Abstract
Formative assessment as outlined in Department Order No. 8, s. 2015, is an ongoing process that helps teachers and students identify strengths and weaknesses to improve learning. Given the challenges students face in Mathematics as evidenced by low proficiency levels in a school at Central Mindanao, Philippines, teachers play a crucial role in enhancing learning, which can be evaluated systematically using Ralph Tyler’s goal-based evaluation model. The study aims to determine the alignment of formative assessments with learning goals, their role in achieving these goals, and the subsequent actions for improvement. Employing a descriptive evaluation research design with a quantitative approach, the study utilized an adopted checklist validated by five mathematics experts, achieving an Aiken’s Content Validity Index of 0.96. Data sources included GRACE PASS results, curriculum maps, formative assessments, and quarter examination results, analyzed using mean and standard deviation. Findings revealed that formative assessments were well-aligned with curriculum goals, effectively fostering student self-regulation, introspection, and targeted learning strategies, while enabling teachers to provide timely feedback as evidenced by the content of the instrument (for the learner) with a mean of 3.77 and an SD of .22 which is interpreted as very evident, the content of the instrument (for the teacher) with a mean of 3.85 and an SD of .22 which is interpreted as very evident, the alignment of the instrument to the curriculum with a mean of 3.88 and an SD of .21 which is interpreted as very evident, and Pre and Post Test result of the respondents. However, gaps were identified in the preparatory phase of lessons, suggesting the need for improved diagnostic tools and enhanced alignment of before the lesson activities with curriculum standards. These insights underscore the significant role of formative assessments in enhancing student performance and engagement in mathematics. By addressing identified gaps and providing targeted support, formative assessments can further contribute to meaningful learning experiences and academic success in mathematics education.
