DIFFERENTIATED ASSESSMENT STRATEGIES

IN MATHEMATICS

A Research Proposal 
Presented to
The College of Education
CEBU TECHNOLOGICAL UNIVERSITY
ARGAO CAMPUS
ARGAO, CEBU

In Partial Fulfillment
Of the Requirements for the Course MATH MJR 3115
BACHELOR OF SECONDARY EDUCATION
Major in Mathematics

BUCAO, GODJIE N.
ALBISO, JOSELITO S.
CUI, KARINA MAE
GEGREMOSA, JOHN KEVIN
MANILA, MARVIN G.
PAMULAGAN, MAURINE S.
SARDIDO, JULY A.

January 2021
 APPROVAL SHEET
This undergraduate research entitled ‘Differentiated Assessment Strategies in Mathematics”
prepared and submitted by BUCAO, GODJIE N. ,ALBISO,JOSELITO S. , CUI, KARINA
MAE , GEGREMOSA,JOHN KEVIN , MANILA, MARVIN G. , PAMULAGAN, MAURINE S.
, and SARDIDO, JULY A. in partial fulfillment of the requirements for the course MATH MJR
3115 for the degree in BACHELOR OF SECONDARY EDUCATION major in Mathematics has
been examined and recommended for acceptance and approval for Oral Defense.
RESEARCH ADVISORY COMMITTEE
SUZETTE T. ELLADORA, Dev. Ed .D.
Chairman
JEAN F. PUERTO , Dev. Ed. D. CRYSALI THERESE R. DAYAGANON, Dev. Ed.
Adviser Member
FITZGERALD C. KINTANAR, Dev. Ed. D MARICHOU L. CARREON , Dev. Ed. D.
Member Member
______________________________________________________________________________

Approved by the Committee on Oral Examination with a grade of , _____________.

PANEL OF EXAMINERS
SUZETTE T. ELLADORA, Dev. Ed. D.
Chairman
JEAN F. PUERTO , Dev. Ed. D. CRYSALI THERESE R. DAYAGANON, Dev. Ed. D.
Adviser Member
FITZGERALD C. KINTANAR, Dev. Ed. D. MARICHOU L. CARREON , Dev. Ed. D
Member Member

Accepted and approved in partial fulfillment of the requirements for the course MATH MAJOR
3115 in the degree of BACHELOR OF SECONDARY EDUCATION Major in Mathematics.
Comprehensive Examination: PASSED
Date of Oral Defense : ________
EINGELBERT C. BENOLIRAO, Dev. Ed. D
Campus Director

ii
 ABSTRACT
DIFFERENTIATED ASSESSMENT STRATEGIES IN MATHEMATICS
Godjie Bucao
[email protected]
Maurine Pamulagan
[email protected]
Joselito S. Albiso
[email protected]
Marvin G. Manila
[email protected]
Karina Mae Cui
[email protected]
John Kevin Gegremosa
[email protected]
July Sardido
[email protected]
Cebu Technological University - Argao Campus
The study evaluate the perceptions of the Bachelor of Secondary Education major in
Mathematics students in Cebu Technological University - Argao Campus towards the
differentiated assessments strategies used by the teachers in a virtual mathematics classes,
through the use of google forms containing the different questionnaires that can determine how
the students perceived such differentiated assessments strategies.
Moreover, the study examined the significant difference of students' perceptions between
the traditional and authentic assessment strategies. The researchers used the adapted
questionnaire from Irawan, M. Ona (2017). Furthermore, the test was administered to all of the
math student in Cebu Technological University - Argao Campus and with the use of Likert Scale,
target respondents are tasked to put a check mark in the appropriate box with a corresponding
categorical responses. The results was measured using T-test which obtained a computed t-value
of 2.026 which is greater than the critical t-value of 1.650. It was found out that there is a
significant difference on the perceptions of the respondents between traditional and authentic
assessments. Students perceived that in virtual mathematics classes, authentic assessment
strategies is more suitable and useful in assessing students' learning than traditional assessment
strategies. Thus, the output of the study is hereby suggested and recommended for adoption.
.Keywords: Assessments Strategies, Traditional and Authentic Assessment Strategies

iii
 ACKNOWLEDGEMENT

The researchers expresses their heart felt gratitude to those who in one way helped in the
completion of this research.
First, to our Almighty God, for the gift of wisdom and knowledge and for giving us courage
for the accomplishment of the study.
To Dr. Teresita Sarile, for giving us the permission to conduct the study.
Special appreciation to our dynamic adviser Dr. Jean F. Puerto for unconditionally sharing
her expertise in research. The unending support that she had given throughout the study and
especially in the progress of this research.
To the members of the advisory comittee, Dr. Marichou L. Carreon, Dr. Crysali Therese R.
Dayaganon, Dr. Jean F. Puerto, Dr. Suzette Elladora and Dr. Fitzgerald Kintanar , for their
valuable time and smart suggestions and comments which made this study into reality.
We would extend our heart felt thanks also to Dr. Marichou L. Carreon, for the extra
ordinary advice and sharing here brilliant ideas in this study.
Indeed a great thanks to Bachelor of Secondary Education Major in Mathematics students of
Cebu Technological University - Argao Campus , for their wonderful cooperation and active
participation, it is indeed highly appreciated.
To those who in one way or another made this work possible, thank you very much.

THE RESEARCHERS

iv
 DEDICATION

We dedicate wholeheartedly this study to the following who contributed much in the
completion of this research.

To our family, who have been a source of inspiration and strength when we were ready to
give up, and who have consistently provided moral, spiritual, emotional, and financial support.

To our classmates and friends, who give their full support and also give us the courage to
pursue this study.

To our teachers, mentors and research adviser, who shared their words of advice and
encouragement to finish this study.

And lastly, we dedicated this study to,

ALMIGHTY GOD.
Thank you for your wisdom, strength, mental power, protection, and abilities, as well as
for providing us with a healthy life. We provide you with all of these.

Our sincere appreciation to all the BSED-Math students of Cebu Technological

University-Argao Campus, who we consider as our brothers and sisters in which they are always
willing to help us to figure out things for our study and giving their time when we need it.

MATHPAYTERS
Researchers

v
 TABLE OF CONTENTS

PRELIMINARIES       PAGE

TITLE PAGE i

APPROVAL SHEET ii

ABSTRACT iii

ACKNOWLEDGEMENT iv

DEDICATION v

TABLE OF CONTENTS vi

LIST OF TABLES x

LIST OF FIGURES xi

CHAPTER 

       1       THE PROBLEM AND ITS SCOPE

          INTRODUCTION

   Rationale of the Study 1

   Theoretical Background 3

          THE PROBLEM

   Statement of the Problem 12

vi
   Statement of Null Hypothesis 13

   Significance of the Study 13

          RESEARCH METHODOLOGY

   Design 14

   Flow of the Study 15

   Environment 17

   Respondents 19

   Instrument 19

    RESEARCH PROCEDURES

        Data Gathering Procedures 21

        Statistical Treatment of Data 21

    DEFINITION OF TERMS 22

Chapter 2

DATA PRESENTATION, DATA ANALYSIS AND INTERPRETATION

Assessment Strategies Used by Mathematics Teachers in Virtual Classes 25

Traditional Assessment Strategies in Mathematics Virtual Classes 26

Objective Traditional Assessment Strategies Used by Mathematics 27

teachers in Virtual Classes

vii
Subjective Traditional Assessment Strategies Used by Mathematics 27

teachers in Virtual Classes

Authentic Assessment Strategies in Mathematics Virtual Classes 30

Process-Oriented Performance-Based Assessment Strategies 31

in Mathematics Virtual Classes

Product-Oriented Performace-Based Assessment Strategies in 33

Mathematics Virtual Classes

Perception of Students on Traditional and Authentic Assessment 35

Perception of Students on Traditional Assessment 35

Perception of Students on Authentic Assessment 38

Summary Table for the Mean and Standard Deviation of the Perception 40

of Students preferred assessment strategies in Mathematics

Students Preferred Assessment Strategies in Mathematics Virtual Classes 42

Preferred Traditional Assessment Strategies in Virtual Mathematics Classes 43

Preferred Authentic Assessment Strategies in Virtual Mathematics Classes 45

Significant Difference of Students Perception between Traditional and 47

Authentic Assessment

Chapter 3

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

viii
Summary 52

Findings 53

Conclusions 54

Recommendations 55

Chapter 4

OUTPUT OF THE STUDY

Rationale 57

Objectives 58

Scheme of Implementation 59

Evaluative Measures 59

Instructional Plan (IPlan) in Mathematics 1 60

Introduction 61

   BIBLIOGRAPHY 82

   APPENDICES 84

       A Transmittal Letter to the Campus Director 85

       B Research Questionnaire 86

   CURRICULUM VITAE 90

ix
 LIST OF TABLE

No. Title Page

1  Respondents of the Study   19

x
 LIST OF FIGURES

No. Title Page

1 A Schema of the Theoretical Background 4

2    Flow of Study 15

3 Location Map of the Research Environment 18

xi
GWAPO KO
 1

Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

The increasing use of the internet has been prominent in educational contexts. The

internet is changing the educational approach and modes of learning. There are various ways in

which the use of digital technology creates new ways of thinking about mathematics and the

contexts in which it is taught, and how educators in mathematics frame new initial training and

professional development initiatives. The whole globe is in the midst of the COVID-19 pandemic

and the special issue there is the evolution and transformation of the classroom with the

integration of interactive digital devices into mathematics learning, teaching and assessment that

uses the internet.  Technology has altered mathematics education since the 1970s, and it will

undoubtedly be a significant factor in how education varies from today's education in the future.

Educators know that we have to reconsider and update the whole education model so that it is

more student-centered. This means embracing emerging technology, but it does not mean

abandoning those attitudes on what constitutes good education. The essence of mathematics is

also heavily influenced by these emerging developments, e.g. the execution of procedures is

becoming less important and new types of validation are being formed in mathematics.

Online learning can be used not only as media for teaching but also for assessing

students. Barbosa (2005) states that in the process of teaching and learning, assessment is one of

the important keys to the learning experience which influences the way students approach their

learning. Many educational institutions nowadays have been collaborating information and

communication technologies in the teaching and learning process, including the assessment

process.
 2

Assessment in the online learning process is a more complex process in which there are

several factors that should be taken into account like student learning styles, the technical

implications, the adaptive educative content, the learning and knowledge management, feedback,

motivation, etc. The importance of Assessment follows a learning flow. The tests and evaluation

not only are an integral part of the learning process, but also is an element that complete and close

a circular activity, contributing as a feedback for the students giving the scores and feedback, for

the instructors by giving support and feedback, and for the instructional designer to update the

contents of the learning system as well. Online assessment has two different forms; the traditional

assessment and the authentic assessment.

Traditional assessments are indirect and inauthentic, so they are one-shot, speed-based,

and standard-referenced for that purpose (According to Bailey, 1998). Bailey (1998) also states

that in this form of evaluation, there is no feedback provided to learners. The projects are

primarily individualized and the process of evaluation is decontextualized. In addition,

conventional evaluation instruments enable learners to show their information in a prescribed

manner (Brualdi, 1996). 

