:
this is only good for lower section students which gained a mean of 2.85 and 0.95 standard
deviation. It means that teachers have realized that there is no distinction in employing this
strategy and that all levels of students could benefit from the use of it. On the whole, teachers
liked much the strategy because it was fully responded by them favorably.
Table 6
ANALOGY

and doing. 1.54 0.51 Agree




of teaching style should I adopt. 1.27 0.45 Strongly Agree

my students’ level of understanding. 1.62 0.49 Agree

good for bright students. 2.68 0.53 Disagree



_________________________________________________________________________

_________________________________________________________________________

1.50- 2.49 Agree
2.50- 3.49 Disagree
Analogy is a useful formative assessment strategy. It allows students to create a similarity

or a difference between something they are familiar with and the new information they have
learned. From the table, four (4) reflection statements were rated as strongly agree by
respondents; six (6) were rated as agree, and two (2) were being rated disagree by them.
The respondent have reflected thus: analogy gave them the idea that students will
become more participative, will learn more from the teachers, and will enable them to reflect on
which types of teaching style is suited to the learners and will broaden the level of students’
understanding. It is significant to note that teachers have found the accurate descriptions of
what students’ learning is all about because they were able to state through these their
concepts about essence of authentic students’ learning.
Teachers have also reflected about statements where they said they agree; the
demonstrated strategy is worth learning and adopting; that the demonstrated strategy will
lighten their loads and thus lessen pressures on them; they agree that the strategy is not easy
to execute, thus demands more practice to be perfect and entails more preparation; however
they have reflected that it is a very good approach to determine the level of understanding of
students; they also agree that it can foster higher order thinking skills of their students.
There have been teachers who have disagreed that the assessment strategy is only
good for bright students and there were also teachers who have disagreed that the strategy is
only good for lower section students.
Table 7
CONCEPT MAPPING AND VENN DIAGRAM


be learning more by using it in my teaching. 1.76 0.43 Agree



7. Using the strategy entails a lot of preparation. 2.74 0.66 Disagree





students. 2.16 0.79 Agree
__________________________________________________________________________
__________________________________________________________________________

1.50- 2.49 Agree
2.50- 3.49 Disagree
Students’ knowledge could be expressed or represented using concept maps.
Having them create concept maps can provide teachers of insights how students organize and
represent what they have learned.
Table 7 in general shows that teachers agree to the items about concept map and venn
diagram. The overall mean of 2.7 indicate these.
It is obvious that in item number 1, teachers responded that they strongly agree and
that indicates that the strategy demonstrated is worth to be learned and also worth adopting. It
gained a mean of 1.30 and 0.46 standard deviation.
The data disclose that most of the reflection statements were rated agree by the teachers.
There are three reflection statements that were rated disagree by them and these are: using the
strategy entails a lot of preparation which has a mean value of 2.74 and 0.66 standard
deviation; this formative assessment strategy is only good for bright students with a mean of
2.82 and 0.85 standard deviation and the last one this strategy is only good for lower section
students which got a mean of 2.82 and 0.83 standard deviation.
The disagree responses only show that teachers believe in the fact that assessment
strategies do not choose types of learners;rather the way how teachers use it is what matters
the most.For these two strategies, concept map and Venn diagram, they conform as it is seen
from the responses that these are favorable to use in assessing students’ learning.
Table 8
GRAFFITTI WALL










________________________________________________________________________

________________________________________________________________________

1.50- 2.49 Agree
2.50- 3.49 Disagree
The data on the table disclose that teachers agree on all reflection statements. This
only means that they are interested to use it in their classes especially when they assess the
learning of their students.
It is interesting to note that using this strategy, students have the freedom to express
their feelings about the concepts they learned. Somehow, this unstructured type of assessment
strategy allows the teacher to discover the in-depth feelings of their students,what, how and why
they learned the lesson.
The data also show that teachers have reflected on items 9 and 10: this formative
assessment strategy is only good for bright students and this is only good for lower section
students. Both have gained a standard deviation value of 0.74 and same values for mean of
2.98. In here, they disagree.
Table 9
EXIT CARD/SLIP



to teachers. 1.44 0.50 Strongly Agree







____________________________________________________________________________
___________________________________________________________________________

1.50- 2.49 Agree
2.50- 3.49 Disagree
The data in table 9 depict the following reflections and responses: Four (4) were rated
as strongly agree; Five ( 5) were rated as agree; and two (2) as strongly disagree.
Exit card/slip is an assessment strategy which give motivation for students to finish an
assigned task, most of the time, this is given as an indication that if they have learned the
lesson, they may be allowed to go home or go out from their classrooms for a purpose.
The following reflections belong to strongly agree: the strategy shown by the
demonstrator is worth learning and adopting with a mean value of 1.41 and a standard
deviation value of 0.50; the strategy will make students more participative with 1.41 mean value
and 0.50 standard deviation; it will lighten my load and pressure will be lessened ,garnered a
mean value of 1.44 and 0.50 standard deviation; and the last is, it fosters the higher thinking
skill of my students got a mean of 1.47 and a standard deviation of 0.51.These results prove
that teachers of Fatima National High School are very keen at reflecting and observing the
importance of this assessment strategy in their teaching.
Disagree items are the following: the strategy is difficult to execute which got a mean of
2.66 and 0.65 standard deviation; this formative assessment strategy is only for bright students
got a mean value of 2.69 and 0.74 standard deviation. This shows that teachers have a high
confidence in themselves that they can use it accurately in their classes.
Table 10
STUDENTS’ COMPOSED QUESTIONS










________________________________________________________________________
_________________________________________________________________________________________________________________

