IJLLL 2016 Vol.2(2): 55-60 ISSN: 2382-6282
DOI: 10.18178/IJLLL.2016.2.2.67

Assessment Methods, Problems and Training Needs of Public High School Teachers in English

Ronald Candy S. Lasaten
Abstract—Using the descriptive research design, this study aimed to determine and analyze the assessment methods, problems and training needs of public high school teachers in English. The study involved 93 Grade 9 public high school teachers in English. A survey-questionnaire was used to gather the needed data. The data were statistically treated using frequency, rank and mean. Findings reveal that multiple choice ranks first among the assessment methods used by the teachers. In terms of assessment problems along testing- and test item-related problems, the teachers indicate that time for checking is their greatest concern. Meanwhile, it is found out that attitude and behavior of students are the greatest problems of the teachers along student-related problems. As regards problems on tests in general, quality of tests, particularly on the authenticity, reliability and validity of tests, emerge to be their greatest concern. As regards the teachers’ training needs, assessment in general, encompassing assessment, measurement, testing and evaluation, emerge as their priority.

Index Terms—Assessment methods, assessment problems, assessment training needs, public high school teachers in English.

R. C. S. Lasaten is with the Mariano Marcos State University College of Teacher Education (MMSU-CTE), Laoag City, 2900, Philippines (e-mail: ronaldcandylasaten@yahoo.com.ph).

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Cite:Ronald Candy S. Lasaten, "Assessment Methods, Problems and Training Needs of Public High School Teachers in English," International Journal of Languages, Literature and Linguistics vol. 2, no. 2, pp. 55-60, 2016.

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