Utilization of High School Teachers’ Assessment Strategies in an Inclusive Setting

Abstract

This study aimed to assess high school teachers' assessment strategies in an inclusive setting at Cordova National High School and to develop an appropriate assessment strategies development plan. Employing a descriptive correlational research design with a qualitative approach, the study investigated the relationship between teachers' knowledge of classroom-based assessment and their utilization of assessment methods. The research was conducted within the school environment, utilizing a complete enumeration to select 123 teachers as respondents. Data were collected through surveys, and statistical correlation analysis was used to examine the relationship between the variables. The findings indicated that most teachers, primarily aged 31-40, demonstrated a "Knowledgeable" level of proficiency in general assessment components, though the identification of students with special educational needs was only "Moderately Knowledgeable," highlighting an area for improvement. Teachers frequently employed diverse assessment methods, such as quizzes, exams, group work, oral questions, and performance tasks. A moderate positive correlation was observed between teachers’ knowledge of assessment and their practice of using various assessment methods, emphasizing the importance of professional development. The study concluded that while teachers possess a solid understanding of assessment strategies, there is a noticeable gap in their ability to identify and support students with special needs, underscoring the need for targeted training. Based on these insights, a development plan will be proposed to enhance teachers’ inclusive assessment practices and competencies.