1.50- 2.49 Agree
2.50- 3.49 Disagree
The overall mean value of 1.98 discloses the fact that teachers agree on all reflection
items stated here. This means that that have realized the significance of using this assessment
strategy called students’ composed questions in their lessons.
The data show the following trends: Strongly agree has gotten four(4) reflection
statements; agree has six (6); and disagree has three (3).
Reflection item 1, the strategy demonstrated allowed me to think that it is worth

learning and adopting it yielded a mean value of 1.42 and a standard deviation of 0.50;item2, it
gave me the idea that students will be learning more got a mean of 1.42 and a standard
deviation of 0.50;also, item 3, the strategy will make more students participative with 1.40 mean
vlue and 0.50 standard deviation. Strongly, teachers have nodded that students’ composed
questions is a very good strategy to use because it will make the whole class awake, alert and
indulge in the activity. They have probably observe this interactions during the demonstration
teaching.
Teachers do agree that students’ composed questions will lighten their loads and
lessen pressures on them which gained a mean value of 1.63 and a standard deviation of
0.53;allows them to reflect what teaching type will they adopt; though it entails a lot to prepare;
they also reflected that the strategy is a very good approach to determine students’ level of
understanding; will broaden their level of understanding and foster higher order thinking skills of
their students.
Two reflection statements were rated as disagree. These are as follows: item 9,
students’ composed questions is good only for bright students which yielded 3.02 mean and a
standard deviation of 0.57;and item 10, this assessment strategy is good for lower section
students which yielded 3.15 mean value and 0.57 standard deviation. These mean that teachers
have the reflection, regardless of whether students are bright/intelligent or just normal; this
assessment strategy is applicable.
Table 11
CONSEQUENCE MAP/ FUTURES’ WHEEL




To us. 1.90 0.51 Agree







______________________________________________________________________

_______________________________________________________________________

1.50- 2.49 Agree
2.50- 3.49 Disagree
Consequence map or futures’ wheel is another graphic organizer that allows students to
think about consequences of any issue related to the lesson. Students are asked to map out
direct consequences and followed with indirect consequences.
The data on this table vividly depict that teachers do agree on all reflection statements
mentioned except on three items: consequence map entails a lot of preparations which yielded
2.52 mean value and 0.74 standard deviation; this assessment strategy is only good for bright
students that has a mean value 2.92 and 0.80 standard deviation; the item, it is only good for
lower sections, teachers also disagreed with a mean of 2.78 and 0.82 standard deviation.
On the whole, teachers are favorable with this consequence map as shown by the data.
Table 12
K-W-L CHART




on us. 1.88 0.52 Agree




sections students. 2.48 0.81 Agree


_________________________________________________________________________

________________________________________________________________________

1.50- 2.49 Agree
2.50- 3.49 Disagree
The data disclose that teachers agreed with all reflection statements for the strategycalled
K-W-L. Most reflected their responses as agree for items except for items 7 and 9.This shows
that they see the importance of employing this strategy to assess students’ learning.
Item 7, using the strategy K-W-L entails a lot of preparation was rated as disagree. This
shows that they do not conform with the idea that, it is difficult because of preparations done
before its use in the lesson. So with item 9: this formative assessment strategy is only
applicable to bright students; where, they also disagree. It shows that teachers have gotten the
idea that it does not matter whether the students they handle are bright or else. This shows that
they conform to the idea that it is good to use for all types of students.
Table 13
MIND MAP




To us teachers. 1.80 0.53 Agree




good for bright students. 2.36 0.90 Agree

sections students. 2.46 0.86 Agree

________________________________________________________________________
________________________________________________________________________

1.50- 2.49 Agree
2.50- 3.49 Disagree
The data show that teachers have recognized the value of using mind map to engage
students, encourage creativity and most importantly, teach them how to learn rather than just
memorizing the content taught by the teacher.
As seen on the table, refection items 1 to 12, showed agree as the responses of
teachers; except for one item wherein it was rated as disagree: using the K-W-L chart entails a
lot of preparation. This means they do not conform with that idea.
Table 14
ROLE PLAY





my teaching. 2.68 0.66 Disagree





___________________________________________________________________________

___________________________________________________________________________

1.50- 2.49 Agree
2.50- 3.49 Disagree
The data disclose that teachers have observed realistic behavior in students as they play
the roles given by the teacher demonstrator as seen in their varied responses on thereflection
items.
Items 1 and 2 have strongly agree as responses; items 2,5,8,11 and 12 gained agree
responses while items; items 6,7 9 and 10 had a disagree . These responses show that the
teachers have varied reflections as they observed the teacher- demonstrator did his craft using
role play as assessment strategy.
Table 15
THINK, PAIR, SHARE




on us teachers. 1.42 0.60 Strongly Agree

my teaching. 3.61 0.50 Strongly Disagree

my students’ level of understanding. 1.42 0.50 Strongly Agree




students. 1.39 0.50 Strongly Agree
___________________________________________________________________________

___________________________________________________________________________

1.50- 2.49 Agree
2.50- 3.49 Disagree
The think-pair-share assessment strategy is demonstrated fairly and well. This is the
reason why the teachers have varied responses as seen in the data. Reflection items
1,2,3,4,6,8,11,and 12 got strongly agree; reflection item 5 is the only agree ; and items 7,9 and
10 are on disagree responses.
Think-Pair-Share as an assessment strategy is executed thus; the teacher asks a

