ABSTRACT
This study determines the significant relationship between the extent of teacher's use of formative and summative assessment and its impact to students’ learning. This employed descriptive-correlational research design, and the researcher utilized the survey questionnaire formulated by Ole (2020) in her study on, "Development and Validation of Teachers' Practices on Formative Assessment Scale (TPFAS): A Measure Using Feedback Loop Model" and 1st quarter summative assessment result for all learning areas were also gathered. There were eight (8) teachers, and 100 students enrolled in the said locale were involved in the study. The findings of the study revealed that the extent of teachers' use of formative and summative assessment in terms of setting goals, designing, selecting and adapting tools, collecting data and making inferences is very high. Simultaneously, the students' performance in quarter 1 found to be very satisfactory. More importantly, statistical analysis indicated a strong positive significant relationship between extent of teachers' use of formative and summative assessment in terms of setting goals, designing, selecting and adapting tools, collecting data and making inferences and level of academic performance of students in quarter 1. This suggests that teachers who purposefully plan and utilize assessment as an integral component of instruction can provide students with timely feedback and targeted learning interventions, leading to improved performance outcomes of the students. This highlights that when teachers are equipped with the knowledge and skills to design and interpret assessments appropriately, they are better positioned to identify learners’ strengths and learning gaps, which promotes more responsive and evidence-based teaching strategies and techniques. Therefore, maintaining and enhancing teachers’ assessment capabilities should remain a key priority for educational leaders to ensure continuous improvement in instructional quality and student performance.
Keywords: Teachers' Use of Formative and Summative Assessment, Students' Learning
INTRODUCTION
Formative assessment is used by teachers to measure the performance of the students' learning to a certain competency in a particular day. It also provide feedback on the teaching strategies of teachers employed during the delivery of the lesson. It serves as a guide for teachers in deciding whether to proceed to the next competency or to provide another activities for the students to have more understanding of the lesson taught. Further, formative assessment is an evaluation technique used in the learning context to track students' progress over time and gauge their grasp of the materials used in teaching.
On the other hand, summative assessment may be seen as assessment of learning which occurs at the end of a particular unit. This form of assessment usually occurs towards the end of the period of learning in order describe the standard reached by the learner. Often, this takes place in order for appropriate decisions about future learning or job suitability to be made (DO No. 08, s. 2015). Judgements derived from summative assessment are usually for the benefit of people other than learner (UNESCO-TLSF).
According to Pramesti (2024), the process of assessment is used to evaluate a person or group's knowledge, skill, attitude, and many other qualities. The primary goal of the assessment is to gather pertinent data and an objective that can be utilized to measure progress, make decisions, or provide feedback in a particular situation. It is a collection of measuring tools used to ascertain, collect, and analyze data about a person or group. It can also be used to establish a student's level and achievement in relation to the learning objectives. Stated differently, assessments can be carried out in a variety of domains, such as business, psychology, education, and health. Assessments in the subject of education can be used to gauge students' knowledge, abilities, and skills as well as the efficacy of the curriculum and teaching strategies. A psychological evaluation seeks to understand a person's mental and emotional state, identify illnesses, or establish if a certain intervention or course of therapy is appropriate. In the business world, assessments can be made to determine what needs to be changed, how well employees are performing, or how effective the organization is.
According to Watson (2022), there are a number of ways to conduct the assessment, such as tests, exams, observations, interviews, surveys, or performance assessments. Insight is gained by analyzing and interpreting the data gathered during assessment. Usually in the classroom, after the teacher delivers the lesson, she immediately conducts formative assessment as a way of evaluating teaching and serves as decision platform in providing remediation, reinforcement and enrichment activities for further learning. This activity also leads in analyzing the assessment tools used for the lesson.
Moreover, formative assessment, sometimes referred to as classroom assessment, is, to put it simply, an evaluation that is carried out while the student is still learning (Dwiyanti & Suwastini, 2021). It is an assessment procedure that is carried out in order to gather data regarding the comprehension, aptitude, and growth of the students. Formative assessment is an essential component of instruction that involves student-teacher interaction to improve student achievement and assist teacher and student reflection. This can be achieved by receiving feedback so that teacher and students can identify and provide effective learning activities (Black & William (1998) and Nicol- Macfarlane-Dick (2006) as cited in Ardiansyah et al., (2018); William (2013) as cited in Mahendra, Dewi & Wahyuni (2021). The term "formative assessment" refers to an evaluation technique used in the learning process to track students' progress and provide insightful comments. The goal of formative assessment is to collect data on a regular basis in order to better understand how pupils are improving as they are learning.
According to some research, there are few studies about linking the formative assessment to academic performance of the students but many have confirmed it effectiveness in promoting academic performance (Hattie and Timperley, 2007; McCallum and Milner, 2020; Morris et al., 2021); however, some researchers have raised doubts about its effectiveness (e.g., Bennett, 2011; Briggs et al., 2012; Boström and Palm, 2023), indicating that its underlying mechanisms remain unclear. There is still some controversy regarding how formative assessment affects student academic achievement, particularly concerning potential mediating or moderating factors, which require further exploration. The mechanisms through which formative assessment affects student achievement are multifaceted and require further investigation.
Hence, this study was conceptualized to determine the relationship between the extent of teacher's use of formative and summative assessment and its impact to student learning. The researcher who is a classroom teacher conducts this study because as a result of the quarterly program implementation review, the data revealed issues in terms of the percentage score of the students for most of them did not reach the required mastery level. The thought that before the formulation of the assessment tool, teachers have to look into their lesson plans to check the competencies taught and the achieved or mastered ones to be included in the tool. Further, as a teacher, the researcher have to refer to the formative assessment previously conducted and provide parallel test questions to be used in assessing the students' learning for the quarter. As this belief of being an assessor of learning, questions on why teachers usually cannot achieve the desired learning outcomes of the students in terms of quarterly summative assessment popped up every time submission of results is done. The how's and why's had been the guiding principle why this study was conducted. A proposed instructional supervision plan which focused on assessment will be formulated based on the findings of the study.
This study determines the extent of teacher's use of formative and summative assessment and its impact to students’ learning in Hibunawan Elementary School, Baybay City District 1, Baybay City Division. The findings of the study were basis for the proposed instructional supervision plan.
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