Teachers Formative Assessment Practices on Learning Competencies in Grade 9 Mathematics

This study determined the teachers' formative assessment practices on learning competencies in Grade 9 Mathematics Flagship 3 for School Year 2019-2020. The descriptive method was applied in the conduct of this study. The respondents were 10 grade 9 Mathematics teachers and 150 students. Checklist and numeracy assessment tool were used to gather data. The data gathered were tabulated and analyzed using frequency count, rank, mean, percentage, Cohen's d effect size, and t-test: paired two sample for means. Based from the data gathered, the following findings were disclosed: The top 3 formative assessment practices used by teachers per learning competencies were seat works, board works and worksheets for individual formative assessment methods while discussion, group tasks and working in pair for collaborative assessment methods. The formative assessment practices used by teacher A, B and H got the highest effect size of 7.70, 7.38 and 6.94, respectively, with a description of large effect, and the formative assessment practices used by teacher F, G and I got the lowest effect size of 1.17, 1.13 and 2.15, respectively, with a description of large effect. The competency Solves quadratic equations by a) extracting square roots; b) factoring with a mastery level of 89% got the highest mastery level in all 8 competencies, interpreted as Closely Approaching Mastery while the competencies, Solves equations transformable to quadratic equations (including rational algebraic equations), Solves problems involving quadratic equations and rational algebraic equations, Solves quadratic inequalities and Describes proportion got the lowest mastery level with 51%, 63%, 53% and 64%, respectively with a description of Average Mastery. The formative assessment tool in Grade 9 Mathematics was proposed to serve as a guide for teachers on the use of formative assessment methods both in individual and collaborative type along the least mastered competencies. Established from the findings, the following conclusions were drawn: The formative assessment practice used by teachers in teaching Grade 9 Mathematics per learning competencies varies. All the formative assessment practices used by the teachers have large effect in improving the numeracy level of students. The mastery levels of the students when group according to learning competencies varies from Average Mastery to Closely Approaching Mastery. The formative assessment tool in Grade 9 Mathematics to serve as a guide for teachers on the use of formative assessment methods along the four identified least mastered learning competencies is hereby proposed. Based from the findings and conclusions, the following recommendations were drawn: teachers have to explore and use varied formative assessment practices along the learning competencies in Grade 9 Mathematics. The teacher may modify their use of different formative assessment practices on the learning competencies to improve the numeracy level of students. Administrators may consider conducting a seminar on the use of different formative assessment practices in improving the mastery level of the students. The proposed formative assessment tool in Grade 9 Mathematics may be adapted and implemented. Researchers may conduct similar studies having the formative assessment practices used by teachers in other learning competency in Mathematics.