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Assessment Competency of Secondary School Science Teachers: A Developmental Framework for Leveraging Assessment Practices

Sheryl Borja, Nora Benavides
Psychology and Education: A Multidisciplinary Journal · 2026-03-07 · DOI 10.70838/pemj.521005
Token #7295
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Token#7295 of SciMatic Articles (ERC-1155), fixed supply 1,000,000
Contract0x0E596B4bb924937aA35D9b342A90347ed6F05eF8
Mint transaction0x54c33fe53e564b44c48ac7c621e712c80366d87a9411271eb915f8970d130dba · block 12109838
Minted2026-10-02 11:15 UTC
Hash on chain0xa4ea9dd400b73b414fd42803498cced5c6a0b6c99e7f2dc921b7488012df411b
SHA-256 of the record0xa4ea9dd400b73b414fd42803498cced5c6a0b6c99e7f2dc921b7488012df411b
Article today Matches the anchored record.

Allocation at minting

HolderWalletMintedHolds now
SciMatic (10%) 0xc35709AB…277732 100,000 100,000
Sheryl Borja 0xB6289Fe3…8c23F1 450,000 450,000
Nora Benavides 0xe8dCe1Cd…e2CAa6 450,000 450,000

The anchored record

Canonical JSON (keys sorted, no spaces, UTF-8). Its SHA-256 is the hash on chain. The abstract here is gemini shortened, not the author's own text.

{"abstract":"This paper assesses the test construction skills of 84 secondary science teachers in Dagupan City public schools, aiming to improve assessment practices in line with UNESCO Education 2030, OECD, and DepEd Order No. 31, s 2020. A cross-sectional study used a survey questionnaire and CVI evaluation of teacher-made tests. Most teachers held Master's degrees, specializing in General Science and Biology. Competency was highest in Item Development (M = 3.69) and Content Alignment (M = 3.65), with moderate levels in Cognitive Demand (M = 3.44) and Distractor Effectiveness (M = 3.40). Test construction competence correlated positively with educational level, teaching experience, position, and training, but not with subject area or grade level. Senior High School teachers showed better Content Validity Index (CVI) scores (mean CVI = 0.85) than Junior High School teachers (mean CVI = 0.79), with Chemistry performing weakest in both groups. Key challenges included lack of time (76.2%), insufficient training (67.9%), difficulty writing distractors (64.3%), and assessing higher-order thinking (57.1%). The study recommends expanding training, providing resources, enhancing time management, establishing mentorship, and implementing a developmental framework to improve test construction, especially in Chemistry and Physics.","abstract_source":"gemini_shortened","authors":["Sheryl Borja","Nora Benavides"],"date":"2026-03-07","doi":"10.70838/pemj.521005","id":7295,"issue":10,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"aea246beb73cbda7af2344f0530764547a720c1101951abdb2f6701f0ec46d2b","schema":"scimatic-article/1","title":"Assessment Competency of Secondary School Science Teachers: A Developmental Framework for Leveraging Assessment Practices","volume":52}

Check it yourself

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2. The hash stored on chain (contentHash(7295)):

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  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000001c7f"},"latest"]}'

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