EXTENT OF CLASSROOM ASSESSMENT PRACTICES AND INTEGRATION OF COLLEGE INSTRUCTORS: BASIS FOR ASSESSMENT STRATEGY TRAINING

This study aimed to examine the extent of classroom assessment practices and integration of college instructors as basis for assessment strategy training. Moreover, it sought to investigate the best practices and challenges encountered by instructors in their classroom assessment. The study used mixed method utilizing both the quantitative and qualitative techniques of data collection. Findings revealed that most of the college instructors used authentic assessment tools in their classroom. With regards to the level of integration, instructors integrated both authentic and traditional assessment. There was significant difference in terms authentic and traditional assessment. The best practices of college instructors are using oral recitation, essay test, diagnostic test, multiple choice, feedback, and portfolio. College instructors encountered various challenges such as the learners' ability to keep abreast with new ideas if lecture becomes the only methods, instructors' lack of time in preparing authentic assessment, students' lack of motivation when instructors used traditional assessment, students' lack of focus when traditional assessment use, maintaining students' interest, and limited resources like internet access. The study concluded that the trend of the college instructors in their classroom assessment practices is the authentic assessment. Therefore, the study provides an opportunity for the college instructors to qualify their choices, and therefore reveal if a preference was learning more towards the mix of authentic and traditional assessment practices.