question to the whole class. Then each student is given time to write down his/her answers.
Once they have their answers written down, they pair-up with another student where they
discuss their answer. After they got the chance to discuss amongst themselves, they will now
share their answers to the whole class.
Assessment of learning is one of the key factors in the success of learners in all stages
of learning; and on this, teachers play a pivotal role. It is much easier said than done, it takes a
lot of effort to take to get a classroom full of enthusiastic students processing their own learning.
Just like what Solomon (2009) had said thus:” Even the most well - intentioned and well
- educated teacher, their skills should be improved and enhanced to keep learners stay on
track.” So whether new or seasoned teachers, these assessment strategies being used in the
demonstration teaching as means of capability building, would help them learn all the more
about the intricacies of the assessment process.
These data above gave answers to the fourth research question: “what reflections do
teachers have regarding formative assessment strategies?” The data clearly show that teachers
have varied thoughts about it.
FOCUS GROUP DISCUSSION DATA
A focus group discussion was also conducted to be able to catch teachers’ reflections
more deeply and seek their thoughts and ideas as regards demonstration teaching as a means
of capability building for them. These thoughts supplemented their responses to the questions
they have previously answered during the demonstration teaching.
There were five (5) groups who were subjected to focus discussion; groups 1,2,3,4 and 5.
Each group had 7 to 9 members each. A leader or moderator for each of the group was
identified by either themselves who acted as facilitator or was assigned previously by the
researcher.
Each group was given questions for discussion. These questions have bearing to the
fourth research question:”what reflections do teachers have regarding formative assessment
strategies?” and also 5th question: “what capability building enhancements can be
designed?”This process is done by the researcher to validate the teachers’ responses based
from the reflection statements survey that they responded for every demonstration teacher
when he /she finished doing the demonstration teaching or the capability building activity.
Transcription for Group 1
Moderator (M): Good morning my fellow teachers! It is a pleasure on my heart having been
assigned to facilitate this focus group discussion with you. The question : “ How could the
capability building /demonstration teaching help teachers in their development?” You will have
to take turns in answering the question. Shall we? Yes Madame?
Participant (P) 1: Mr. Moderator, are you referring to the demonstration teaching?
[Participant (P)2, swiftly was recognized by the moderator commented]: Madam, it was
announced to us during the capability building that it will be in a form of demonstration teaching.
[ Other participants just smiled]
M: Yes it was announced before the onset of the demonstration teaching. Shall we proceed?
Yes sir?
P3: through the demonstration teaching, or capability building, we are given the idea how to
assess the learning of our learners or students.
[ Other participants overwhelmingly replied: Yes!]
P4: (raise her hand and was duly recognized by the Moderator, asked the question): I am a
newly hired teacher, how could I be developed when it was only during that moment that there
was this demonstration teaching?
[Moderator stood up to clarify the issue, and said:] Yes, but we must as well suggest to our
school head that for the rest of other formative assessment strategies, we can utilize I-Raise
sessions for the continuity of the capability building process. I am certain that our school head
will buy this idea. Anymore concerns? Yes Madam?
P5: In addition to that, we might even suggest to our department head that we may use one of
our meetings for the purpose, then have a demonstration teaching during classes, I am sure
master teachers will be very willing to help us.
P6: (raises her hand and was recognized by M): I like the series of demonstration teaching that
happened. It raised the level of awareness in us that assessment of our students is prime thing.
P7: (was recognized by the M): The demonstration teaching taught me numerous ideas like we
should know well our learners, not only by their names but also their ways of learning. I have
thought deeply about my students that time while observing the lady demonstrating the strategy
called Analogy. It was an exciting moment for me because I have heard of it before and that
time, I learned more how to do it in my own class.
[Other participants clapped their hands signaling that they do agree with the statements made]
P8: [was recognized by M): I have seen how students have enjoyed and giggled during the
Games, this was the strategy used by the demonstration teacher to assess whether they’ve
learned. They even requested the teacher to lengthen the Game but there was no more time, so
they finished the game.
M: And so, Madame P9, how could that capability building process or demonstration teaching
help us teachers to be improved?
P9: These were explained to us through the sharing of each participant: the insights and
learning seen through the students, the way the strategies were implemented will be of grate
help for teachers to improve on the way they assess students’ learning.
[Other participants: Yes we do agree on that!]
M: Any other insights to be shared more? Yes madam, I think you are the last to share now.
P10: Comparing with the traditional way of assessing, I have realized that all strategies shown
to us made students happy, they enjoyed with their teacher, and for me, with my eight years in
the service, I have reflected that there are still rooms to be improved in the way I assess my
students.
M: Since everyone has shared, let me say thank you so much for the nice time listening to you.
Even myself has learned a lot listening and empathizing with you. Good luck to all of us as we
will be back to our old routine by next week! Shall we all pray before parting?
[M leads the group a short prayer before they departed the FGD venue.)
ANALYSIS
The teachers were asked how could they be improved in the capability building process
that was exhibited on them during the Midyear Performance Review and evaluation time. It is of
clear indication based from the transcription that they will improve themselves because they
have seen and observe the intricacies of the formative assessment strategies.
It is also apparent that they were instructed previously to observe attentively to be able to
learn more and jot down salient points for clarification purposes. Somehow, the teacher
observers have even seen how students became interactive and participative in the discussions
set by their teacher during the assessment time.
One teacher has mentioned that his level of awareness increased while he was observing
the teacher- demonstrator. This means, he has realized how important is the skill he obtained to
assess students’ learning. He might have realized that he must be a good motivator in order for
his students to learn and absorb the things that he wanted to be learned by students. This is
very crucial since, what is to be assessed when they haven’t learned? Today, teachers must be
so sure that for the daily times that students are coming to class, they should always be bringing
something to their homes; and these must be meaningful learning in their classes. Just as
Popham (2008) has stated thus; “students’ meaningful learning would lead them to a more
complex scenes when they are already out of the school context”. Hence, it is really very
necessary to assess whether authentic learning really happens in the school setting.
Moderator(M): A pleasant afternoon! I am tasked to facilitate this afternoon’s focus group

