The Classroom-Based Experiences on Assessment Methods of Science Teachers in Sta. Magdalena District

Jessa Gesolgon De Vera; Danilo E. Despi

doi:10.36948/ijfmr.2026.v08i01.66870

The Classroom-Based Experiences on Assessment Methods of Science Teachers in Sta. Magdalena District

Author(s)	Ms. Jessa Gesolgon De Vera, Danilo E. Despi
Country	Philippines
Abstract	This qualitative study investigated how the assessment practices of science teachers in the Sta. Magdalena District affect students’ learning outcomes. Interview method and focus group discussion were used to explore the methods employed by the teachers, their perceived effectiveness, implementation challenges, and student responses, and ways to refine practices to enhance learning outcomes. Findings revealed that teachers employed diverse and innovative assessment methods, and some of them utilized digital tools such as Kahoot and Quizizz. Moreover, hands-on tasks, creative outputs, and reflective practices are some of the methods used by others. All of these approaches were aligned with curriculum goals and emphasized real-world applications. Such practices, reported by the teachers, imply engagement, collaboration, and critical thinking development, while their students prefer the most these interactive, authentic, and gamified assessments. Both mentioned some resource constraints, time restrictions, big class numbers, and issues concerning fairness, among others. In some instances, the problems resulted in the fact that teachers tended to use simple assessments, which greatly compromised effectiveness. Key requirements by students are differentiation, meaningful feedback, and clear directions alongside the emotional burden on students due to high-stakes testing. Conclusions drawn from the study emphasize that science teachers successfully fostered deeper learning through inclusive and varied assessments but require greater institutional support to overcome persistent challenges. Recommendations include enhancing professional development, promoting equitable assessment policies, providing adequate resources, and leveraging technology for personalized learning. Overall, the study underscores the transformative potential of innovative and inclusive assessment practices in promoting student motivation, engagement, and academic growth.
Keywords	Classroom-Based Experiences, Assessment Methods, Science Teachers
Published In	Volume 8, Issue 1, January-February 2026
Published On	2026-01-25
DOI	https://doi.org/10.36948/ijfmr.2026.v08i01.66870

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The Classroom-Based Experiences on Assessment Methods of Science Teachers in Sta. Magdalena District

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