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"Transdisciplinary STEM Education for Sustainable Development" HIGH

SCHOOL PHYSICS TEACHERS' METACOGNITIVE ASSESSMENT STRATEGIES

Conference Paper · March 2020

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Grace Campos
Department of Education of the Philippines
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 6th National Research Conference in Science and Mathematics Education
“Transdisciplinary STEM Education for Sustainable Development”
Date: March 05-06, 2020 (Thursday and Friday), starts at 8:00 AM
Venue: Fort Ilocandia, Laoag City

HIGH SCHOOL PHYSICS TEACHERS’ METACOGNITIVE

ASSESSMENT STRATEGIES
Grace R. Campos and Antriman V. Orleans PhD*
Philippine Normal University, Manila
E-mail: campos.gr@pnu.edu.ph

The study investigates metacognitive assessment strategies of secondary

schools in Albay. The study is mainly qualitative in nature with an integration of quantitative
approach. The main data source of the study are the high school Physics teachers and their
science classrooms selected purposively. The study used a lesson observation protocol to
present and understand the teachers’ classroom assessment practices and pre – lesson and
post – lesson observation interview protocols as main source of data collection. Hence, an
observation checklist was utilized. Moreover, field note approach for detailed description of
what took place in the classrooms was employed. A semi structured interview was also
scheduled and conducted for the teachers. The data obtained from the observation were
analyzed on the weighted mean of the statements. The qualitative data gathered through the
interview was analyzed using codes and themes generated from the study. On the other hand,
the qualitative data helped the researcher validate and triangulate the quantitative data.

The findings revealed that teachers from the secondary schools in Albay use varied
assessment strategies. The most frequently used assessment strategies were problem solving,
think aloud, graphic organizers, and journal writing. As an essential component in classroom
for teaching – learning, teachers’ assessment techniques were not limited. Findings from this
research pointed out that most teachers use different assessment strategies which elicit
metacognition to monitor and improve students’ learning.

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