discussion. before we start, may I request one of you to lead us a prayer? Please madam?
[Participant P1: leads a short prayer]
Moderator (M): Thank you. The question of interest for discussion is: “ Which part of the
capability building process or demonstration teaching we’ve had last week was most beneficial
for us teachers? ”Wanna share your thoughts? Yes Madame?
P1: For myself, I really saw to it that I listen carefully to be able to catch all the details of the
demonstrated assessment strategies. I firmly believed that all those who were tasked to do the
demonstration are all experts in their own fields, that is why they were picked. If I were not
focused, I might have missed a very important portion and if it happens, I may not know the way
it is implemented; then confusion might arise in my classes, if adopted. Likewise for me, all parts
are important and worth pondering.
[Other participants are observed to be nodding]
P2: (was given the chance to share): I think some parts of the lesson are as much important too.
Because, these are interrelated with each other parts. They are interconnected actually. We
cannot proceed understanding the next part if we do not understand the previous.
[Everyone smiled, and there were few who are sleepy, seemingly bored?]
M: Alright! So each segment of the demonstration teaching is important..Yes I do agree on that!
Are there still others who want to say something about their responses to the question? Yes
Sir?
P3: (was acknowledged): Good afternoon, fellow teachers! I think all parts of the demo-teaching
is important, but the most essential part is the assessment itself; it is very fulfilling to see that
students who are exhibiting their learning to the demo-teacher.
P 4:( stood up without raising his hand, but nonetheless, the moderator gave her a nod to say
his piece) Yes, it is true, the assessment portion is the one that matters most because it will give
a sign that as teachers, we have done our part, to impart knowledge. And, hey, that’s fulfilling.
Wow!
[Other participants gave a resounding clap for P4.]
M: Okey then! Thank you so much for the sharing. Any more responses? Yes Madame?
P5: Indeed, the assessment part gave us a sigh of relief. Perhaps, that is also the feeling of the
demonstrator. Before that excitement, the teachers who did the demonstration were so inspiring
for me and motivating me to adopt the strategy. I saw the glow on students’ faces, as if their
eyes are twinkling in joy and contentment in them are felt by me. I am excited to implement it
myself in my classes.
[All participants were happy with the statement made]
P6: (stood up) She said: Mr. Moderator, may I ask a question?......What would happen if we
teachers do not teach well?
M:( gave an unsolicited advice) Fellow teachers, there is an urgent need to update and
upgrade our selves with the recent trends in teaching these days. We must try to catch up with
the needs of students. This is our obligation. If we fail to update our selves, how will we know
that we are really teaching well? How will we know that students are learning from us? Hence,
this activity should be continued and improved for the good of the learners. Any more ideas?
Yes Sir!
P7: Every part or scene is is worth learning and worth adopting. So, this capability building
scheme is beneficial.
P8 (raises her hand, M gave a nod): We should try our best to be a 21st century teachers in this
21st century classrooms. To be such, let us be open to be part of trainings school, division or
regional levels. Let’s make a difference in the way we teach!
[Other participants said: Yes, that’s it!]
M: (Smiles): So, well done fellow teachers! Thank you so much for this enriching experience
we’ve had. Madam P8, please lead us to pray? Thanks!
ANALYSIS
It is obvious that teacher observers value every part of the demonstration teaching so
much. They believe that through the demonstration teaching, they were able to see the real
classroom situation, reactions on students’ faces, glow and joy of learning minds, happiness of
fulfillment and reactions seen through students’ behavior. Same with teachers’ reactions, the
observers saw how demonstrators became inspired and contented as they implement the
strategy on assessment.
These prove the fact that, learning can be fun when facilitators know what to do with the
learners they handle ( Banda,2009).
Moderator (M): Good morning everyone! I am thankful that I am tasked to facilitate this
discussion today. Let me tell you about the guide question we are to tackle this morning:”Which
portion of the capability building process or demonstration teaching is not favorable for our
adoption as teachers?” Before we let the ball roll, May I request somebody to led us to pray?
[She, Moderator (M), called someone, and prayer was done]
Moderator (M): Thanks a lot! Now we can start this FGD. Anyone who wants to share his/her
insights? Yes madam?
Participant (P)1 (seen with a serious facial expression):Madame Moderator, my sincere
apology. I think the question you are asking to us involves negatives in our capability building is
it? I mean, are you asking us of things we dislike from the demo-teaching? What is the context
of that Sir? Let us be clarified on that…
Moderator(M) (aghast): I stand to be corrected. What I really mean is this: What formative
assessment strategy have we learned? Or, if we were not, then why?
Participant (P)1: For me, the capability building in the form of demonstration teaching, with
experts as demonstrators, gave us the thought that we can still improve the way we do our
tasks. There was one assessment strategy that I often use the concept map, but when I saw it
demonstrated, I said to myself, I will follow the sequence as shown because mine was just a
shortcut. So for me, this capability building scheme was very good and I was learning a lot from
it.
P2(raised her hand and acknowledged):All demonstrated assessment strategies are worth the
learning and are easy to adopt. I say easy because on my part, I wrote down notes, how these
were executed and implemented. I am happy because there were handouts given for the
description of each demonstrated strategies. These will be of big help especially for us new
teachers. Yes, these were discussed to us during college days, but the real Teaching-Learning
situation is far more comprehensible.
P3: Mr. Moderator, the demonstrators were carefully chosen hence, their craft was easily
understood. They are all the best as far as I can remember.I think, there were no assessment
strategies that were not studied well by the demonstrators.I am a witness to that.The what and
the How of each strategy were explained by them after each demonstration.
M: Are there still others who would wish to give insights?
P4: The assessment strategy called consequence map was for me very exciting to employ
because students will be really thinking of the effects or consequences.Here, they are
exercising creative thinking and critical thinking also.As a Science teacher, I realized, it’s a fitting
strategy to use.
M: Okey! Are there still ideas over there? Yes Sir?
P5: Even the mind map, Venn diagram and K-W-L chart are interesting. I love them! For the
lower strata sections, I will just tell my students to use simple English terms. I know, they will be
improved.
[Other participants applauded P5, he was happy]
M: okey! I bet to that! Any other? Yes madam?

P6: I really liked all assessment strategies demonstrated. What struck the most is the Think-
Pair-Share. All students will be force to think and write down their answers; share to a neighbor
;then share to the class. As I have observed, students were trying hard, hence, they are
developing HOTS!
P7: I love Role play because students will show how talented they would be.I am also ver
interested to adopt Graffiti wall with my students because they are free to express themselves.
Even the Exit card/slip is exciting to use. All of the strategies demonstrated are worthy to be
learned and adopt. These will make our task easier.
M (seen happy and inspired): Oh! Thank you so much! We only have two left to share their
ideas. Yes Sir?
P8: The strategy students’ composed questions is very challenginf because it will train students
become good communicators. Imagine! When they think, they are also using their faculty of of
being critical.
P9 (raised his hand and was acknowledged by M): Madame Moderator, in the case of exit card,
what if a student cannot provide an accurate response?
M: As teachers, we should see to it that all questions are fully understood by them by
rephrasing, or by translating it as the case maybe. Therefore, we should be adept in selecting
strategies to use to our students. Okey? Alright then. Now that we are all done, let me thank
everyone for your active participation. God bless to all of us! May I request madam P9 for a
short prayer? Thank you.
[Moderator, gives the debriefing and after, they went to their respective grade levels]
ANALYSIS
It is herein stated that teachers who have observed the proceedings of the capability
building scheme through a demonstration teaching are having statements which are favorable
because they saw the effects of these assessment strategies based from students’ reactions.
Some teachers has mentioned the name of the strategies which they liked the most and that
they do agree that when these are implemented in their own classes, will bring a difference in
their students. These means that, teachers are interested in adopting these in their own classes,
notwithstanding the types of students that they handle Accordingly, they are very willing to
adjust just to let students experience excitement.
It is very apparent that teacher-observers are able to grasp the real value of knowing
varied assessment strategies that would readily measure students’ learning. They are very keen
at observing even the behavior of students who were used during the demonstration teaching.
Meaning, they were not only interested in knowing how to do it; but were also excited to see
students’ ways of interacting with one another during the assessment portions.
These observations of teachers conform with the idea of Llagas (2000) that meaningful
experiences of other teachers can enlighten others to do the same when these are
disseminated with a purpose.
A short opening prayer was led by the moderator..

