Awareness and Utilization of Classroom Assessment Techniques in Higher Education: The Case of a State College in Bicol

Assessment plays a crucial  role in the delivery of quality education. In the triad of education, assessment is considered one of the key areas aside from curriculum and instruction; thus, educators need to give premium to classroom assessment techniques. This descriptive study determined the level of awareness and extent of utilization of classroom assessment techniques by faculty of a state college in Bicol. Respondents were seventy-six (76) randomly chosen permanent and Contract of Service faculty provided the data by answering a questionnaire. Findings show that the faculties were moderately aware of formative assessment technique and summative assessment technique. Likewise, the faculty moderately utilized both the formative assessment and summative assessment techniques. Pearson product-moment correlation test results show that there is a significant relationship between the level of awareness and the extent of utilization of assessment techniques. Over-all, it is concluded that the higher the level of awareness of the faculty, the  higher is their extent of utilization of classroom assessment techniques. Among the proposed measures to enhance utilization of classroom assessment technique are training in classroom assessment by external experts, intensive follow-up activity after the training, and classroom observation.

Keywords –Education, formative assessment, summative assessment, survey method