Level of Classroom Assessment Practices and Their Effectiveness As Perceived By The Teacher

This study explored the level of classroom assessment practices and their perceived effectiveness among teachers in District III, Division of Valencia City, during the school year 2024–2025. Employing a descriptive-correlational research design, the study aimed to determine the extent to which teachers implement various assessment strategies—specifically assessment as learning, assessment of learning, assessment to inform, and assessment for learning—and how effective they perceive these practices to be. Data were collected through an adapted survey questionnaire administered to 141 public elementary school teachers. Descriptive statistics, including means and standard deviations, were used to analyze the levels of practice and effectiveness, while Pearson’s r was employed to examine correlations between variables. Findings revealed that all four types of assessment practices were rated as “practiced all the time,” with the highest scores observed in “assessment for learning.” Likewise, the perceived effectiveness of these practices was consistently high, particularly in areas such as providing timely feedback, using varied assessment methods, and promoting self-assessment. Statistically significant positive correlations were found between perceived effectiveness and three of the four assessment practices: assessment as learning, assessment of learning, and assessment for learning. However, no significant correlation was observed between assessment to inform and perceived effectiveness. The study concludes that when teachers engage in student-centered and formative assessment strategies, they are more likely to view their assessment practices as effective. It recommends sustained professional development to enhance assessment literacy, especially in aligning assessments with learning objectives and using data to inform instruction.