Moderator (M): A pleasant morning to teachers you fellow teachers! For the meantime, I will
act as facilitator but after we have chosen the real one, I will give him or her the floor. Shall we
now choose?
[Participant (P1) raised his hand mumbling]: I am sure the researcher has a reason why she
chose you to moderate this discussion, so why resist Mr. Moderator? Let it be that you
moderate and be the facilitator. We are hopeful that you can be the best moderator who can
moderate our session.
[other participants conformed with his idea and said: You are now the moderator!]
Moderator (M): That is the group’s decision, so I will have to abide. Thank you so much for the
trust! So, we will now begin this focus group discussion….Friends, we are tasked to discuss
whether the scheme demonstration teaching is an effective method as a capability building
program. We will begin from that side, yes you are the first madame!
Participant (P) 1: If the assessment strategies will be lectured only to us, I am pretty sure, there
would be less impact. Yes, we might be listening but, our focus might be on something and our
minds are wandering somewhere…
Participant (P)2 (raised her hand , waiting to be recognized): As a new teacher of this school, I
have to relay to you that I have learned all strategies in college, our professor made us research
about this and reported these in class after a week. I have forgotten how to implement these.
There is a ring when I heard their names, but, I forgot how these are done. And so, I think the
capability building scheme which was through demonstration teaching was of great help for me .
M: Thank you so much my dear ladies for your insights. Anymore else who wish to relay her
ideas? Yes sir, you be the next.
P3: Merely reading or hearing about a good strategy is not enough for teachers to be inspired
and motivated. We value a strategy when we see its effects on students. and, the right venue is
the demonstration teaching which was recently concluded a week ago. I am sure, we teachers
have learned a lot from that activity. What else do we need and grope for?
P4( excited to talk, gasping and smiling): The teacher-demonstrators are our colleagues. If we
want to ask for more ideas, they are just here, ever ready to give assistance. I am sure, they will
not hesitate to offer their help. If our demonstrators are not from our school, the things that I
have mentioned will never be given to us, and so, I think the demonstration teaching is still the
best method.
M: Those are ideas are really true friends! Thank you so much. We go on this side, yes madam
you are next in line..
P5 (tapping her breast ,seemed to be nervous?): I was away for three days last week and was
not able to witness some of the demonstration teaching episodes. I only witnessed two; the Role
play and Graffiti wall. While its true that I am in my 17 years of teaching, I still yearn for updates;
when I was younger, I used to be giving assistance to new teachers. And now, at my middle
age, my longing has never ceased. I want to be witnessing others to teach because it is from
there that I am getting my strength, and my inspiration. Indeed its true, teaching is in my blood. I
believe that this activity (demo-teaching ) is a must for all teachers.
P6 (the next to share): My deep respect to the moderator! I am not a teacher by profession, but
by accident, I am now one of you. I am a second courser; a welder in practice; I finished a
degree which vent for business, but my parents’ skills taught how to be like them, my father is a
welder. Hence now, I am also one of them. The demo-teaching has enriched me a lot, I was
motivated and encouraged once more that teaching is my passion to share my skills.
M: Thank you so much, Sir for your insightful experience. We still have four in this side, but I
need to have two to share for we are now running out of time. yes madam you are the next.
P7: We really have to accept our incapacities. I am not also a teacher by profession. But, now, I
have accepted what I am. I enjoyed teaching. With my status, I need to improve more to inspire
my students. I need to learn many approaches and techniques. The demo-teaching that I have
witnessed last week serve as my guide to accomplish my duties as a teacher of Senior High
School. I need to try new things to assess my students’ learning.
P8: I relied so much in demonstration teaching to improve my own teaching skill. It is worth
learning when I can see how it was being done, why was it done. By looking at the demo, I am
ignited to do and adopt these in my class/es. I thanked the demonstrators for making us learn
the techniques. Indeed they are great!
M: Thank you so much fellow teachers! Your ideas are all etched in me and I hope we are
learning much from what you have shared. Let us now pray before we depart this place.
[a prayer was led by the Moderator, and they left the venue after a short debriefing for the
participants]
ANALYSIS
The participants have shared the importance of demonstration teaching in the