Authentic assessment is the idea of using creative learning experience to test students'

skills and knowledge in realistic situations. It measures students' success in a way that's relevant

to the skills required in the course or a degree program. Online authentic assessment strategies

require high quality performance or product, along with justification of decisions. It also requires

students to solve realistic problems and lastly, it includes complex tasks for which there may not

be a right answer.

Online assessment helps the evaluation process to be enhanced, encourages flexibility,

saves time in the long run and allows learners to gain fast feedback, creates reliable and

systematic assessments, tracks progress, records evaluation practices, is financially advantageous

 3

and can evaluate learners equally. Due to this COVID-19 pandemic, different institutions are

making an initiative in assessing the students’ performance through the use of different online

platforms. The Cebu Technological University-Argao Campus is one of the universities that uses

online learning and adapting online assessment strategies. The researchers wanted to determine

the different assessment strategies used by the Mathematics teachers as perceived by the Bachelor

of Secondary Education Major in Mathematics students of Cebu Technological University- Argao

Campus for Academic Year 2020-2021. It helped the researchers as a basis for creating

differentiated assessment strategies.

Theoretical Background

This study was anchored on Constructivism theory which states that learners build

knowledge instead of just passively taking in information. Building on the work of Jean Piaget,

Lev Vygotsky and other constructivists are based on the premises that people need to be socially

engaged in learning, actively gaining knowledge from the current knowledge base, values and

personal experience (Behera, 2017). It is an approach of learning that holds that people create or

construct their own knowledge actively and through the learner's experiences, reality is

determined (Elliott et al., 2000). Constructivism implies that, by experiencing things and

reflecting on those experiences, people develop their awareness of the world and own

understanding. When we discover something different, we have to integrate it with our existing

ideas and experiences, either modifying what we believe or discarding the new knowledge as

meaningless.

In the classroom, the view of learning of constructivists is applying a variety of various

instruction and evaluation approaches. It typically means motivating students to use active

strategies in the most general sense just like experiments, real-world, and problem solving to

produce more information and then focus on and speak about what they are doing and how their 
 4

Constructivism Behaviorism
(Bruner, Piaget, Vygotsky, and (B.F. Skinner, 1964 as cited by
Dewey as cited by Behera, 2017) Keramida, 2015 and Picciano,
2017)

Traditional Assessment Strategies Authentic

Differentiated Assessment
Strategies in Mathematics
Classes
 

Fig. 1 A Schema of the Theoretical Background

 5

understanding is evolving. Students are motivated by constructivist instructors to continually

assess how the practice helps them acquire knowledge. By challenging themselves and their

techniques, students in the constructivist classroom are expected to become expert learners. This

provides them with ever-expanding tools to continue to learn. In a well-planned classroom

setting, the pupils learn how to learn. Constructivist approach converts a learner in the learning

process from a passive receiver of knowledge to an active participant. Instead of just passively

ingesting knowledge from the teacher, students actively improve their knowledge with the

guidance of the instructor.

The emphasis appears to change from the teacher to the students in the constructivist

classroom. The classroom is no longer an environment where the educator or so-called expert

pours knowledge into passive students waiting to be filled like hollow vessels. Learners are

motivated to actively engage in their own learning process within the constructivist paradigm

(Behera, 2017). The teacher works more like a facilitator who mentors, mediates, encourages, and

helps learners develop and assess their learning and understanding. All learners, with some

specific experience, feelings and abilities, come to a learning assignment. Mintzes, Novak and

Wandersee (2000) states that significant learning occurs as learners attempt to connect new

concepts and proposals in their cognitive framework to specific existing concepts and proposals.

The assessment of students' learning is an area of focus that requires special

consideration. Assessment refers to the method of collecting pieces of data regarding the talents,

skills and awareness of learners. It also offers feedback on the performance of students to enable

them to learn more (Behera, 2017). This involves how teachers measure student progress both

formatively and summatively, and how graded tasks are allocated within the course (Kearns,

2012). Constructivist assessment technique is a formative strategy rather than a summative

method in order to track students' progress to provide continuous input that can be utilized by

teachers to enhance their teaching and for students to improve their learning (Behera, 2017). Its
 6

aim is to enhance the standard of learning for students, not to provide proof for students to be

measured or graded. The assessment must be addressed to the needs and characteristics of

teachers, students and content. Assessment process is context-specific. For instance, in one class,

what fits well to some will not necessarily work in another. It implies that assessments should

come from varied ways and forms to cater the needs of all. Consequently, no student will be left

behind. Other facets of student discourse stimulated by the constructivist method can be assessed

by teachers. In discussions, observation instruments that concentrate on variables will allow both

teachers and learners to get a "reading" of how well the group process operates.

The assessment process is ongoing and continuous. Teachers get suggestions from

learners about their learning. They then complete the loop by providing input on the outcomes of

the evaluation to students and recommendations for enhancing learning. Constructivists say that

assessment should be used as an instrument to strengthen the learning of both the student and the

teacher's comprehension of the success of the student rather than an instrument of accountability

that tends to stress or demoralize learners. Types of assessment under this approach include

concept map, reflective journals/portfolios, rubrics, case studies, group-based projects,

presentations (verbal or poster), debates, role playing, and assessment processes like self-

assessment, peer assessment, collaborative assessment, etc. A constructivist instructor seeks to

comprehend the current thought of the learner about the topic instead of saying "No" when a

student does not provide the right answer. The instructor leads the student to develop new

knowledge and learn new skills through nonjudgmental questioning (Brooks and Brooks, 1993).

This study was also anchored on Behaviorism Learning Theory which postulates that

learning has nothing to do with the mind (McDonald,Yanchar,& Osguthorpe,2005). Learning

happens with the acquisition of new behavior. B.F. Skinner states that "a measurable learning

result is solely viable if we trade the learner's behavior'' (Dewald,1999).  One good example of

this is a parent who trains a child to be a doctor, teacher or any career she wanted to be. The

parent has its control on what she wants for her child when they grow up. Behaviorism implies
 7

that we learn from our environment. Like animals who learn through the environment, this theory

also states that humans too can learn from the external environment. The essential stimuli of

behaviors come from the exterior surroundings alternatively than internal. It is the situational

interaction (external or environment) which has an impact on the precise man or woman (learner)

not on the thought (Marrone, 1999).  

It also states that "man is in fact like an animal and he has no choice but to adapt to the

environment (Zimmer, 1999). It doesn't focus on the cognition of a learner but on the behavior he

acts on in the learning environment. Behaviorism focuses on how college students research in a

classroom environment. All behaviors are learned through interaction with the environment. The

main goal of Behaviorism is to control student's behavior wherein the teachers use Behaviorism

to determine how students should react and respond to certain stimuli. It must be completed by

using repetition, in many instances, it reminds students what conduct a teacher is looking for.

Repetition and wonderful reinforcement is quite essential in the Behaviorism Learning Theory.

By repetition, the students can behave appropriately in a learning environment. Positive

reinforcement also gives students motivation to learn effectively than those students who are

receiving negative reinforcement. Reward and punishment are necessary in the teaching-learning

process, it depends on the behavior of the students. 

Learning happens if there is an incentive. It is the key for educators due to the fact that, it

impacts how students react and behave in a classroom, and advocate that teachers can at once

have an impact on how their students behave. It can help the teachers understand how the

behavior impacts on student's home environment and lifestyle to enable them see it objectively

and assist them with engagement. The teaching mode of learning in Behaviorism follows the

stimulus-response connections. The students are given appropriate incentives that will help them

to show the desired behaviors and prove that they are learning. The higher the students have been

rewarded, the higher the students learn effectively. The teacher creates the environment for study

like the traditional teaching does. She is the provider of knowledge and the learning mode is
 8

passive. Motivation plays a vital role for students to learn effectively and behave in a way that

teachers
 8

wanted from them. The role of students in Behaviorism is passively listen to their teachers. There

is no attainment of High-Order Thinking Skills when there's no critical thinking involved. 

The psychological concept of behaviorism is used as an educational principle when the

getting to know experience is based totally on a stimulus and a response and by lucrative

behavior that will meet the educational purpose and ignoring (or correcting) conduct that is not

goal directed. Large duties are damaged down into smaller tasks, and every challenge is learned

in successive order. The method is known as successive approximations. The common mastering

lab in which suited techniques are discovered for a project is an instance of behaviorist theory

(O’neil, 1995). Behaviorism examines how college students behave whilst learning. More

specifically, Behaviorism focuses on watching how college students respond to certain stimuli

that, when repeated, can be evaluated, quantified, and ultimately controlled for each individual.

The emphasis in Behaviorism is on that which is observable and no longer on the mind or

cognitive processes. 

A behaviorism strategy to evaluation is when teachers are observing and analyzing the

behavior. They pay attention to the consequences and the reason that have arisen from this

behavior. The behaviorists consider that the intentional behavior that is performed by way of the

students are managed by means of their end result and antecedents which capability match that

has sold the behavior (Krause, Borhner, Suchesne, 2010). There are two types of assessment that

can be used in Behavioristic Approach: Functional and Eco behavioral Assessment. Functional

evaluation is discovering the relationship that is between the kid's behavior and the environmental

influences that should keep or purpose it. Instructors need to examine to see what factors reason

this behavior and develop some predictions that can help them determine why that behavior is

probable to happen (Strain & McConnell, 1992). Eco behavioral assessment is the place you

discover out how to identify the functional relationships between the behavior of the baby and the

environmental events. It is stated that eco behavioral evaluation tends to be a focal point on the

behaviors that the student has that are accelerated such as energetic engagement, communicative
 9

behaviors and peer interplay (Strain & McConnell, 1992). Through assessment of observational

learning they were able to provide explanations as to why children's behavior was this way by

environmental, cognitive and behavioral influences (Krause, Borhner, Suchesne & MchMaugh,

2010).

Using the Behavioristic approach in assessing students' learning, teachers will be able to

know how students behave while learning in the classroom environment. The behavior of the

students will be observed whether they excelled in learning or not. The cognitive processes are

not the focus of the study, what is important is how the students adapt to the environment. In

online assessment (traditional or alternative), Behaviorism theory is used to determine if the

students are learning in their respective teaching-learning environment. With the use of different

assessment strategies, the learner's behavior will be assessed and used as an instrument for

improving the teaching-learning process for both the teachers and students.

There are only few published studies on the types and delivery of assessment used by

teachers in an online course to contribute to the overall grades of students. Swan (2001), among

those that exist, reviewed 73 online courses and listed strategies that involve debate, reports, other

written tasks, projects, quizzes and tests, and group work. Written assignments and tests or

quizzes are used about half of the courses. A similar finding was made by Arend (2007) in a

study which examined 60 courses. She defined strategies that included online discussion,

examinations, written assignments, experimental activities, problem assignments, quizzes,

articles, projects, and presentations. About 83% of the courses used tests and quizzes and 63%

used written assignments (Kearns, 2012).

