21st Century Assessment Tools Used by Filipino Teachers in the K to 12 Program in Selected Public and Private High Schools in Tanza, Cavite, Philippines

The research assessed 100 participants’ profiles, philosophies in teaching, educational assessment, approaches to measure students’ performances, tools in assessment perceived effective and views about 21st century assessment tools used in the K-12 program. It used descriptive-correlative design to explain the problems posed. Majority of the participants were idealist teachers. Majority thought of assessment as summative while using both traditional and performance-based assessment tools. Majority thought of summative test as the most effective tool in assessing students. Their points of view in using 21st century assessment tools contradict in terms of their perceptions on the best purpose and major emphasis of assessment, teacher’s role in assessing students, and on what students must achieve in learning and the teachers’ preferred nature of test plan. While few participants favor 21st century teaching tools, most still stick to using the traditional style of assessment. The respondents’ perspectives in assessing their students led to eclecticism for their lack of consistency and firmness in sticking to the particular use of modern assessment tools. This means they do not have a single best preference of assessment tools used in judging their students’ performance. The results of the study insinuate teachers’ fear of trying the modern-day approach to assessing the so-called “millennials” as they just stick to the easier traditional assessment for as long as they have achieved their objectives in the class. However, training in making rubrics and other modern assessment tools starts during college and college mentors need to inculcate in the mind of the would-be- teachers the importance of using performance-based assessment tools to precisely give their 21st century students the appropriate evaluation that they deserve for their classroom performances.

Keywords – 21st century assessment tools, eclecticism, education philosophy, effective assessment tools, performance-based assessment, traditional assessment