Assessment Approaches of Preschool Teachers Input for an Enriched Module Framework in Kindergarten Education

This study aimed to determine the assessment approaches used by preschool teachers which were used as inputs for an enriched module framework in kindergarten education. The respondents of the study were 26 preschool teachers in 13 public schools in the Division of City Schools Angeles, Pampanga, Philippines during the School Year 2015-2016.The study used a descriptive qualitative research design to achieve the objectives of the study. The main instruments used were the self-made interview guide which was validated by two experts in Kindergarten Education and the report cards or consolidated reports of the cards of respondents’ pupils. Raw scores were averaged in order to interpret their effectiveness. The frequency was computed in order to identify the number of respondents who answered the same. Phases of Thematic Analysis by Braun & Clarke (2006) were used to analyze the gathered data from the responses. Findings of the study show that majority of the respondents were young aged 23-27 years old; were female; new in teaching mostly 0-5 years; with masteral degree units and with Teacher I academic rank. The respondents used different assessment approaches with variety of assessment activities in teaching. Based on the report cards of the respondents’ pupils, results show that the assessment approaches used were all effective. Respondents also comply with the curriculum guide given by the Department of Education but based on the learners’ ability and nature. The module framework can be of use if it will become a module in Kindergarten Education.

Keywords – Assessment approaches, Kindergarten education, Module framework, Preschool teachers.