Online instructors were asked by Gaytan and McEwan (2007) to describe

evaluation methods that they considered to be especially useful in the online environment. This

included projects, portfolios, self-assessments, peer assessments, feedback peer assessments,

timed quizzes, and asynchronous discussion. They suggested conducting a wide range of

regularly paced activities and offering timely, constructive feedback on the basis of the data they
 10

gathered. They emphasized the importance of reviewing the written record of student forum posts

and emails in order to stay up to date with the changing understanding of students (Kearns, 2012).

Online assessment, either traditional or authentic, is one of the changes in the current

educational system. Challenges are really there especially in the field mathematics. However,

through exploring and using appropriate strategies, this sudden change will be overcome

gradually. Of course, what makes it easier are the availability of technologies for the students to

easily connect with each other in collaborating and sharing during assessment tasks. That is why,

courage and patience should be internalized not just by the teachers but should also be with the

students. In the e-learning process, the assessment should take into account the student learning

styles, technological implications, adaptive educational content, learning and knowledge

management, feedback, motivation, etc. (Barbosa and Garcia, 2005). Moreover, they claimed that

assessments and tests close and complete a circular activity, contributing as feedback to: the users

(giving scores and feedback), the instructors (giving support and feedback) and also the

instructional designer (updating the learning system's content).

As asserted by Kendle and Northcole, when you plan an online course, the assessment

should be one of the first design considerations, incorporating it into the curriculum and not

considering it separately. In addition, they have criteria for guiding the design and development

of tasks for qualitative online evaluation. These are the range, authenticity, collaboration,

feedback, online resources and accountability of learners. As concluded by Özden, Erturk and

Sanli (2004) in their study, extra effort is necessary in preparing questions for online settings. The

intended level of knowledge should be measured by the formulated questions. Teachers should

undergo  training also on conducting an online course.

Barbosa and Garcia (2005) claim that within the e-learning process, online evaluation is

important because it provides useful feedback to all participants in the process, helping to

enhance the teaching-learning experience. Therefore, as portrayed by the studies and anchored

theories, online assessment should be varied, collaborative, engaging, covering the range of
 11

abilities among learners, individual tasks, group-based tasks, exciting to simulate interest,

meeting the intended level of knowledge and aiming for high-order skills development.

Assessment strategies succeed when it leads to the accuracy of the knowledge and skills or the

intended learning outcome acquired by every learner.

 12

THE PROBLEM

Statement of the Problem

The research aimed to determine the different assessment strategies used by the

Mathematics teachers as perceived by the BSEd-Math students of Cebu Technological

University- Argao Campus for Academic Year 2020- 2021 as basis in creating differentiated

assessment strategies. 

Specifically, the research sought to answer the following sub-problems:

1. What are the assessment strategies used in virtual Mathematics classes as to:

1.1. Traditional; and 

1.2. Authentic?

2. What is the students’ perception on the use of the different assessment strategies in

Mathematics classes?

3. What are the students’ preferred assessment strategies as to:

3.1. Traditional; and

3.2. Authentic? 

4. Is there a significant difference on the perception of the respondents between traditional and

authentic assessment?

5. What proposed differentiated assessment strategies can be formulated based on the findings of

the study?
 13

Statement of Null Hypothesis

The null hypothesis was tested at 0.05 level of significance.

Ho: There is no significant difference on the perception of the respondents between

traditional and authentic assessment.

Significance of the Study

This study was deemed important to determine the different assessment strategies used by

Mathematics teachers as perceived by the Bachelor of Secondary Education major in

Mathematics students in virtual Mathematics classes.

Likewise, the findings of the study may prove useful to the following:

Students. This will serve as a basis for students on the different assessment strategies

both traditional and authentic approaches that were being used by the teachers in a virtual

classroom.

Teachers. This study is beneficial for teachers to raise awareness on the different online

assessment strategies to the students. It is also a guide for teachers to enhance their methods of

online assessment in Mathematics and other subjects. Lastly, it will serve as a basis on what

online assessment strategies they are going to use in virtual classes.

School Administrators. This study is very essential to provide motivation in improving

the development of the training and seminars of the teachers for an effective teaching and

learning process, especially in assessing learners online. Also, it will give essential knowledge to

the school administrators in enhancing the assessment strategies they are using online.
 14

Commission on Higher Education. This study may serve as a reference for the

improvement of the course study related to teaching Mathematics and also give motivation to

provide some assessment strategies that can be used by future teachers.

Parents. It will help the parents to also monitor the different traditional/authentic types of

online-based assessment so that they can easily support the students.

Community. This research can give an opportunity to the community to be part and get

involved for the improvement or enhancement of the different online assessment strategies to

ensure an effective learning.

Researchers. The researchers can also gain significance in this study. This will serve as

the instrument for the researcher to also help for the improvement of the different online

assessment process to become better and to ensure the effectiveness of the assessment.

Future Researchers. This study will also help the future researchers. All information

that will be gained may serve as a guide for other researchers in their design and theoretical

frameworks and at the same time to encourage them to conduct lateral studies.

RESEARCH METHODOLOGY

Design
 15

The descriptive-quantitative research method was used for this study. Its purpose is to

describe and interpret the current status of individuals, settings, conditions, or events (Mertler,

2014).  In this kind of research, the researchers were simply studying the phenomenon of interest

as it exists naturally; no attempt was made to manipulate the individuals, conditions or events.

This method sought to identify the different assessment strategies and investigate the perceptions

held by Bachelor of Secondary Education major in Mathematics students of Cebu Technological

University-Argao Campus for Academic Year 2020-2021 regarding online assessment strategies

used in their virtual Mathematics classes. Data was from individuals using a checklist

questionnaire and questionnaire survey instrument.

Flow of the Study

The researchers used a questionnaire to determine the different assessment strategies used

by Mathematics teachers on virtual class as perceived by the Bachelor of Secondary Education

major in Mathematics students. The flow of the study was composed of 3 phases: input, process

and output.

Input. As shown in figure 2, the input of the study was the questionnaire wherein it

compromises a checklist of the different assessment strategies and statements that investigated

the perceptions held by Bachelor of Secondary Education major in Mathematics students. The

data was gathered, consolidated and transmuted to its corresponding scales.

Process. A transmittal letter that asked for approval was sent to the campus director of Cebu

Technological University-Argao Campus for the conduct of the survey. The researchers created

the same questionnaire through Google Forms and distributed the link to the respondents. The

researchers gave enough time for the respondents to answer and then, the data was gathered.
 16

After, tallying, data analysis, data interpretation, findings, interpretation and recommendation

were done.

Output: Differentiated Assessment Strategies in Mathematics served as the output of the

study.

INPUT PROCESS OUTPUT

1. Assessment
strategies used in
virtual
Mathematics
classes as to:
1. 1. Traditional;
and
1.2. Authentic.

2. Student’s
perception on the
use of the different 1. Asking permission
assessment 2. Surveying
strategies in 3. Data Gathering
Mathematics
Differentiated
4. Tallying Assessment
classes. 5. Data Analyzing
Strategies in
6. Data Interpreting
3. Student’s preferred
7. Formulating Findings, Mathematics
assessment Classes
strategies as to: Conclusions, and
3.1. Traditional; Recommendations
and
3.2. Authentic.

4. Significant
 17

Fig. 2 Flow of the Study

Environment

  The study was conducted in Cebu Technological University-Argao Campus, Ed Kintanar

Street, Lamacan, Argao, Cebu.

  Cebu Technological University – Argao Campus is one of the campuses under the Cebu

Technological University (CTU) system. Originally, the campus was an extension of the Cebu

Provincial High School which started its operation in 1945; it was then established as the Cebu

South Provincial High School. It became a national high school in 1961 and became the Cebu

South Agro-Industrial School in 1966. Together with eight other campuses, the school was

formally integrated into the Cebu State College of Science and Technology (CSCST) system in

1984 as the CSCST-Agro-Industrial and Forestry College.

    Cebu Technological University-Argao Campus prides itself on its professional and

technical education. Most of its programs have accreditations from the Accrediting Agency of

Chartered Colleges and Universities in the Philippines, Inc. (AACCUP), with its Elementary and
 18

Secondary Education having Level III Accreditation status. Furthermore, it has been a top

performing school for four times in the previous Board Licensure Examinations for Professional

Teachers. The Department of Teacher Education of Cebu Technological University-Argao

Campus has a heterogeneous group or sections of different programs offered from Elementary

Education, Secondary Education and Technology & Livelihood Education.

    The department has three (3) sections in every year level except the Secondary

Education which has only one (1) section in every year level. And, each section is composed of

more or less 30-40 students.

   
 19

18
Fig. 3 Location Map of the Research Environment

Respondents

      This study used universal sampling technique in choosing the respondents. The

respondents of this study were the first year, second year and third year students of Bachelor of

Secondary Education major in Mathematics in Cebu Technological University-Argao Campus of

Academic Year 2020-2021. There were 28 first year Bachelor of Secondary Education major in

Mathematics students, 36 second year Bachelor of Secondary Education major in Mathematics

students and 42 third year Bachelor of Secondary Education major in Mathematics students.

There were 106 students in all who were asked about their perceptions regarding the

different assessment strategies used by their Math teachers on virtual Mathematics classes.

Table 1

Respondents of the Study

Year and Section f %

Male Female Total Male Female Total

BSEd-Math 1A 6 22 28 5.6 20.8 26.4

BSEd-Math 2A 12 24 36 11.3 22.6 33.9

BSEd-Math 3A 14 28 42 13.2 26.4 39.6

 20

Total 32 74 106 30.1 69.8 100

Instruments

This study used a survey questionnaire which facilitated the collection of large numbers

of respondents who had a strong sense of anonymity and were more comfortable in expressing

their true feelings. 

This instrument had three parts in all. The first and third part contained checklist

questionnaires. The first part was used to determine what are the assessment strategies used by

Mathematics teachers in the virtual Mathematics classes. The respondents were requested to put a

check mark (✓) on the space provided before the assessment strategies and specify if there were

still which were not stated that their Mathematics teachers used in their virtual classes. On the

third part, this was utilized to determine what was/were the preferred strategy/ies of students in

assessing their learning under the traditional assessment or authentic assessment respectively. The

respondents ranked the given assessment strategies starting from number one(1) as the most

preferred strategy and so on. If there was/were strategy/ies which was/were not stated, they were

asked to write it down and include in their ranking.

Meanwhile, a ten-item questionnaire adapted from Irawan (2017) on the second part was

used to determine student's perception on the different assessment strategies under traditional and

authentic assessment used by their Mathematics teachers in their virtual Mathematics classes. The

respondents were directed to indicate their level of agreement with the statements respectively on

a range of four-point Likert-type agreement scale by putting a check mark on the box

corresponding to their answers.

Scoring Procedure:
 21

Scale Categorical Response Description

3.26 – 4.00 Strongly Agree Students perceived the

assessment as very useful.

2.51 – 3.25 Agree Students perceived the

assessment as useful.

1.76 – 2.50 Disagree Students perceived the

assessment as less useful.

1.00 – 1.75 Strongly Disagree Students perceived the

assessment as not useful.

Data Gathering Procedures

The gathering of data was done by asking the approval from the Campus Director of

Cebu Technological University-Argao Campus and by having the permission of Dean of the

College of Education, Dr. Marichou L. Carreon to conduct the study. The study was conducted

during the scheduled time at Cebu Technological University-Argao Campus.

