Alignment between Teachers’ Assessment Practices and Principles of Outcomes-Based Education in the Context of Philippine Education Reform

Abstract

Teacher assessment practices are critically important to improving student learning. This study aimed to explore the alignment of Philippine Technology and Livelihood Education (TLE) teachers' assessment practices to outcomes-based education, one of the philosophical frameworks underpinning the educational reforms in the Philippines. Data were gathered by analysing 12 units of work using Berlach and McNaught’s (2007) elements of outcomes-based assessment as the analytical framework. Additional data were gathered through interviews with teachers and assessment experts. Based on data analysis, there are key issues identified including unclear learning outcomes, limited use of assessment strategies and misalignment to skills being assessed, incoherent assessment tasks, low focus on the use of criteria and standards, dominant use of paper-pencil test, isolated assessment practices from learning and teaching activities and teacher-driven assessment practices as opposed to student-centred assessment approaches. Findings reveal that TLE teachers have requisite assessment knowledge for using outcomes-based education but is not fully translated into their actual assessment practices. The school context shapes the alignment of teacher assessment practices to outcomes-based education reform. These findings imply that a more systemic approach is needed to align teacher assessment practices to outcomes-based education.