Research Article

Narratives of Technology and Livelihood Education Teachers in the Use of Authentic Assessment

Authors

  • Hanna Claire O. Rosal Department of Business Education, Polytechnic University of the Philippines, Sta. Mesa, Manila, Philippines

    clairehanna1997@gmail.com

Abstract

The study aimed to explore the narratives of teachers in the Philippine educational context. It focused on understanding the strategies implemented by teachers, the responses of students to strategy applied, the difficulties encountered by teachers, and how students responded to authentic assessment execution difficulties. By examining these elements through a phenomenological research design, this research interviewed 13 Junior High School teachers from the Division of Cabuyao. In order to select the right informants and participants for the study, the used of Criterion Sampling Method was utilized. This method is a subtype of Purposive Sampling Method used in research to select individuals based on specific predetermined criteria or characteristics. After gathering the data from the participants, a thematic analysis was done to ensure a comprehensive analysis. The inquiry sought to provide an in-depth analysis of the current state and challenges of authentic assessment in schools in Cabuyao, Laguna, Philippines. The findings revealed that teachers employed a variety of authentic assessment strategies aimed at fostering deeper learning and critical thinking skills among students. These strategies included performance-based assessments, project-based learning, and real-world problem-solving tasks. Students generally responded positively to these methods, showing increased engagement and improved learning outcomes. However, the study also highlighted significant challenges faced by teachers, such as limited resources, large class sizes, and a lack of professional development opportunities. There were also issues expressed in terms of curriculum alignment and support.  These difficulties posed hindrances in the effective implementation of authentic assessments. While authentic assessment strategies offered the potential in enhancing student learning, their successful implementation requires addressing the systemic and individual challenges faced by educators. There is a need for increased support in terms of resources, training, and institutional policies to fully realize the benefits of authentic assessment. The findings underscore the importance of a supportive educational environment that empowers teachers to innovate and apply effective assessment methods that cater to the diverse needs of students.

Keywords:

Authentic Assessment Strategies and Challenges Technology and Livelihood Education

Article information

Journal

Journal of Education, Learning, and Management

Volume (Issue)

1(2), (2024)

Pages

27-40

Published

19-11-2024

How to Cite

Rosal, H. C. O. (2024). Narratives of Technology and Livelihood Education Teachers in the Use of Authentic Assessment. Journal of Education, Learning, and Management, 1(2), 27-40. https://doi.org/10.69739/jelm.v1i2.173

References

Amoy, L. A. (2022). Technology and livelihood education (TLE) teacher’s professional development and the use of innovative teaching methods. International Journal of Science and Education, 1(1). https://nijse.org/index.php/home/article/view/1

Arnold, J. (2022). Prioritising students in Assessment for Learning: A scoping review of research on students’ classroom experience. Review of Education, 10, e3366. https://doi.org/10.1002/rev3.3366

Auckaraaree, N. (2013). Developing pedagogical tools to improve teaching multiple models of the gene in high school (Doctoral dissertation, The University of Wisconsin-Madison).

Basal, D. V. (2022). Instructional competencies of technology and livelihood education (TLE) teachers: Basis for a competency-based module. International Journal of Research Publications, 96(1), 145-157. https://doi.org/10.47119/IJRP100961320222948

Beasley, L. (2022). Teaching in the gap: Understanding special educators’ experiences teaching in between education policies (Doctoral dissertation, University of Illinois at Chicago). ProQuest Dissertations & Theses. https://indigo.uic.edu/ndownloader/files/36189654

Bragado, N. P. (2023). Performance tasks-enriched material in cookery 9 for enhancing the practical skills of students. International Journal of Social Science, Humanities, and Management Research, 2(9), 03. https://doi.org/10.58806/ijsshmr.2023.v2i9n03

Caione, A., Guido, A. L., Paiano, R., Pandurino, A., & Pasanisi, S. (2016). E-learning project assessment: A new approach through the analysis of learners’ posts on social media. EAI Endorsed Transactions on e-Learning, 3(9), e4-e4. http://dx.doi.org/10.4108/eai.11-4-2016.151152

Clarke, V., & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26(2), 120-123. https://resources.nu.edu/c.php?g=1013606&p=8395539

Cope, B., & Kalantzis, M. (2015). Sources of evidence-of-learning: Learning and assessment in the era of big data. Open Review of Educational Research, 2(1), 194–217. https://doi.org/10.1080/23265507.2015.1074869

Creswell, J. W. (2018). Qualitative Inquiry and Research Design (4th Ed.). https://us.sagepub.com/site/default/files/creswell_qualitative_inquiry_and_research_design_4e_comparing_the_five_approaches.pdf

Crockett, H. (2020). Activities and teacher practices for the high school dance classroom to promote the development of self-directed learners. https://hdl.handle.net/11274/12482

Darling-Hammond, L., & Adamson, F. (2014). Beyond the bubble test: How performance assessments support 21st century learning. John Wiley & Sons. https://doi.org/10.1002/9781119210863

Department of Education. (2015). Policy guidelines on classroom assessment for the K to 12 basic education program (DepEd Order No. 8, S. 2015). https://www.deped.gov.ph/wp-content/uploads/2015/09/DO_s2015_08.pdf

Department of Education. (2020). Interim guidelines for assessment and grading in light of the basic education learning continuity plan (DepEd Order No. 31, S. 2020). https://www.deped.gov.ph/wp-content/uploads/2020/10/DO_s2020_031.pdf

Fook, C. Y. & Sidhu, G. K. (2010). Authentic Assessment and Pedagogical Strategies in Higher Education. Journal of Social Sciences, 6(2), 153-161. https://doi.org/10.3844/jssp.2010.153.161

Gregorio, E. (2016). Technology and livelihood (TLE) instruction of technical vocational and selected general secondary schools in Catanduanes. International Journal of Learning, Teaching and Educational Research, 15(1), 1–22.