The researchers had allotted vigorous time, effort and cooperation in developing their

questionnaire so as to serve its intended respondents. The research was created using suitable

questions modified from related researches and individual questions formed by the researchers.

After referring the finalized adapted questionnaire with the professor and having it

approved, the researchers created the same questionnaire through Google Forms and its link was

distributed to the respondents. They were given enough time to answer it.

Afterwards, the data which was gathered from this research instrument was tallied and

computed for interpretation. Moreover, the results gathered were treated with utmost

confidentiality. Finally, after getting the results, the researchers came up with conclusions and

implications for this study.

 22

Statistical Treatment

This study utilized statistical computation to analyze and interpret the data to be

collected.

Frequency Count and Simple Percentage.  This was used in determining the profile of

the respondents and differentiated assessment strategies used by the Math teachers in assessing

the respondents in virtual classes. 

Sum of Ranks. This was used in calculating the preferred assessment strategies whether

traditional or authentic as perceived by the respondents.

Weighted Mean. This was utilized to determine the perception of the respondents

between the traditional and authentic assessment in virtual Mathematics classes.

Standard Deviation.  This was used to determine the variability of the student's

perception on the different assessment strategies in Mathematics classes.

T-test for Independent Samples. This was utilized in getting the significant difference

in student's perception between traditional and authentic assessment.

DEFINITION OF TERMS

The researchers hereby define the terms conceptually and operationally used in the study

to present better conceptions for the readers.

Assessment Strategies. These refers to techniques that would improve student learning

in which three key questions should be asked and addressed at the course-level: What do you

want students to know, be able to do, and what perspectives should they acquire, as a result of

this particular course? (University Center for the Advancement of Teaching, 2021). In the study,
 23

assessment strategies refer to the different strategies to assess students’ understanding of what

they are learning and use that information to adjust instruction and differentiate the assessment

strategy to be used in evaluating students' learning. There are two types of assessment strategy

and these are traditional assessment and the authentic assessment.

Authentic Assessment. This refers to form of assessment in which students are asked to

perform real-world tasks that demonstrate meaningful application of essential knowledge and

skills (Jon Mueller, 2018). In the study, authentic assessment refers to process-oriented and

product-oriented assessment in which students will be able to apply their acquired knowledge and

skills into real life situations.

BSEd-Math Students refer to the students who are taking up Secondary Education

major in Mathematics. In this study, BSEd-Math students refer to the students who are the

respondents of this study. They are students of Cebu Technological University-Argao Campus

who are taking up Bachelor of Secondary Education major in Mathematics.

Traditional assessment. This refers to the conventional methods of testing which

usually produces written document, such as quizzes or exams. These comprise tests given to

students by teachers to measure how much the students have learned. The most widely used

traditional assessment tools include multiple-choice tests, true/false tests, short answers, and

essays. (Frank Quansah, 2018). In the study, traditional assessment refers to the assessments that

are paper-and-pencil tests. 

 24

Chapter 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter includes the presentation, analysis and interpretation of the data

that the researchers have gathered that aims to determine the assessment

strategies used by mathematics teachers, the perception of students on

traditional and authentic assessment, and preferred assessment strategies in

mathematics virtual classes of the BSEd-Math students of Cebu Technological

University- Argao Campus.

The data presentation, analysis and interpretation has utilized statistical

tools in order to come up with the most desirable results. The data were

presented in tabular form and then followed by text presentation for the analysis,

interpretation and implications.

 25

The assessment strategies were divided into two types, the traditional and

authentic. In traditional assessment, it is divided into two categories- the objective

and the subjective traditional assessment strategies. On the other hand, in

authentic assessment, it is also divided into two categories- the process-oriented

and the product-oriented authentic assessment strategies. The first part is

identifying the different assessment strategies used by mathematics teachers in

virtual classes according to its category. The results are presented in table

showing the frequency and its corresponding percentage, and then followed with

text presentation. In the second part, there are statements presented that aim to

determine the perception of students between traditional and authentic

assessment in their virtual mathematics classes. It is presented in a tabular form

showing the mean, standard deviation and corresponding verbal description,

then followed with text presentation. The third portion is determining the preferred

assessment strategies of students in their virtual mathematics classes. It is

presented in tabular form indicating its sum and ranking, then followed with text

presentation. Lastly, the significant difference of the perception of BSEd-Math

students of CTU-Argao Campus between traditional and authentic assessment

were tested through t-test of independent samples. The results were described in

text presentation that follows after the table presented.

ASSESSMENT STRATEGIES USED BY MATHEMATICS TEACHERS IN

VIRTUAL CLASSES
 26

Assessment is a critical piece of the learning process. It determines

whether or not the course’s learning objectives have been met (The Importance

of Assessment in Education, 2015). Therefore, the use of appropriate

assessment strategies is the first thing to consider by the teachers most

especially in the online classroom environment.

This part presents the data gathered about the different assessment

strategies used by the Mathematics teachers in virtual classes that has been

categorized as traditional and authentic assessment.

Traditional Assessment Strategies in Mathematics Virtual Classes

Traditional assessments include standardized and classroom achievement

tests with often closed-ended elements such as true/false, multiple choice, and

fill-in-the-blanks (Belle, 1999). Thus, traditional evaluation refers to formal

assessments that evaluate a student's ability to recall and repeat course material

(Coombe et al., 2012).

The data gathered about the various traditional assessment strategies

used by the Mathematics teachers in their virtual Mathematics classes is

presented and it has been categorized into two. The two (2) categories of the

traditional assessment strategies are: a.) objective traditional assessment

strategies; and b.) subjective traditional assessment strategies. Here, students

were tasked to select the assessment strategies from objective and subjective
 27

traditional assessment strategies that their teachers used in their virtual

Mathematics classes.

Objective Traditional Assessment Strategies Used by the Mathematics

Teachers in Virtual Classes

Objective traditional assessments require students to choose the correct

response from several alternatives or to supply a word or short phrases to

answer a question or complete a statement, such as matching type, multiple

choice, supply type, and true or false (Lee, 2013). The importance of objective

assessment cannot be overstated because it can assess all levels of student

ability, from memory to synthesis (Katna, 2017).

Here, the data gathered is presented about the various objective traditional

assessment strategies used by the Mathematics teachers in their virtual classes.

Students were tasked to select among the given objective traditional assessment

strategies that their Mathematics teachers used in their virtual classes.

Table 2
Objective Traditional Assessment Strategies Used by the
Mathematics Teachers in Virtual Classes
N=106
STRATEGIES f %

Matching Type 47 44.34

Multiple Choice 105 99.06

Supply Type 62 58.49

True-False 89 83.96
 28

As reflected in Table 2, out of 106 total respondents of the study, 105

(99.06%) students responded Multiple Choice as the objective traditional

assessment strategy used by their Mathematics teachers in virtual classes, 89

(83.96%) of them answered True-False Type, 62 (58.49%) students responded

Supply Type, and 47 (44.34%) of them chose the Matching Type Test. The

results denote that Multiple Choice is the most used while Matching Type is the

least used objective traditional assessment strategy by their Mathematics

teachers in virtual classes.

Based on the results, under the Objective Traditional Assessment

Strategies, most of the teachers used Multiple Choices as their assessment

strategy. When using multiple choice type of test, teachers can measure not just

the lower order thinking skills but also on the higher order thinking skills. It was

then supported by the idea based on Bloom’s Taxonomy that constructing

multiple choice type of test can assess higher level cognition. Also, it gives

instructors a foundation to examine course goals and assessment.

Subjective Traditional Assessment Strategies Used by the Mathematics

Teachers in Virtual Classes

Subjective traditional assessment strategies, such as the extended-

response essay and the short-response essay, allow students to organize and

present an original answer. Higher order thinking skills are also measured by

these assessment strategies (Lee, 2013).

 29

In this section, the gathered data is presented about the various

subjective traditional assessment strategies used by the Mathematics teachers in

their virtual classes. Here, students were tasked to choose among the given

subjective traditional assessment strategies that their Mathematics teachers used

in their virtual classes.

Table 3
Subjective Traditional Assessment Strategies Used by the
Mathematics Teachers in Virtual Classes
N=106
STRATEGIES f %
Extended-Response
59 55.66
Essay
Short-Response Essay 93 87.74
As revealed in Table 3, out of 106 respondents, 93 (87.74%) of them

chose Short-Response Essay as the subjective traditional assessment strategies

used by their Mathematics teachers in virtual classes, and 59 (55.66%)

respondents answered Extended-Response Essay. The results indicate that

Short-Response Essay is more utilized than Extended-Response Essay as the

subjective traditional assessment strategy by their Mathematics teachers in

virtual classes.

Short-Response Essay is more effective subjective traditional assessment

strategy in virtual classes because it only involves a quick response from the

students’ learning based on what specific article or story they read. These were

used to measure how quick the students response in the essay given. In that

way, the teacher can measure what the students learn from what they read. A
 30

short-response question follows a very concrete format. The good news about

this, is that if we can develop a method for answering, we can be successful

(Dwight, 2004). The Center of Teaching Excellence at the University of Illinois at

Urbana-Champaign said that “short-response essay allow students to present an

original answer.” The short answer question provides an excellent middle

ground, allowing you to assess a student's brief composition of facts, principles,

and attitudes in a paragraph or less (Susan Codone, 2011).

Authentic Assessment Strategies in Mathematics Virtual Classes

According to Jon Mueller (2005), authentic assessment is “a form of

assessment in which students are asked to perform real-world tasks that

demonstrate meaningful application of essential knowledge and skills. Moreover,

Keyser and Howell (2008) state that authentic evaluation reflected real-world

challenges rather than the contrived learning environment of a worksheet or

exam in the classroom. Authentic evaluation is a method of engaging worthwhile

problems or relevant questions in which students must use experience to fashion

successful and innovative performances. The authentic assessment evaluates

not only products but also the operation (Wiggin, 1993; Olfos and Zulantany,

2007 and Zaim, 2013).

 31

In this part, the data gathered about the various authentic assessment

strategies used by the Mathematics teachers in their Mathematics virtual classes

is presented and it has been divided into two (2) categories. The two (2)

categories of authentic assessment strategies are: a.) process-oriented

performance-based assessment strategies; and b.) product-oriented

performance-based assessment strategies. Here, students were tasked to select

assessment strategies from process-oriented and product-oriented performance-

based assessment strategies that their teachers used in their Mathematics virtual

classes.

Process-Oriented Performance-Based Assessment Strategies Used by

Mathematics Teachers in Virtual Classes

Process-Oriented assessment provide insight into student thinking,

reasoning, and motivation. They can provide diagnostic information on how when

students are asked to reflect on their learning and set goals to improve it.

Performances allow students to show how they can apply knowledge and skills

under the direct observation of the teacher (McTighe & Ferrara, 1998).

Here, the data collected is presented about the various process oriented

performance-based assessment strategies used by the Mathematics teachers in

their virtual classes. Students were tasked to select among the given process
 32

oriented performance-based assessment strategies that their Mathematics

teachers used in their virtual classes.