improvement of their teaching skill/s. The formative assessment strategies that they have
observed, made them think that it is a must for all teachers to observe others so that they could
learn. The long span of years spent in teaching does not affect their longing to improve more.
Just as one of them has shared, she needs updating, and this is through this activity-
demonstration teaching.
Moderator (M): Ladies and gentlemen Good afternoon! I am your facilitator for this FGD. I hope
we will learn much from each other. Please remember, I am not here to correct you, nor to teach
you. My purpose is to moderate and to guide you to have a fruitful discussion. Shall we pray
first?
[Moderator leads the group to pray, then reminded the designated note taker to be attentive]
Moderator (M): My friends, we are given a question to respond to and this is:” What benefits do
we get from the recently concluded demonstration teaching on formative assessment
strategies?” Just raise your hands if you wish to respond. Yes sir? You will be the first .
Participant (P)1: Demonstration teaching that was done was all about observing a fellow
teacher to teach. For me, what had happened was, it had made teaching more public that
private because it was made open for others to observe. It was not easy especially for the
demonstrators because their every move were known. With it, it became an opportunity for a
reflective dialogue between the observed and the observers. There, I can say, that the sense of
shared responsibility increased because for the demonstrator, she has the responsibility to
share the right and accurate way of doing the strategy being observed. On the part of the
observers, they are duty –bound to listen to be able to catch the learning being shared.
Participant (P)2: For me, the demonstration teaching connotes an increased responsibility to
focus on the school’s performance or students’ achievement. Learning the assessment
strategies will enable us teachers to assess much better the learners entrusted to us. What
matters most is: Are our learners learning much from our teaching? When they do, their
achievement goes higher, which means, school performance will also become high.
M: I like your responses guys! Thank you so much! Next madame?
P3 (seemingly caught by surprise): Yes Madam Moderator. I think, it could increase and
strengthen friendship among us, faculty members.
M: may I ask the next person after you to enlighten us on the benefit you made mentioned? Yes
Sir you are acknowledged!
P4: Viewing the demonstrator, we are encouraged to ask some clarifications about the
assessment strategy demonstrated. When this is done, friendship among us is developed. More
so, when we ask the demonstrator about the essentials of using the strategy. Aren’t we
developing more friendships? It is more of peer to peer relations.
P5: Talking of relationship, when this is rooted, the teachers may develop a team of confident,
self-reliant, and self-directed teachers who will eventually love teaching all the more.
M: (with a glowing smile): Wow! Isn’t that amazing? A team of self-directed teachers! We will
listen to the next participant. Yes Madame, what do you have to share?
P6: We are now talking about passion to teach my dear friends! Meaning, we are approaching
the line of enriched efficiency and effectiveness to our teaching tasks, thereby improving
classroom practices also.
P7: Let me add to the concept of good relations; When a fellow teacher gives his/her full
support, it can reduce stresses from our job. The classroom then becomes our comfort zone
because we knew we are not alone. That’s exciting isn’t it? Perhaps, this is one of the reasons
why more and more teachers stay single all their lives.
[Other participants resounded, aha!]
M: Really? Is that based from experience sir? Let us again listen to the next person.
P8: The demonstration teaching is somewhat like a welcoming atmosphere for us newly hired
ones in the school. It is telling us, come listen, I will be of help to you. Love it!
P9: I am comfortable in knowing that someone is available to help me, assist me and willing to
explain to me why the hassles are in. Yes! That is what I felt when I listened to the motivating
words of the demonstrator. I am deeply touched with it. It added my enthusiasm to teach and
continue to teach my students.
M: Wow! All things that you have said are worth reflecting! I felt more inspired by those insightful
responses .Congratulations! We all have done a splendid task this morning! Before we end,
may I request the last participant to say a prayer? Thanks!
[ After the prayer, moderator did the debriefing]
ANALYSIS
The discussions in this 5th transcription clearly indicate that capability building will be of
great benefit to the teachers of Fatima National High School. It is widely accepted as the
teaching arm of teachers’ development.
There was a participant who emphasized that the capability building in the form of
demonstration teaching connotes an increased responsibility to focus on the school’s
performance or students’ achievement. Increasing school performance means, updating and
upgrading teachers’ skill to bring about higher achievement in students. When teachers are
good at teaching, they are approaching the line of enriched efficiency and effectiveness thereby
improving classroom practices also.
Other teachers also have stated that, while observing demonstrators teach, they are
encouraged to ask some clarifications about the assessment strategy being demonstrated.
When this is done, friendship among them is developed. When asked about the essentials of
using the strategy, they are actually developing their bond as friends. In other words, It is more
of peer to peer relations.
There are other teachers that said, they feel comfortable in knowing that someone
can be available to help them, (referring to newly hired teachers) assist them and are willing to
explain about the hassles of teaching. They also elucidated that these are their feelings when
they listened to the motivating words of the demonstrator to adopt the demonstrated
assessment strategy. Henceforth, they are deeply touched. Surely, these have added to the
enthusiasm they have, to teach and continue to teach passionately
These statements just show that teachers of Fatima National High School favored the
use of demonstration teaching as scheme for capability building to help teachers improve
professionally. These teachers’ comments and insights jibed with what Rich (2010) has stated
thus: “What had happened, all that happened were a sine qua non for everyone” (Rich, 2010).
To sum up, there is that big hope for teachers of Fatima National High School to be
skillful in teaching, what is needed is constant follow through, follow-up and constant practice on
teachers’ teaching techniques and approaches where one of these is their skill in assessing
learning of their students.
It is therefore worthy to note that results of the focus group discussion of groups 4 and 5
also data result of reflection statements being tabulated, strongly imply that the best scheme
and design for capability building for teachers is demonstration teaching.
With these results, it is sufficient to say that research question number 5: “what capability
building enhancements can be designed?” is already answered.
IX.SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This part of the action research summarizes the problem, its important findings,
conclusions and recommendations.
Restatement of the Problem
Realizing the need to improve teachers’ capacity to assess the learning of students, the
researcher then sought to find answers to the following questions:
To obtain the needed data, questionnaires were designed to secure the needed
information which have bearing to the Formative Assessment Strategies used by teachers of
Fatima National High School. The research had at least almost 80 teacher-respondents to
answer questionnaires for the 1st, 2nd, 3rd and 4th statements of the problem. The 5 th demanded
a focus group discussion sessions to validate answers on reflection statements and to fully find
answers to the design of the capability building for the teachers.
This action research utilized the descriptive research design. The data gathered for the
four research questions were analyzed using weighted mean and standard deviations. An
appropriate scale technique was also used to answer the specific questions raised.
Major Findings
1. Among the twenty (20) formative assessment strategies listed, there are only seven
(7) which are used frequently or used most of the time by teachers, these are 1. drawing; 2.self-
assessment; 3.think –pair-share; 4.games; 5.role play; 6.multiple intelligences; lastly, 7.concept
map .
Very few teachers employ the debate, the consequence map or futures’ wheel and the
jigsaw; same with journal entry, What I Know, Want to know, What I Learned (KWL) chart,
analogies, venn diagram, student’s composed question and rotating learning stations. It is a pity
that teachers have missed using these beautiful formative assessment strategies. These are
seldom employed.
The graffiti wall and exit card/slip are the assessment strategies that are never used by
teachers.
2. Teachers strongly agree that:“ the use of formative assessment strategy in teaching will
improve my students’ learning”, which imply that, formative assessment strategies are indicators
that learners are learning willfully.
They agree on:” teachers have to determine the types of learners they handle to be able
to choose the right strategy to employ.”
Five (5) perceptions surfaced as disagree;” i won’t care to know about other assessment
strategies and won’t mind about its effects”. Meaning, they do care so much about learning of
students and believed that, they should possess a plethora of of assessment approaches and
techniques to employ to ensure that learning will really happen. Item 5;” I am bothered because
the use of varied assessment strategies won’t allow me to finish my objectives of the day”, was
also rated disagree. It clearly denotes that they put premium on the quality of learning. It is also
worthy to note they do disagree on:”I am doubtful if assessment strategies are part of 21st
century learning”. It showed clearly that Fatima National High School teachers are updated and
aware of the essence of the 21st century learning trends.
3. Fatima National High School teachers have knowledge on assessment strategies, however
there are times that these are seldom or never used by them due to prevailing factors. First,
they lacked competence on its usage; 2nd, the competencies to be taught are too many;
Cramped competencies would somehow confuse them of what strategy they are to employ. 3rd
is Time element which greatly also affect implementation of assessment strategies. Teachers
believed 4th,that when students are numerous or big class size, they will have difficulty in
managing students. Hence, use of an assessment technique might not be successful.
5th: Teacher’s motivation and commitment This is premium in the attainment of genuine
learning in the classroom. It takes a committed teacher to do a rigid task of finding out whether
students are learning.6th,Teachers’ teaching loads; gravity of teaching loads, would make them
feel tense and pressured, might have a stressful day.7th, Types of learners and teaching style
.These are highly correlated because ’teaching style should match the students’ learning style.
8th, Classroom practices, 9th Ways of supervision by school leaders, 10th,Support of parents, 11th
school activities, 12th ,use of instructional materials,13th , child protection practices. A gradient of
all these have effects on the use of formative assessment strategies in classrooms.
Last, the 14th is teachers’ academic qualification .Non-education graduates should find time to
learn and clothed themselves with armor, must have to learn teaching strategies on how to
present lessons, how to motivate students to be participative and how to assess that students
really learn their lessons, to help them beat the challenges of teaching.
4. Teachers of Fatima National High School have realized that the capability building in the form
of demonstration teaching became an avenue for them to realize that:
a. The capability building in the form of demonstration teaching, with experts as
demonstrators, gave them the noble idea that they can still be improved on the way they assess
students.
b. Learning is fun when students are engaged and participative through the use of teaching
strategies like the formative assessment strategies that they have learned and observed.
c. It is very necessary to know whether students have learned their lessons; because this is one
measure of students’ achievement and or school performance and all these lie on their
shoulders as teachers.
d. formative assessment strategies to be used should fit the types of learners; teaching styles
should also fit types of learners.
e. For the teachers to learn how to implement teaching strategies to be used in their classes,
demonstration teaching is the most effective way to build their capacity.
Recommendations
On the basis of the findings of the action research, the researcher proposes the
following, these are viewed as essentials for further improvement of the teachers of Fatima
National High School:
1. Department heads of all subject areas should make a follow-up on the use of the
strategies being demonstrated to teachers by: a. assigning one assessment strategy to be used
in teachers’ assessment of a lesson b. request the teacher demonstrator to make a critique of
its use; to be followed by a post-conference for more improvement.
2. Department heads with the master teachers of each subject area should sustain the
capability building scheme by way of: Introducing other formative assessment strategies during
the departments’ LAC (I-RAISE) sessions.
3. Master teachers and department heads of each subject area should have a
collection of different kinds of teaching strategies and its descriptions and how to
execute/implement in classes, these must be compiled, printed in hard copies, and ready for
reference and use by teachers.
4. Teachers who are teaching a subject not their majors must be partnered with a
teacher/s who teach/es same subject (body-body system) such that the former can learn much
from the latter; this can also be done during a LAC session.
5. Types of learners in a class should be identified; hence, department heads must
encourage all teachers to do profiling on the learning styles of students they handle to be able to
know what assessment strategies would fit for them.
IX. Action Plan-Time table for the conduct of the Action Research
WHAT WHEN HOW WHO

