Authors : Maochilin A. Palcone

Volume/Issue : Volume 10 - 2025, Issue 9 - September

Google Scholar : https://tinyurl.com/2mz6sptr

Scribd : https://tinyurl.com/5n69b4m4

DOI : https://doi.org/10.38124/ijisrt/25sep887

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Abstract : This phenomenological study examined the effectiveness of performance-based assessments from the perspectives of kindergarten teachers. It focused on the factors that shape their implementation and acceptance, as well as the coping strategies teachers employ when facing challenges. Using a qualitative design, in-depth interviews were conducted to capture rich narratives of teachers’ lived experiences. Thematic analysis revealed two main challenges: Understanding Developmental Appropriateness and Addressing Individual Differences. The latter further branched into two subthemes: Language and Communication and Motor Skills and Coordination, reflecting the natural variations in children’s readiness levels and learning progress. To manage these challenges, teachers relied on coping strategies such as Peer Collaboration and Technology Integration. From these experiences, valuable educational management insights emerged. Teachers emphasized the need for Developmentally Appropriate Training to strengthen their assessment practices and highlighted the importance of Collaborative Assessment Design to ensure inclusivity and fairness. Overall, this study aimed to enhance the effectiveness of performance-based assessments by grounding them in teachers’ lived experiences. The insights not only address existing challenges but also provide practical guidance for improving assessment practices in early childhood education, underscoring the importance of systems that are responsive to young learners’ developmental needs.

Keywords : Evaluating The Efficacy, Performance-Based Assessments, Kindergarten Teachers.

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