Table 4
Process-Oriented Performance-Based Assessment Strategies
Used by Mathematics Teachers in Virtual Classes
N=106
STRATEGIES f %
Interviews 23 21.70
Observation 30 28.30
One-on-One Conference 20 18.87
Performance Task 101 95.28
Self and Peer Evaluation 80 75.47

As reflected in Table 4, out of the 106 respondents, 101 (95.28%) of them

answered Performance Task as the process-oriented performance-based

assessment strategy used by their Mathematics teachers in virtual classes, 80

(75.47%) students responded Self and Peer Evaluation, 30 (28.30%) students

checked Observation, 23 (21.70%) of them responded Interviews, and 20

(18.87%) students for One-on-One Conference. The results convey that

Performance Task is the most used while One-on-one Conference is the least

used process-oriented authentic assessment strategy by their Mathematics

teachers in virtual classes.

The result tells that performance task under the Process-Oriented

Authentic Assessment, is a very common strategy that the teachers used in

 33

virtual classes. This also means that using the said strategy makes the transfer

of knowledge more effective. It was then supported by the different authors in

some unpublished journals, "Performance tasks call for the application of

knowledge and skills, not just recall or recognition" (McTighe, 2015). Also,

“Performance tasks are highly effective tools to assist you in implementing

rigorous standards” (Danielson and Marquez, 2016). “Effective performance

assessments allow students to apply knowledge to solve a problem or too

demonstrate a skill. In performance assessments, students demonstrate or

construct something, and that work is assessed using observation and judgment,

often using a tool like a rubric” ( Brockhart, 2016).

Product-Oriented Performance-Based Assessment Strategies Used by the

Mathematics Teachers in Virtual Classes

Product-Oriented assessment is a kind of assessment where in the

assessor views and scores the final product made and not on the actual

performance of making that product (Mongcal & Diaz,2020). It requires students

to demonstrate multiple levels of metacognitive skills which require the use of

complex procedural skills for creating authentic product.It is concern on the

product alone and not on the process. It also focuses on achievement of the

learner.

The data gathered in this section is presented about the various product

oriented authentic assessment strategies used by the Mathematics teachers in

 34

their virtual classes. Here, students were tasked to select among the given

product oriented authentic assessment strategies that their Mathematics

teachers used in their virtual classes.

Table 5
Product-Oriented Performance-Based Assessment Strategies
Used by the Mathematics Teachers in Virtual Classes
N=106
STRATEGIES f %
Journals 51 48.11
Portfolios 50 47.17
Projects 92 86.79

As shown in the table, out of the 106 respondents, 92 (86.79%) of them

chose Projects as the product-oriented authentic assessment strategies used by

their Mathematics teachers in virtual classes, 51 (48.11%) respondents

answered Journals, and 50 (47.17%) students checked Portfolios. The results

mean that, Projects is the most used while Portfolios is the least used product-

oriented authentic assessment strategies by their Mathematics teachers in virtual

classes.

The result shows that Projects under the Product-Oriented Assessment

Strategies was the usual strategy that a teacher used in their virtual meetings.

This also implies that using such assessment strategies gives a reliable and

meaningful results. Project-based assessment is student-centered and requires

reflection on both the process and the content to be meaningful. Making project-

based assessment work takes careful planning and a willingness to be flexible,

 35

as no two student’s projects will be alike (Trach, 2018). Project-based

assessment is the approach used in design education to assess students’

performance. It is an essential feature in design education and curriculum.

Students have to go through a series of design activities and generate design

solutions based on the project information given to them (Wong and Siu, 2018).

PERCEPTION OF STUDENTS ON TRADITIONAL AND AUTHENTIC

ASSESSMENT

The students’ perceived assessment requirements seem to have a strong

relation with the approach to learning a student adopts when tackling an

academic task (Säljö, 1975; Marton & Säljö, 1997). Similar findings emerged

from the Lancaster investigation (Ramsden, 1981) in relation to a whole series of

academic tasks and also to students’ general attitudes towards studying.

This section presents the students’ perception on traditional assessment

and authentic assessments in Mathematics virtual classes. The students were

given five (5) statements for each traditional and authentic assessment and were

tasked to answer if they strongly agree, agree, disagree or strongly disagree on

 36

each statement given. The statements convey what the students’ perception

between traditional and authentic assessment on virtual Mathematics classes is.

Perception of Students on Traditional Assessment

Assessments are day to day activities that involves engaging

demonstration of students’ abilities to grapple with the central challenges of a

discipline in real life contexts (Kulieke, Bakker, Collins, Femnivore, Fire, Herman,

Jones, Raack and Tinzmann, 1990). Dutch, Herman and Kruth (19910 also

define assessment as any method that involves experience to better understand

the current knowledge that a student possess. Thus, it is important to know the

student’s attitude or on how student perceived the different traditional

assessments given by the teachers.

This table presents the students’ perceptions on traditional assessment in

virtual classes. Students are given five (5) statements and they were tasked to

rate each statements using four (4) if they Strongly Agree, three (3) if they Agree,

two (2) if they Disagree and one (1) if they Strongly Disagree. After, the weighted

mean was computed in order to determine if they really agree or disagree and to

know also if the assessment is useful or not. Moreover, standard deviation was

also calculated to determine its spreadness.

Table 6
Perception of Students on Traditional Assessment

Statements SD Mean Categorical Description

Response
1. I am enthusiastic about the
format of traditional 0.62 3.16 Agree Useful
 37

assessment tasks because I

am used to it.
2. The traditional forms of tasks
are easier for me to do 0.58 3.33 Strongly Very Useful
because it is so familiar. Agree
3. Traditional tasks such as
multiple-choice, essays, 0.64 3.12 Agree Useful
supply-type tests, etc. measure
my ability to do the task.
4. The traditional tasks should
be more often applied because 0.71 3.01 Agree Useful
it is more suitable to my ability
and acquired knowledge.
5. The traditional assessment
makes me more confident in 0.64 2.99 Agree Useful
doing the Mathematics tasks
because the results that I
obtain are good.
GRAND MEAN = 3.130 AGREE USEFUL
Note: 3.26 – 4.00 Strongly Agree; 2.51 – 3.25 Agree; 1.76 – 2.50 Disagree; 1.00 – 1.75 Strongly
Disagree

As reflected in the table, Statement 2 “the traditional forms of tasks are

easier for me to do because it is so familiar” got the highest weighted mean of

3.33. It falls under the categorical response “Agree” which means that the

assessment is useful. On the other hand, Statement 5 “the traditional

assessment makes me more confident in doing the Mathematics tasks because

the results that I obtain are good” got the least weighted mean of 2.99 that falls

under the categorical response “Agree” which means that traditional assessment

is useful. The grand weighted mean is 3.130 falling under the categorical

response “Agree” which means that traditional assessment is useful to the

students in assessing their Mathematics learning in virtual classes. Moreover, in

terms of spreadness, Statement 4 got the highest standard deviation of 0.71.

Thus, the range and spread of the data was wider. Meanwhile, Statement 2 got
 38

the lowest standard deviation of 0.58. It means that students had a more

consistent responses to this statement.

A conventional method of assessment that has been followed since a long

time is the traditional assessment. It is a simple approach that generally utilizes a

pen and paper or computer-based examination method which constitutes a

similar pattern of questions. But, it limits a student’s potential and does not allow

out-of-the-box thinking. Hence, this method cannot be deemed to be a very

creative one. However, its advantage is that, it evaluates the learning and

retaining capacity of a child. Students can develop their retaining and

understanding capabilities. They also learn to recognize and reconstruct their

intellect and build their cognitive abilities (Singh, 2021).

Perception of Students on Authentic Assessment

Alternative assessment assessed higher-order thinking skills. Students

have the opportunity to demonstrate what they learned. This type of assessment

strategies focus on the growth and the performance of the student. That is, if the

learner fails to perform a given task at a particular time, he/she still has the

opportunity to demonstrate his/her ability at a different time and different

situation. Since alternative assessment is developed in context and over time,

the teacher has a chance to measure the strengths and weaknesses of the

student in a variety of areas and situations (Law and Eckes, 1995).

 39

This part presents the students’ perceptions on the authentic assessments

given by the teachers in virtual classes. Students are given five (5) statements

and they were tasked to rate each statements using four (4) if they Strongly

Agree, three (3) if they Agree, two (2) if they Disagree and one (1) if they

Strongly Disagree. After, the weighted mean was computed in order to determine

if they really agree or disagree and to know also if the assessment is useful or

not. Moreover, standard deviation was also calculated to know its variability.

Table 7
Perception of Students on Authentic Assessment

Statements SD Mean Categorical Description

Response
1. Authentic assessment makes me
enthusiastic in doing Mathematics 0.60 3.28 Strongly Very Useful
tasks because its format is Agree
innovated.
2. The authentic forms of tasks are
convenient to do and also make me 0.59 3.37 Strongly Very Useful
more creative and innovative. Agree
3. Authentic assessment strategies
such as computer-based tests, 0.60 3.35 Strongly Very Useful
portfolios, projects, etc. measure my Agree
ability in accomplishing the tasks.
 40

4. The alternative tasks should

often be applied more because it 0.62 3.26 Strongly Very Useful
suits my ability and expand my Agree
learning.
5. The authentic assessment made
me more confident in doing
Mathematics tasks because I 0.64 3.26
obtained good results and introduce Strongly Very Useful
me to new things that can improve Agree
my knowledge and skills.
GRAND MEAN = 3.306 STRONGLY VERY
AGREE USEFUL

Note: 3.26 – 4.00 Strongly Agree; 2.51 – 3.25 Agree; 1.76 – 2.50 Disagree; 1.00 – 1.75 Strongly
Disagree

Based on the table, it has shown that Statement 2 “the authentic forms of

tasks are convenient to do and also make me more creative and innovative” got

the highest weighted mean of 3.37. It falls under the categorical response

“Strongly Agree” which indicates that the assessment is very useful. On the other

hand, Statement 4 “the alternative tasks should often be applied more because it

suits my ability and expand my learning” and Statement 5 “the authentic

assessment made me more confident in doing Mathematics tasks because I

obtained good results and introduce me to new things that can improve my

knowledge and skills” got the lowest weighted mean of 3.26. It falls under the

categorical response “Strongly Agree” which means that the assessment is very

useful. The grand weighted mean is 3.306 falling under the categorical response

“Strongly Agree” which means that authentic assessment is very useful to the

students in assessing their Mathematics learning in virtual classes. Moreover, in

terms of spreadness, Statement 5 got the highest standard deviation of 0.64.

Thus, the range and spread of the data was wider. Meanwhile, Statement 2 got
 41

the lowest standard deviation of 0.59. It means that students had a more

consistent responses to this statement.

According to The Center for Innovative Teaching and Learning (CITL),

authentic assessments have several advantages over conventional tests. They

are likely to be more valid than conventional tests, particularly for learning

outcomes that require higher-order thinking skills. Because they involve real-

world tasks, they are also likely to be more interesting for students, and thus

more motivating. In relation to this, it is quite visible in the result that both

traditional and authentic assessment are useful, but authentic assessment is

more useful.

