Assessment Practices of Senior High School Mathematics Teachers in Relation to Students’ Test Performance

This study sought to determine the relationship between the demographic profile, extent of assessment practices of senior high school mathematics teachers, and students’ test performance in mathematics. In this study, embedded mixed methods research design was employed to collect both quantitative and qualitative data, with the latter being used to supplement the former. The results of the study revealed that the extent of assessment practices of SHS mathematics teachers in all subscales and as a whole showed a generally clear, visible, and observable implying noticeable indications and demonstrations of effective assessment practices in the classroom, allowing for meaningful evaluation and support of student learning. However, on students’ test performance in mathematics, findings revealed a poor test performance indicating an enhancement is needed and highlights deficiencies in understanding or application of mathematical concepts. This was verified by the key informants’ responses during the interview. Additionally, results also revealed that no significant differences exist on the extent of assessment practices of SHS mathematics teachers as assessed by the participants when grouped according to their demographic profile. Furthermore, in terms of test performance in mathematics, findings revealed that no significant differences exist when the participants were grouped according to sex and junior high school of origin but with significant difference in terms of section as likewise confirmed by the key informants on their responses.  Moreover, it was found out that no significant association exists between the extent of assessment practices of SHS mathematics teachers and students’ test performance in mathematics in all subscales aside from responsive. This relationship was more robust in classrooms where students demonstrated lower average performance on the formative assessment data. The researchers concluded that there were findings that highlighted several important factors that contributed to the outcomes in mathematics assessment. Clear assessment objectives, adopting a continuous assessment approach, providing timely and constructive feedback, incorporating self-assessment and peer evaluation activities can enhance metacognitive skills, identifying students who require additional support and providing targeted interventions, encouraging reflective practices, ongoing professional development opportunities, creating a positive and supportive classroom climate, and further longitudinal research and data analysis were the recommendations that would lead to improve the test performance in mathematics.