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Abstract
This study investigated the perceptions of secondary school teachers regarding the effectiveness of summative assessments, such as first quarter exams, in a particular secondary school in the division of Misamis Oriental, Region X. The study examined teachers' demographic profiles, their perceptions of the effectiveness of teaching assessments, and their self-perceived knowledge and skills in designing and implementing teacher-made first quarter assessments. A quantitative descriptive research design was employed, and a structured questionnaire was used to collect data from the respondents. The findings revealed that teachers generally held positive perceptions of the effectiveness of summative assessments, with high scores in areas like clear grading criteria, fair and equitable assessments, and effective communication of results. Teachers also demonstrated a strong commitment to continuous improvement, collaboration with colleagues, and exploration of diverse assessment strategies. However, some areas for potential improvement were identified, such as receptiveness to student feedback and heightened awareness of potential biases in assessment design. The study provides valuable insights for educators, policymakers, and stakeholders to enhance summative assessment practices and support teachers in developing effective assessment literacy and skills.