Table 8
Summary Table for the Mean and Standard Deviation of the Perception of

Students between Traditional and Authentic Assessment

Assessment Grand Weighted Mean Grand Standard

Deviation
Traditional 3.130 0.639
Authentic 3.306 0.626

As reflected in Table 8, traditional assessment had a grand weighted

mean of 3.130 which means that it is Useful. Meanwhile, authentic assessment

had a grand weighted mean of 3.306 which implies that it is Very Useful. Both

traditional and authentic assessment were useful, but authentic assessment is

 42

just more useful than the other, as perceived by the students in assessing their

Mathematics learning in virtual classes.

However, traditional assessment had a larger standard deviation of 0.639.

This means that students had much different perceptions to traditional

assessment. The range and spread of the data was wider. On the other hand,

since authentic assessment had a lower standard deviation of 0.626, students

had a more consistent perceptions to authentic assessment. Moreover, as shown

in the table, the standard deviations of traditional and authentic assessment

respectively were close to zero. This indicates that, the data points were close to

the mean.

Authentic assessments have a number of benefits over traditional or

conventional checks. They're more likely to be accurate than traditional tests,

particularly for learning outcomes that necessitate higher-order thinking skills.

They are more likely to be interesting and inspiring for students because they

require real-world activities. Finally, they may provide more precise and useful

information (Billah, 2018). One of the many studies also conclude that, the

perceptions on alternative assessment get more positive values than traditional

one. The clear results show that the alternative one is more dominant in giving

positive value for them than the traditional one (Irawan, 2017).

STUDENTS' PREFERRED ASSESSMENT STRATEGIES IN MATHEMATICS

VIRTUAL CLASSES
 43

The student preferences suggest a new principle that can guide an

instructor in choosing assessments for an online course. Moreover, students who

found an activity highly enjoyable normally found it engaging and with a high

degree of transferability of knowledge and vice versa (Orlando, 2017).

This section presents the data gathered about the student’s preferred

assessment strategies in Mathematics virtual classes. It was then, categorized

into two (2); the preferred traditional assessment strategies and the authentic

assessment strategies in virtual Mathematics classes.

Preferred Traditional Assessment Strategies in Virtual Mathematics

Classes

This part presents the student’s most preferred traditional assessment

strategies in their virtual mathematics classes. Respondents were tasked to rank

all the listed traditional assessment strategies in Mathematics virtual classes

using number one (1) as the highest rank and six (6) as the lowest rank.
 44

Table 9
Preferred Traditional Assessment Strategies by the Students
in Virtual Mathematics Classes
N=106

Traditional Assessment Sum of Ranks Final Rank

Strategies
Extended-Response 413 6
Essay
Matching Type 332 2
Multiple Choice 294 1
Short Answer Essay 385 5
Supply Type 379 4
True-False 338 3

As reflected in the table, Multiple Choice got the lowest sum of 294. On

the other hand, Extended Response Essay got the highest sum of 413. It means

that, Multiple Choice is the first in rank indicating that it is the Most Preferred

Traditional Assessment Strategies in Virtual Mathematics classes of the

respondents while Extended-Response Essay is 6th in rank implying that it is the

Least Preferred Traditional Assessment Strategies in Virtual Mathematics

Classes of the respondents.

Based from the results, this implies that students prefer the most of using

Multiple Choice in terms of traditional assessment strategies in their virtual

Mathematics classes as an assessment strategy that would assess their

knowledge and learning. Traub and McRurry (1990) report that students have a

good outlook about multiple choice tests because they believe they are easier to

plan for and take, resulting in comparatively higher scores. Students often prefer
 45

written assignments, especially multiple-choice formats, because they believe

they reduce stress and test anxiety. (Traub and McRurry, 1990).

A comparison was made based from the resuls of objective and subjective

traditional assessment strategies used by the teachers in their virtual

mathematics classes in the first part and here in the preferred traditional

assessment strategy of the students for their virtual mathematics classes.

Multiple choice is the dominant traditional assessment used by the teachers in

their virtual mathematics classes and this was then reflected and supported here,

that Multiple Choice type of assessment strategy is the most preferred traditional

assessment strategy of the students for their virtual Mathematics classes.

Multiple choice tests are the most popular and possibly the best method for

objectively measuring intelligence, skill, or achievement because of their

objectivity, flexibility, and automated scoring, as well as the ability to adjust a test

based on empirical evidence. (Ben-Simon, Budescu, & Nevo, 1997). Also, Holley

& Jenkins (1993) mentioned that Multiple choice assessment is the most

effective testing tool available for achieving the required qualities of reliability and

validity in the assigning of grades based on assessments to assess student

learning. Multiple-choice question assessments can be used for formative testing

and to encourage students to engage in successful, self-directed learning. They

enhance students' academic success as well as their expectations of the quality

of their learning experience (Velan et al., 2008).

Preferred Authentic Assessment Strategies in Virtual Mathematics Classes

 46

This part presents the students’ preferred authentic assessment strategies

in their virtual mathematics classes. The students were tasked to rank all the

listed authentic assessment strategies in virtual Mathematics classes, one (1) as

the highest rank and nine (9) as the lowest rank.

Table 10
Preferred Authentic Assessment Strategies by the Students
in Virtual Mathematics Classes
N=106

Authentic Assessment Sum of Ranks Final Rank

Strategies
Interviews 517 9

Journals 508 7

Observation 475 2

One-on-One Conference 506 6

Performance Task 419 1

Portfolios 496 5

Projects 490 4

Rubrics 510 8

Self and Peer Evaluation 476 3

As reflected in the table, Performance Task got the lowest sum of 419.

Meanwhile, Interviews got the highest sum of 517. Therefore, Performance Task

is the first in rank indicating that it is the most Preferred Authentic Assessment

Strategies of the respondents while Interviews is 9th in rank implying that it is the

Least Preferred Authentic Assessment Strategies of the respondents.

 47

The results convey that the Performance Task is the most preferred

authentic assessment strategy by the students in their virtual Mathematics

classes. A performance task, in more precise terms, is any learning activity or

evaluation that requires students to develop a multifaceted response, create a

product, or generate a demonstration – in other words, to perform with their

learning (Jay McTighe, Kristina Doubet & Eric Carbaugh, 2020). Performance

tasks give students the opportunity to work more individually and inspire them to

pay attention to their work (Racquel Magsino, 2017).

A comparison was made based from the results of process-oriented and

product-oriented authentic assessment strategies used by the teachers in their

virtual Mathematics classes in the first part and here in the preferred authentic

assessment strategy of the students for their virtual mathematics classes.

Performance Task is the most dominant authentic assessment strategies used

by the teachers in their virtual Mathematics classes and this was then reflected

and supported here, that performance task is the most preferred authentic

assessment strategy of the students for their virtual Mathematics classes. Any

learning activity or evaluation in which students are asked to perform and show

their expertise, comprehension, and proficiency is referred to as a performance

task (Racquel Magsino, 2017). Moreover, students are asked to do much more

than just calculate in performance assignments. Rich performance tasks require

students to adapt and apply their growing mathematical knowledge and

understanding, to take risks and test potential solutions, and to persevere while

remaining versatile with their mathematical skills and understandings in their

 48

efforts to become deep mathematical thinkers (Jay Meadows, 2021).

Furthermore, a performance task should supplement the curriculum we currently

use by allowing for higher-order thought and real-world interactions that would

not be possible if we just focused on mastery. Furthermore, performance tasks

have an open-ended quality that involves student choice that is clearly not

present in the structured tests that govern how we currently evaluate student

achievement (Maggie Doyle, 2016). Thus, performance task requires students to

"perform" in their learning–to apply what they've learned in some way.

SIGNIFICANT DIFFERENCE OF STUDENTS' PERCEPTION BETWEEN

TRADITIONAL AND AUTHENTIC ASSESSMENT

Assessment is one of the most important aspects of teaching. People in the

educational environment, such as policymakers, educators, learners, parents,

and administrators, all have different perspectives about how assessment

strategies can be implemented (Dietel, Herman, and Knuth, 1991). Traditional

assessment approaches are thought to be more effective by others, while

alternative assessment techniques are thought to be superior by others. The

content of assessment, on the other hand, is not field-specific and can be used in

a variety of instructional environments (Simonson, Smaldino, Albright, and

Zvacek, 2000).

Since students are the center of the teaching-learning process, the

researchers wanted to determine how they perceived traditional and authentic

assessment– if there is a significant difference of their perceptions between the

said assessments in their virtual mathematics classes. The significant difference

 49

on the perception of the students between traditional and authentic assessment

was computed to determine the significance using t-test of independent samples.

The hypothesis is tested at 0.05 level of significance.

It was hypothesized that there was no significant difference on the

perception of the respondents between traditional and authentic assessment.

Table 11 shows the comparison of the students' perception between traditional

and authentic assessment based from their responses on the questionnaire

provided.

Table 11 reflects the result of the computations of the significant difference

of the perception of students between traditional and authentic assessment.

Table 11

Significant Difference of the Perception of the Respondents between

Traditional and Authentic Assessment

 50

Assessment Mean SD Sample Computed Critical Decision Interpretation

Size t-value t-value

Traditional 3.130 0.639

106 2.026* 1.659 Reject Significant
Ho
Authentic 3.306 0.626

Note: *difference is significant at 0.05 level

The mean of traditional assessment was 3.130 while authentic

assessment has 3.306. Moreover, traditional assessment has a standard

deviation of 0.639 while authentic assessment has 0.626. As reflected in the

table, the computed t-value of 2.026* is greater than the critical t-value of 1.659.

It means that the hypothesis of no significant difference was rejected. Thus, there

is a significant difference on the perception of the respondents between

traditional and authentic assessment. It implies that, in their virtual mathematics

classes, traditional and authentic assessment have a significant difference on

how students perceived them. In terms of suitability, efficiency and usefulness in

an online learning environment, authentic assessment is better to utilize than

traditional assessment.

Assessments in online education must be active and authentic to be

effective (Robles and Braathen, 2002). An authentic assessment asks students

to apply what they have learned in a different, dynamic situation or scenario.

Real-world assessments which require students to participate in actual

scenarios, and practical assessments which are applicable in nature but require

students to engage in situations that imitate the real world are the most common.
 51

This assessment is often scaffolded during a course, allowing the teacher to

provide input that students can use in subsequent drafts. Authentic tests, unlike

traditional assessments (such as essays and multiple-choice tests), require

students to participate in situations or activities that are nuanced, practical, and

sometimes messy. Authentic assessment, in particular, challenges the

conventional model of multiple-choice or automatically scoring assessments and

quizzes which can lead students to assume that learning entails staying up all

night memorizing words or predicted answers. Authentic tests, on the other hand,

are more student-centered since they require students to show their

understanding through hands-on activities. When learners are given an authentic

assessment, the focus is on process as well as product (Montgomery, 2002).

Authentic evaluations, as opposed to conventional assessments that rely on

recall of facts and other surface information, enable teachers to test higher order

thoughts. Instructors will quantify "the process of learning, the progress of

learning, and the result of learning" by making authentic assessments

(Montgomery, 2002). The primary methods of assessment will continue to evolve

as the prevalence of online learning grows. Since online learning is constructivist,

authentic online evaluations are needed to accurately and effectively evaluate

student learning (Gray et al, 2013).

