Examining Assessment Practices of K-12 Public School Teachers in Maguindanao Province

Abstract The Philippines was categorized in the lowest 70s in the 2018 PISA results among the 79th participating countries. Consequently, the authors believed the key factor of assessment is to improve teaching practices and students’ academic achievement; thus, this study aimed to examine the teachers’ assessment practices by employing a modified Assessment Practices Inventory (API) scale. The scale was tested with 42 secondary school teachers to determine its preliminary validity and reliability; a Cronbach alpha of .736 indicates acceptable reliability. The study employed 194 respondents of public high school teachers. According to this result, educators routinely assess to determine lesson progression and fine-tune student learning. Besides, some teachers need to gain knowledge of establishing validity and reliability. Hence, it is extremely urged that the K-12 teachers in Maguindanao, Philippines, must attend seminars to improve their skills in formulating questions of higher thinking skills.