(Task) (Date) (Strategy/Activity) (Person Responsible)
Crafted the AR Proposal December, 2016 Browsed NAT 2015

results and SPPD of EAT,Principal 1
teachers for 2016
Sought approval from SDS December, 2016
Mosqueda to conduct AR Submitted AR proposal EAT, Principal 1
Had a Planning meeting with January 5, 2017 Orientation to

Subject area heads and Master seek support and help for EAT, Principal 1,
teachers for resourcing (human) for Subject area heads,
dissemination/orientation them to empathize Master teachers
Float the May 23- Distribute questionnaires EAT, Principal 2,

survey questionnaire to June 9, 2017 to Subject heads Subject area heads,
teachers Master teachers
Collected the questionnaires June 15, 2017 Gathered questionnaires

through the subject heads EAT, Principal 2
Analyzed the data for
Res.Questions 1, 2, and 3 June 23, 2017
Brainstormed about EAT, Principal 2,

Conferred with Subject area mechanics on capability Subject area heads,
heads and MTs about data June 30, 2017 building activity Master teachers
turnout
Planned for capability Dates and plans shall be EAT, Principal 2,
building/inputs on assessment July, 2017 identified and finalized for Subject area heads,
strategies and observation of the SY 2017-2018 Master teachers
classes applying the strategies specifically June
Gathered data/responses on Reflections should be EAT, Principal 2,
research question 4 from August, 2017 written on Subject area heads,
teachers teachers’journals Master teachers
Continue observing classes
Planned enhancements on the
capability building program September, 2017 Verified data and EAT, Principal 2
Craft and finalize the completed completing the study
AR document EAT, Principal 2
(Chapters 1 up to 5) Subject area heads,
Master teachers
Dissemination of the AR results March 23,2017 Participants- FNHS EAT,Principal 2
teachers
Submited completed AR Submitted in hardbound
document to the Division March 2018 EAT, Principal 2
/Regional office
X. References
A. Authors
Banda, N.K. (2007) .Published Dissertation. Title: :Effectivenes of Learning Strategies and its
Correlation to High Value Learning”. Education Digest. Adelaide,S.A.
Johnson, T.N. (2009). Effective teaching and Learning. Macmillan Pub.House
Solomon, P.G. (2009). The Curriculum Bridge: From standards to actual classroom
assessments.Thousand oaks,CA: Corwin
Llagas, D.F. (2000). The significant shift on curriculum.
Ormrod, J.E. (2000).Educational psychology in teaching and learning.Upper Saddle River.N.J.:

Merrel
Rich,E.B. (2010).. Article issued with the title: 21st century learners.
Timlinson, C.A.(August,2000). Differentiation of Instruction in the Elementary grades. ERIC

Digest.
B. Periodicals
Basic Education Assistance for Mindanao. (2004). Assessing students’learning.