On the other hand, based on the results, traditional assessment is still

useful somehow, though it differs with the authentic one as it was found very

useful. Semire Dikli (2003) concluded that authentic assessment methods seem

to be more effective in understanding the key attributes of distance learners, but

 52

they may not be feasible to adopt all of the time. A teacher can choose to include

some traditional assessment strategies. For example, both types of assessment

approach may be used effectively in a geometry course at a distance. For things

that must be remembered, such as the names of the polygons, a multiple choice

or short response format may be used. Furthermore, using projects or portfolios

to evaluate a student over time is an important strategy. Instructors must

consider concerns such as content, context, and audience when determining

which assessment strategy to use (Dikli, 2003).

Chapter 3

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

 53

This chapter reiterates the problem of the study that needs to be solved in

most complex way and it also illustrates the extensive and paramount findings

gathered based from the survey that has been conducted. It also states the

different notions that has been gathered in order to form a general conclusion

and shows implication and recommendation that would greatly improve and

impact in giving knowledge to the people who could benefit from this study.

Summary

The study found out the most used and most preferred assessment

strategies of the teachers and students respectively as well as the perception

between traditional and authentic assessment strategies among the BSED-Math

students in all levels of Cebu Technological University-Argao Campus for the

Academic Year 2020-2021.

It mainly focuses on the different assessment strategies namely:

traditional assessment strategies and authentic assessment strategies. The

significant difference on the students’ perception between traditional and

authentic assessment strategies and the differentiated assessment strategies to

be proposed based on the findings.

Findings

The results of the study revealed the following:

 54

In the first part, which determined the used assessment strategies in

virtual classes by their Mathematics teachers, all of the listed possible

assessment strategies were all used based in the result. However, for the

traditional assessment, the most used objective strategy was multiple choice

while for the subjective strategy was short-response essay. On the other hand,

for the authentic assessment, the most used product-oriented strategy was

project while for the process-oriented strategy was performance task.

With regards to the perception of the students between traditional and

authentic assessment, for the traditional assessment, its grand weighted mean

falls under the categorical response Agree which means that the traditional

assessment is Useful in assessing their Mathematics learning in virtual classes.

On the other hand, the students’ perception on authentic assessment falls under

the categorical response Strongly Agree which means that the authentic

assessment is Very Useful in assessing them in virtual Mathematics classes. In

comparison, both of them were useful, but authentic assessment is more.

In terms of the students’ most preferred assessment strategy in their virtual

Mathematics classes, for the traditional assessment, Multiple Choice type of test

got the first rank among the six other traditional assessment strategies.

Moreover, for the authentic assessment, Performance Task is the most preferred

authentic assessment strategy by the students in their virtual Mathematics

classes among the nine others.

Based on the data obtained after testing using different statistical tools,

there was a significant difference on the perception of the respondents between

 55

traditional and authentic assessment. In their virtual Mathematics classes,

students perceived that authentic assessment is more suitable, efficient and

useful in assessing students’ learning in an online environment than traditional

assessment.

Conclusion

As reflected from the findings of the study, the applied assessment

strategies by the Mathematics teachers in virtual classes matched with the

preferred assessment strategies of the students. These are the Multiple Choice

type of test for the traditional assessment and Performance Task for the

authentic assessment. Thus, for the first time that the institution experienced the

new normal set-up where teaching and learning were conducted online, the

assessment strategies used were good and met the preference of the students.

Moreover, there is a significant difference in the perception of the respondents

between traditional and authentic assessment strategies. Authentic assessment

strategies are more useful and beneficial than traditional assessment in an online

Mathematics learning set-up.

Recommendations

1. The school administrators should maintain, manage and facilitate, or

even improve the current system of two assessment in Mathematics virtual

classes.
 56

2. Both traditional and authentic assessments should be utilized by

Mathematics teachers in their virtual classes, but the authentic one should be

given more emphasis since it is more useful and effective evaluation system that

can be used to help students develop their academic skills in online learning

environment.

3. Mathematics teachers should be creative, appealing and innovative in

managing assessments given to students, so that they will be excited and

involved in participating in all types of assessments especially the authentic

ones. Whatever forms of assessments are used, the aim of their implementation

is to provide direct benefit to students.

4. Students should follow the instructions and take part in all learning

activities, including the assessments because all types of tests used by

institutions in students’ learning have a good function in improving their skills and

assisting them in learning and achieving academic success.

5. Parents are encouraged to be involved in the process of learning of

their children. They should support them through monitoring if they are taking

seriously the assessments given because other than their academic performance

will be affected, the probability of giving inappropriate intervention will increase.

6. Multiple Choice and Performance Tasks must be used by the

Mathematics teachers in virtual classes because these are the most preferred

traditional and authentic assessment strategies of the students respectively.

 57

7. Sample instructional plan using different assessment strategies should

be utilized as basis of the teacher’s lesson preparation to enhance the

assessment process of evaluating students’ learning.

OUTPUT OF THE STUDY

Chapter 4

OUTPUT OF THE STUDY

 58

Rationale

The learners' preference and perception towards the differentiated

assessment strategies in Mathematics class of the Bachelor of Secondary

Education major in Mathematics students in Cebu Technological University-

Argao Campus were studied and concluded through the results of all the data

gathered by the researchers. Furthermore, the preference and perception of the

learners will be considered also in the classroom environment for an effective

transfer of knowledge. The research findings prevailed that their preferred

assessment strategies were multiple choice and performance tasks. Moreover, it

was also found out that there is a significant difference on the perception of the

students between traditional assessment and authentic assessment in an online

mathematics classes. It conveys that the use of authentic assessment is better

than the traditional one in an online environment. However, both were still useful

as concluded.

Based on the results, the researchers will present some suggestions and

recommendations in a form of an instructional plan / lesson plan sample to give

solutions to the existing problem found by the researchers.

Objectives

The proposed instructional plan sample aims to utilize the preferred

assessment strategies as well as consider the perception between traditional and

 59

authentic assessment strategies of the Bachelor of Secondary Education Major

in Mathematics students of Cebu Teachnological University- Argao Campus in

online learning education. Meanwhile, the use of authentic assessment strategies

will be given more emphasis than the traditional ones.

This proposed instructional plan aims to attain the following objectives:

a. To develop learners' high order thinking skills in suing traditional and authentic

assessment strategies.

b. To engage learners in their preferred traditional and authentic assessment

strategy.

c. To implement preferred assessment strategies both traditional

assessment(Multiple Choice) and authentic assessment (Performance Task) for

Math teachers in the teaching learning process.

d. To give more emphasis on the use of authentic assessment strategies than

the traditional ones.

e. To improve teaching-learning process through the use of authentic

assessment strategies.

Scheme of Implementation

The proposed instructional plan/lesson plan is implemented based on the

mathematics teachers' availability of time.

 60

The mathematics teachers and the Chairman of the Bachelor of Secondary

Education Major in Mathematics program will collaborate to create the proposed

instructional plan/lesson plan for the upcoming academic year. It will be reviewed

for changes and innovations before being sent to the campus director. The plan

may then be approved for immediate implementation by the campus director.

Evaluative Measures

The progress and outcomes of the instructional plan/lesson plan

implementation must be tracked so that any flaws can be addressed as soon as

possible.
 61

Instructional Plan in Mathematics 1

BY

Math Payters Group

INTRODUCTION

These two samples of Instructional Plan in Mathematics 1 are carefully

designed tools to guide a teacher in an online learning environment to a more

 62

interesting and enjoyable days of teaching Plane Geometry leading to its richer

application in the world. It encourages students to discover concepts of Plane

Geometry, specifically on Geometric Construction and Finding of Surface Area,

through the use of Differentiated Assessment Strategies which can be done

individually and/or by group. The assessment strategies utilized mainly were

Performance Task and Multiple- Choice Type Test. Since the new set-up in

teaching is already different from the traditional face-to-face classes, huge

changes were expected to happen just like the use of different online tools such

as Google Meet, Google Classroom, Google Forms, etc. The samples also

utilized both synchronous and asynchronous meeting every week. This module

has 2 different lessons which are estimated to be covered in 1 hour and 30

minutes (90 minutes) each. However, pacing of the lessons depends on the

student's need and competencies.

The product and performance, which the students are expected to

accomplish in this instructional plan were based on the different assessment

strategies used. Students, on their own, will solve real-life problems related to

different fields of endeavor and apply the concepts learned in their respective

homes. Knowing the fact that the set-up is different and activities are limited,

these samples of instructional plan could greatly help in improving the new

teaching-learning process.

INSTRUCTIONAL PLAN (iPlan) in MATH 1

Name of Teacher Godjie N. Bucao Program and BSEd-Math 1
Year Level

School Cebu Technological Semester 2nd 63

University - Argao
Campus

Learning Area MATHEMATICS

Learning Competencies:

Finding the surface area of prisms, pyramid, cone, cylinder, and sphere.

iPlanNo.:1 Title: Surface Area Duration (minutes):

90 minutes

Key Concepts/ >Finding the surface area of prisms, pyramid, cone, cylinder, and
Understandings to sphere
be Developed:
Example: Surface area of a rectangular prism

(insert image and computation)

Learning Adapted Cognitive Process Dimensions

Objectives
Knowledge Remembering The learner Memorize
can recall the formula
The factor or
information in finding
condition of knowing
and retrieve surface
something with
relevant area of
familiarity gained
knowledge prisms,
through experience or
from long- pyramid,
association.
term memory: cone,
identify, cylinder
retrieve, and sphere.
recognize,
duplicate, list,
memorize,
repeat,
describe,
reproduce.

Understanding The learner

can construct
meaning from
oral, written
and graphic
messages:
Interpret,
exemplify,
classify,
summarize,
infer,
compare,
explain,
paraphrase,
discuss.

Skills Applying The learner Use the

 64

INSTRUCTIONAL PLAN (iPlan) in MATH 1

Name of Teacher Godjie N. Bucao Program and BSEd-Math 1
Year Level

School Cebu Technological Semester 2nd 65

University - Argao
Campus

Learning Area MATHEMATICS

Learning Competencies:

Understanding and creating basic geometric constructions.

iPlanNo.:1 Title: Geometric Construction Duration (minutes):

90 minutes

Key Concepts/ >Listing the steps of each geometric construction

Understandings to
Example: Copying a line segment
be Developed:
Step 1: Using a straightedge, draw a ray. Label the endpoint C.

Step2: Set the compass radius equivalent to the length of the given line
segment AB.

Step 3: With the same setting of the compass, place the compass point
at C. Draw an arc that passes through the ray.

Step 4: Label the point of intersection as D.

Step 5: Erase the ray not within the line segment CD. Therefore AB=CD.

>Constructing shapes, angles or lines accurately

Example: Constructing a regular pentagon

(insert image of Constructing a regular pentagon)

Learning Adapted Cognitive Process Dimensions

Objectives
Knowledge Remembering The learner Determine
can recall the steps of
The factor or
information each
condition of knowing
and retrieve geometric
something with
relevant construction.
familiarity gained
knowledge
through experience
from long-
or association.
term
memory:
identify,
retrieve,
recognize,
duplicate,
list,
memorize,
repeat,
describe,
reproduce.

