Formative Assessment Practices of Junior High School Teachers in One Private School in the City of Calamba

This case study examined the current practices of Canossa Academy teachers in giving formative assessment as basis for the proposed pocket guide to help the teachers in the implementation of formative assessment in their classroom. Participants of the study were the 13 junior high school teachers of Canossa Academy- Calamba. Data were collected using questionnaire, interviews, and classroom observations. The findings on formative assessment practices of teachers revealed that: 1. formative assessment strategies were effective if they 1.1) track students’ learning; 1.2) achieve mastery learning; and 1.3) promote independent learning. 2) The challenges encountered by the teachers were: 2.1) teacher’s lack of
familiarity with other formative assessment strategies; 2.2) students’ lack of understanding towards the role of formative assessment; and 2.3) consistency in using formative assessment. 3) The teachers used the result in helping their students to improve academic performance by giving oral and/or written feedback. 4) The teachers used the result in improving their teaching performance by adjusting instruction to meet students’ need. 5) The students were helped by the result of their formative assessment by reviewing the formative assessment results to adjust learning tactics. These findings led the study to create a pocket guide in conducting formative assessment inside the classroom to help the teachers in improving their
current practices in giving formative assessment. Different strategies and sample learning plans were included in the proposed guide. The recommendations include intensive training in implementing different formative assessment strategies.