ABSTRACT
The main objective of this study is to investigate the relationship of integrative assessment on distance learning modalities and the academic competence of the students in music, arts, physical education and health.
The study employed a descriptive correlational method of research which was participated by 83 MAPEH teachers in the Schools Division of Lipa City. The data were collected through a survey-questionnaire and undergone descriptive analysis such as frequency, percent distribution, weighted mean, data range and Pearson-r correlation coefficient at .05 level of significance.
Keywords: Integrative assessment, distance learning modalities, academic competence, MAPEH, GRASPS method
INTRODUCTION
The aim of assessment is to gather relevant information on students’ performance and interests to evaluate their learning process and academic competence. In the context of new normal education, assessments are vital for determining academic achievements.
As per Department of Education Order (DO) No. 8, s. 2015, assessment must inform and enhance classroom practices as well as encourage learning outcomes. In distance or blended learning contexts, substitute tools and methods have to be used to gauge and support learning without putting additional undue pressure on teachers, learners, and families.
During the pandemic, the Department of Education evolved in response to alternative learning modalities in order to support learners in achieving vital curricular objectives, requiring creative solutions in designing effective learning experiences. Subsequent to this, Department of Education Order No. 012, s. 2020 brought forth the Basic Education Learning Continuity Plan (BE-LCP) to provide continuity in teaching while maintaining the health and safety of learners and teachers. Furthermore, Order No. 31, s. 2020 issued interim guidelines for assessment and grading.
The Lipa City Schools Division reechoed these directives in Division Memorandum No. 16, s. 2020, encouraging teachers to design performance tasks that combine several competencies collectively. Such tasks must enable students to use their knowledge in real-life contexts, with regular monitoring in the whole class.
Integrative assessment is a systematic process of gathering and analyzing performance data across subjects that has the potential to decrease the performance tasks and alleviate pressure on students and teachers. Integrative assessment makes it easy for the feedback between the teachers, students, and parents concerning distance learning modalities.
As a teacher of MAPEH 7, the researcher is aware of the task of developing significant performance tasks in subjects to promote learning competence in Music, Arts, PE, and Health. The present research aims to investigate the factors affecting modular distance modalities delivery and integrative assessment in students' learning competence.
This study was focused on the integrative assessment during distance learning modalities and the academic competence of the students in Music, Arts, PE and Health in the Public Junior High Schools in the Schools Division of Lipa City School Year 2021-2022. Specifically, it aims to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1. Age;
1. 2. Sex; and
1.3. Highest Educational Attainment;
1.4. Subject Specialization; and
1.5. Number of Years in Teaching?
2. To what extent do the respondents perceive on the use of integrative assessment during distance learning modalities as to:
2.1. GRASPS Method; and
2.2. Assessment Tools?
3. To what extent do the respondents perceive on the use of the integrative assessment in the academic competence of the students as to:
3.1. Artistic Expression and Cultural Literacy (Music and Arts);
3.2. Physical Literacy (PE); and
3.3. Achieve, Sustain and Promote Lifelong Wellness (Health)?
4. Is there a significant relationship between the utilization of integrative assessment and the academic competence of the students?
5. Based on the result of the study, what Integrative Assessment Tools in MAPEH may be proposed to enhance the academic competence of the students?
see PDF attachment for more information