Authors :
Popsie B. Comediero; Ariel O. Tinapay; James H. Samillano; Shiela L. Tirol
Volume/Issue :
Volume 7 - 2022, Issue 10 - October
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3V5kPKf
DOI :
https://doi.org/10.5281/zenodo.7332511
Abstract :
Teachers who use assessments to improve
instruction and who give students opportunities to
correct their mistakes also give them the opportunity to
excel. Assessments are tailored to fit the bill of a specific
need. Despite some claims that teaching and assessment
practices neither improved nor affect the academic
achievement of the students, it is very important to note
that students will learn best if teachers used appropriate
teaching and assessment practices. Improving the
quality of teaching mathematics is an unrelenting issue
for both researchers and practitioners. There is an
increasing pressure to develop student learning
opportunities in mathematics (Even & Ball, 2010). Based
on the literature and studies, it is very apparent that
people particularly teachers’ use varied ways to learn
new things in their everyday lives. Teachers should
spend lots of their time in planning learning. Therefore,
they should be properly guided in selecting teaching
assessment practices that are appropriate and applicable
in their environment for them to achieve their academic
objectives.
Keywords :
teaching practices, assessment practices, student engagement, instructional improvement, reliability, validity
Teachers who use assessments to improve
instruction and who give students opportunities to
correct their mistakes also give them the opportunity to
excel. Assessments are tailored to fit the bill of a specific
need. Despite some claims that teaching and assessment
practices neither improved nor affect the academic
achievement of the students, it is very important to note
that students will learn best if teachers used appropriate
teaching and assessment practices. Improving the
quality of teaching mathematics is an unrelenting issue
for both researchers and practitioners. There is an
increasing pressure to develop student learning
opportunities in mathematics (Even & Ball, 2010). Based
on the literature and studies, it is very apparent that
people particularly teachers’ use varied ways to learn
new things in their everyday lives. Teachers should
spend lots of their time in planning learning. Therefore,
they should be properly guided in selecting teaching
assessment practices that are appropriate and applicable
in their environment for them to achieve their academic
objectives.
Keywords :
teaching practices, assessment practices, student engagement, instructional improvement, reliability, validity