Gulikers, J., Bastiaens, T., & Kirschner, P. (2006). Authentic assessment, student and teacher perceptions: the practical value of the five‐dimensional framework. Journal of Vocational Education & Training, 58(3), 337–357. https://doi.org/10.1080/13636820600955443

Hart, J. M. (2020). Stakeholders’ perceptions of organizational goal attainment at the secondary school level through the lens of authentic learning theory (Doctoral dissertation, University of Missouri-Columbia). ProQuest Dissertations and Theses. https://www.proquest.com/openview/d817383d8120bdd83652b7d30d7a4df7/1?pq-origsite=gscholar&cbl=18750&diss=y

Herrington, J., Reeves, T. C., & Oliver, R. (2014). Authentic learning environments. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., pp. 401–412). Springer. https://doi.org/10.1007/978-1-4614-3185-5_32

Kaur, K. (2024). Enhancing Real-world Language Skills through Clil: A Study on Language Mastery and Everyday Applications. Asian Journal of Education and Social Studies, 50(10), 188-196. https://doi.org/10.9734/ajess/2024/v50i101611

Koh, K. H. (2017). Authentic assessment. In Oxford research encyclopedia of education. https://doi.org/10.1093/acrefore/9780190264093.013.22

Muis, K. R., & Duffy, M. C. (2013). Epistemic climate and epistemic change: Instruction designed to change students’ beliefs and learning strategies and improve achievement. Journal of Educational Psychology, 105(1), 213. https://doi.org/10.1037/a0031117

Ng, S. F., Che Hassan, N. S. I. ., Mohammad Nor, N. H. ., & Abdul Malek, N. A. . (2017). The Relationship Between Smartphone Use and Academic Performance: A Case of Students in a Malaysian Tertiary Institution. Malaysian Online Journal of Educational Technology, 5(4), 64–76. https://mojet.net/index.php/mojet/article/view/110

Noor, M., Yusoff, N., & Faiz, M. (2020). Challenges in using authentic assessment in 21st century ESL classrooms. International Journal of Evaluation and Research in Education, 9(3), 759-768. https://doi.org/10.11591/ijere.v9i3.20546

Palm, T. (2019). Performance assessment and authentic assessment: A conceptual analysis of the literature. Practical Assessment, Research, and Evaluation, 13(1), 4. https://doi.org/10.7275/8wgj-5046

Republic of the Philippines. (2013). Enhanced Basic Education Act of 2013 (Republic Act No. 10533). https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/

Restiana, D. K., Rahayu, S., & Wahyudi, A. (2021). Implementation of Physical Education, Sports and Health Learning during the Covid-19 Pandemic at Senior High School (SMA) 1 Banyumas. Journal of Physical Education and Sports, 10(4), 350-355. https://doi.org/10.15294/jpes.v10i4.48682

Saher, A. S., Ali, A. M. J., Amani, D., & Najwan, F. (2022). Traditional versus authentic assessments in higher education. Pegem Journal of Education and Instruction, 12(1), 283–291. https://doi.org/10.47750/pegegog.12.01.29

SEAMEO INNOTECH. (2020). Assessment systems in Southeast Asia: Models, successes, and challenges. SEAMEO INNOTECH. https://www.seameo-innotech.org/wp-content/uploads/2020/05/Assessment-Systems-in-Southeast-Asia-Models-Successes-and-Challenges.pdf

Sewagegn, A. A. (2020). Learning objective and assessment linkage: Its contribution to meaningful student learning. Universal Journal of Educational Research, 8(11), 5044–5052. https://doi.org/10.13189/ujer.2020.081104

Torrato, J. B., Aguja, S. E., Prudente, M. S., & Ramos, R. P. (2023). Teachers’ perceptions on instructional leadership: Drawing implications for professional development program for instructional leaders. International Journal of Learning and Teaching, 9(4), 402–408. https://doi.org/10.18178/ijlt.9.4.402-408

Swaffield, S. (2016). Multilevel leadership for assessment for learning, and the potential of critical friendship. In Leadership in diverse learning contexts (pp. 93–108). Springer. https://doi.org/10.1007/978-3-319-2830295

Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2017). Authentic assessment: Creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43(5), 840–854. https://doi.org/10.1080/02602938.2017.1412396

Wu, D., & Chen, X. (2015). The study of mobile teaching system based on micro-lecture: JAVA flipped classroom for example. International Journal of Multimedia and Ubiquitous Engineering, 10(1), 191–198. http://doi.org/10.14257/ijmue.2015.10.1.18

Yin, B., & Yuan, C. H. (2022). Blended learning performance influence mechanism based on community of inquiry. Asia Pacific Journal of Education, 1–16. https://doi.org/10.1080/02188791.2022.2061912

Downloads

Views

73

Downloads

30