Attachment
SURVEY QUESTIONNAIRES
(Optional)Name:__________________________
PART 1. Formative assessment strategies used and extent of usage
Directions: It is important to find out the extent of the usage of these assessment strategies in
your teaching and learning task.Kindly choose your responses from the choices being given by
encircling your answers whether M,S,or N. Thank you very much!
Assessment Strategy Most of the Time Sometimes Never
(M) (S) (N)
Graphic organizers
Venn diagram M S N
KWL chart M S N
Mind map M S N
Concept map M S N
Consequence map or Futures’ M S N

wheels
Kinesthetic assessments M S N
Role play
Games M S N
Debates M S N
Multiple intelligences M S N
Visual representations M S N
Drawings
Think-Pair-Share M S N
Jigsaw M S N
Exit Cards M S N
Misconception check M S N
Journal entry M S N
Analogies M S N
Students’ composed questions M S N
Graffiti wall M S N
Rotating Learning Stations M S N
Self- Assessment M S N
Part II. Perceptions of teachers about formative assessment strategies
Directions: Your perceptions are very important to this study. It will give enlightenment and
support to the researcher’s direction and future planning.Kindly encircle your answers from the
given choices:
SD- strongly disagree
D – disagree
A- agree
SA- strongly agree
Thank you so much!
Strongly Disagree Agree Strongly

Perceptions disagree (D) (A) agree
(SD) (SA)
1. The use of a formative assessment strategy in
teaching will improve my students’ learning.
2. With the use of diffentiated assessment strategy,

I am compelled to be diverted to more vital issues
that can enhance my way of teaching.
3. I won’t care to know about other assessment
startegies and won’t mind about its effects.
4. My choice of an assessment strategy depends on

the tyes of learners that I handle.
5. I am bothered because the use of varied

assessment strategies won’t allow me to finish my
lesson objectives for the day.
6. My lessons are designed to be able to monitor

the progress of the learners.
7. I am doubtful if assessment strategies are part of
21st century learning.
8. My way of questioning is doesn’t fit with the lower

sections that I handle.
9. The use of an assessment strategy will allow me
to find out which learners are having difficulty and
which of them have the clear understanding of the
lesson.
10.Know-how on the way it is used is useful
because learners will be given chance to remember
what they learned.
11. The use of an assessment strategy will keep

learners alive and alert.
12.It is difficult to ascertain what kind of forative

assessment strategy to use.I think it is boring.
13.I can probe the ways how my students reason

out and make decisions.
14.I think most formative assessment strategies are

not applicable and impractical to use.
15. Its use encourages learners to talk, share their

views and ideas with their peers.
Part III. Factors affecting the implementation of formative assessment
Directions: Examine the factors that might have affected the implementation of formative
assessment in your class/classes. Please choose and encircle your responses from these
choices:
SD- strongly disagree
D - disagree
A - agree
SA- strongly agree
Your contribution will be valued a lot. Thanks!
Factors SD D A SA
1. Knowledge how to execute the formative assessment strategy
2. Too many competencies to teach
3. Time element
4. Class size
5. Teachers’ motivation and commitment
6. Teaching loads
7. Teachers’ number of years of teaching
8. Types of learners
9. Teaching styles
10. Classroom practices
11. Instructional supervision of school leaders
12. Parental support
13. School activities
14. Instructional materials
15. Child protection practices
16. Teachers’ academic qualifications
XI. Financial Report
Transportation P 930.00
Meals/Snacks P 21, 970.00
Photocopies P 4, 200.00
Supplies P 2, 900.00
TOTAL P 30, 000.00

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Republic of the Philippines

FORMATIVE ASSESSMENT STRATEGIES

The researcher is deeply indebted and sincerely grateful to:

ESTRELIETA A. TENIZO, Ed. D.

FORMATIVE ASSESSMENT STRATEGIES USED BY TEACHERS OF FATIMA NATIONAL

IV. CONTEXT AND RATIONALE

V. INNOVATION, INTERVENTION AND STRATEGY

Consequence map or Futures Wheel- It is a structured brainstorming method used to

organize thinking about future events, issues, trends and strategy.

to assess overall depth of understanding.

VI. ACTION RESEARCH QUESTIONS

Conceptual Framework - Schematic Diagram

INPUT PROCESS OUTPUT

2. What perceptions do teachers have about formative assessment strategies?

3. What factors affect the implementation of formative assessment in their classes?

4. What reflections do teachers have regarding formative assessment strategies?

5. What capability building enhancements can be designed?

A self-made survey questionnaire was administered to teachers of Fatima National

September 2017 done during the I RAISE (LAC) session

1:45-2:30 pm RP 2- Jocelyn RP 3---Taya Nilong RP4- Salvador RP 1--Mylen

2:30-3:15pm RP 3 -Taya Nilong RP 2--Jocelyn RP1- 1Mylen RP 4--Salvador

Legend: RP- Resource Person

VII. Cost Estimates

WHAT WHEN HOW Estimated

VIII. DISCUSSION OF RESULTS AND REFLECTIONS

Extent of Use of the Formative Assessment strategies

1. Venn Diagram 2.31 1.02 Sometimes

Legend: Mean Description

Perceptions of Teachers about Formative Assessment Strategies

Means and Standard Deviations on Teachers’ Perceptions of Formative Assessment Strategy

1. The use of formative assessment

2. With the use of differentiated

3. I won’t care to know about other

4. My choice of assessment strategy

5. I am bothered because the use of varied

6. My lessons are designed to be able

7. I am doubtful if assessment strategies

8. My way of questioning does not fit with

9. The use of an assessment strategy

10. Know-how on the way it is used is

11. The use of an assessment strategy

12. It is difficult to ascertain what kind

13. I can probe the ways how my

14. I think most formative assessment

Legend: Mean Description

1.00-1.49 Strongly Disagree

Factors that affect implementation of Formative Assessment Strategies in Teachers’ classes

Strategies in the Classroom

Factors Mean SD Description

1. Knowledge how to execute

2. Too many competencies to teach 3.01 0.60 Agree

9. Teaching styles 3.03 0.52 Agree

10. Classroom practices 2.98 0.53 Agree

12. Parental support 3.13 0.60 Agree

13. School activities 3.11 0.54 Agree

14. Instructional materials 3.13 0.58 Agree

15. Child protection practices 2.93 0.64 Agree

16. Teacher’s academic qualification 2.70 0.69 Agree

Overall : 3.02 --- Agree

Legend: Mean Description

1.00-1.49 Strongly Disagree

A Survey on the Teachers’ Reflections after the Capability Building activity