Understanding The learner

can construct
meaning
 66

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 69

APPENDICES

Appendix A
TRANSMITTAL LETTER
 70

LETTER OF APPROVAL TO CONDUCT A STUDY

February 19, 2021

Dr. Teresita Cleopolda B. Sarile

Campus Director
Cebu Technological University-Argao Campus

Dear Dr. Sarile,

Greetings of love, peace, and joy!

The undersigned is requesting permission from your good office to conduct a study entitled
“DIFFERENTIATED ASSESSMENT STRATEGIES IN MATHEMATICS” in this university
among students from BSEd-Math 1A to BSEd-Math 3A as respondents.

Your most favorable action on this request is anticipated with gratitude and appreciation.

Very truly yours, 

GODJIE N. BUCAO
    Team Leader

Noted By:

JEAN F. PUERTO, Dev, Ed, D.                SUZETTE T. ELLADORA, Ph. D._

Research Adviser Research Coordinator

Recommending Approval:

CRYSALI THERESE R. DAYAGANON, Dev, Ed, D.

         Chairman, BSEd-Math Program

MARICHOU L. CARREON, Dev, Ed, D.

   Dean, College of Education

Approved:

TERESITA CLEOPOLDA B. SARILE, Dev, Ed, D.

Appendix B
RESEARCH QUESTIONNAIRE

Acting Campus Director

Differentiated Assessment Strategies in Mathematics

 71

Dear Respondent, 

We, the researchers are currently conducting a research entitled “Differentiated Assessment
Strategies in Mathematics.” Please answer the questionnaire honestly and without any mental
reservations. Your responses will be treated with utmost concern and confidentiality.

Very truly yours,

The Researchers
Profile of the Respondents

Please fill out the needed information below.

Name (Optional): ___________________ Course, Year & Section:__________

Part I.
A. Assessment Strategies in Mathematics Virtual Classes
Directions: The following are different traditional and authentic assessment strategies
used by Mathematics teachers on virtual classes. Please put a check mark (✓) on the space
provided before the strategies which were utilized in your virtual Mathematics classes.

ASSESSMENT STRATEGIES
Traditional Authentic
A. Objective A. Process-oriented
___Multiple Choice ___ One-on-one Conferences
___ Matching Type Test ___ Performance Tasks
___ True-False ___ Self- and peer Evaluation
___ Supply Type ___ Interviews            ___ Observation 
 
B. Subjective B. Product-0riented    
___ Extended-response Essay ___ Portfolios         ___ Projects 
___ Short-Answer Essay ___ Journals                   
     
If there is/are any, please specify:____________
If there is/are any, please
specify:_________

Part II.
C. Perception of Students on Traditional and Authentic Assessment 

Adapted from Irawan, M. Ona (2017)

 72

Directions: Using the Likert Scale below, please rate how strongly you agree or disagree
with each of the following statements under the traditional and authentic assessment by placing a
check mark (✓) in the appropriate box that corresponds to your answer. Your answers correspond
to your perception on traditional and authentic assessment. Please be guided by the following.

Scale Categorical Response Description

3.26 – 4.00 Strongly Agree Students perceived the

assessment as very useful.

2.51 – 3.25 Agree Students perceived the

assessment as useful.

1.76 – 2.50 Disagree Students perceived the

assessment as less useful.

1.00 – 1.75 Strongly Disagree Students perceived the

assessment as not useful.

Items SA A N D SD

Traditional Assessment 5 4 3 2 1
  1.  I am enthusiastic about the format of traditional
assessment tasks because I am used to it.
  2. The traditional forms of tasks are easier for me
to do because it is so familiar.
  3. Traditional tasks such as multiple-choice,
essays, supply-type tests, etc. measure my ability to
do the task.
  4. The traditional tasks should be more often
applied because it is more suitable to my ability and
acquired knowledge.
  5. The traditional assessment makes me more
confident in doing the Mathematics tasks because
the results that I obtain are good.

  Other feedbacks on the use of traditional assessment on virtual Mathematics classes:

(Optional)__________________________________________________________________
__________________________________________________________

Authentic Assessment SA A N D SD
5 4 3 2 1
  1. Authentic assessment makes me enthusiastic in
 73

doing Mathematics tasks because its format is

innovated.
  2. The authentic forms of tasks are convenient to
do and also make me more creative and innovative.
    3. Authentic assessment strategies such as
computer-based tests, portfolios, projects, etc.
measure my ability in accomplishing the tasks.
  4. The alternative tasks should often be applied
more because it suits my ability and expand my
learning.
  5. The authentic assessment made me more
confident in doing Mathematics tasks because I
obtained good results and introduce me to new
things that can improve my knowledge and skills.

  Other feedbacks on the use of authentic assessment on virtual Mathematics classes:

(Optional)__________________________________________________________________
_________________________________________________________________

Part III.
D. Preferred Assessment Strategies in Virtual Mathematics Classes

Directions: The following are the different traditional and authentic assessment strategies
used by Mathematics teachers on virtual classes. Please rank the strategies according to your level
of preference. In ranking, use number 1 for the most preferred assessment strategy and so on.

ASSESSMENT STRATEGIES
Traditional Authentic

___ Multiple Choice ___ Self-and Peer- Evaluation

___ Matching type ___One-on-one Conference
___ True-False ___ Performance Tasks
___ Supply Type ___Observation
___ Extended-response Essay ___Interviews                    
___ Short-answer Essay ___Portfolios   
 ___ Journals                
     Please indicate your preferred ___ Projects
strategy/ies if there is/are any and ___Rubrics
include it in ranking:  Please indicate your preferred strategy/ies if there
______________________ is/are any and include it in ranking:
_______________________________     

Thank you and God Bless!

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Curriculum Vitae

CURRICULUM VITAE

A. PERSONAL DATA

Name: Godjie N. Bucao

Home Address: Upper Katugasan, Can-asujan, Carcar City, Cebu

E-mail address: [email protected]

 76

Contact Number: 09054060323

Date of Birth: December 25, 1999

Age: 21 years old

Place of Birth: Perrelos, Carcar City, Cebu

Citizenship: Filipino

Religion: Roman Catholic

Father’s Name: Maximino M. Bucao

Mother’s Name: Anatolia N. Bucao

Civil Status: Single

B. EDUCATIONAL BACKGROUND

College : Bachelor of Secondary Education Major in Mathematics

                 Cebu Technological University- Argao Campus

                                              Lamacan, Argao, Cebu

               2018 - Present

Secondary: Datamex Institute of Computer Technology

Poblacion 3, Carcar City, Cebu

April 2018

Elementary: Can-asujan Elementary School

Can-asujan, Carcar City, Cebu

March 2012

CURRICULUM VITAE

A. PERSONAL DATA

Name: Joselito S. Albiso

Home Address: Cansuje, Argao, Cebu

E-mail Address: [email protected]

 77

Contact Number: 09966764499

Date of Birth: November 17, 1999

Age: 21 years old

Place of Birth: Cansuje, Argao, Cebu

Citizenship: Filipino

Religion: Roman Catholic

Father’s Name: Agustin A. Albiso

Mother’s Name: Teofila S. Albiso

Civil Status: Single

B. EDUCATIONAL BACKGROUND

College: Bachelor of Secondary Education Major in Mathematics

Cebu Technological University-Argao Campus

Ed Kintanar Street, Lamacan, Argao, Cebu

2018 - Present

Secondary: Cansuje National High School

Cansuje, Argao, Cebu

April 2018

Elementary: Cansuje Elementary School

Cansuje, Argao, Cebu

March 2012
CURRICULUM VITAE

A. PERSONAL DATA

Name: Karina Mae Cui

Home Address: P. Burgos Street, Poblacion II, Carcar City, Cebu

E-mail Address: [email protected]

 78

Contact Number: 09559714919

Date of Birth: December 27, 1999

Age: 21 years old

Place of Birth: Cansuje, Argao, Cebu

Citizenship: Filipino

Religion: Roman Catholic

Father’s Name:

Mother’s Name: Ildebranda D. Cui

Civil Status: Single

B. EDUCATIONAL BACKGROUND

College: Bachelor of Secondary Education Major in Mathematics

Cebu Technological University-Argao Campus

Ed Kintanar Street, Lamacan, Argao, Cebu

2018 - Present

Secondary: St. Catherine's College

Carcar City, Cebu

April 2018

Elementary: Carcar Central Elementary School

Carcar City, Cebu

March 2012

CURRICULUM VITAE

A. PERSONAL DATA

Name: John Kevin M. Gegremosa

Home Address: Usmad, Argao, Cebu

E-mail Address: [email protected]

 79

Contact Number: 09994610544

Date of Birth: June 10 2000

Age: 20 years old

Place of Birth: Usmad,Argao, Cebu

Citizenship: Filipino

Religion: Roman Catholic

Father’s Name: Allan A. Gegremosa 

Mother’s Name: Jenilyn M.  Gegremosa 

Civil Status: Single

B. EDUCATIONAL BACKGROUND

College: Bachelor of Secondary Education Major in Mathematics

Cebu Technological University-Argao Campus

Ed Kintanar Street, Lamacan, Argao, Cebu

2018 - Present

Secondary: Usmad National High School

Usmad, Argao, Cebu 

April 2018 

Elementary: Usmad Elementary School

Usmad, Argao, Cebu 

March 2012

CURRICULUM VITAE

A. PERSONAL DATA

Name: Marvin G. Manila

Home Address: Canbanua, Argao, Cebu 

E-mail Address: [email protected]

 80

Contact Number: 09452891017 

Date of Birth: November 14, 1999

Age: 21 years old

Place of Birth: Canbanua,Argao, Cebu

Citizenship: Filipino

Religion: Roman Catholic

Father’s Name: Marcial E. Manila

Mother’s Name: Evangeline G. Manila

Civil Status: Single

B. EDUCATIONAL BACKGROUND

College: Bachelor of Secondary Education Major in Mathematics

Cebu Technological University-Argao Campus

Ed Kintanar Street, Lamacan, Argao, Cebu

2018 - Present

Secondary: Argao National High School

Canbanua, Argao, Cebu

April 2018

Elementary: Saint Michael Parish Montessori Learning Center 

Poblacion, Argao, Cebu

March 2012
CURRICULUM VITAE

A. PERSONAL DATA

Name: Maurine S. Pamulagan

Home Address: Taloot, Argao, Cebu 

E-mail Address: [email protected]

 81

Contact Number: 09423107322

Date of Birth: June 25, 1993

Age: 27 years old

Place of Birth: Taloot, Argao, Cebu

Citizenship: Filipino

Religion: Roman Catholic

Father’s Name: Dioscoro M. Sosas

Mother’s Name: Rosita D. Sosas

Civil Status: Married

B. EDUCATIONAL BACKGROUND

College: Bachelor of Secondary Education Major in Mathematics

Cebu Technological University-Argao Campus

Ed Kintanar Street, Lamacan, Argao, Cebu

2018 - Present

Secondary: Simala National High School

Simala, Sibonga, Cebu

Marh 2010

Elementary: Taloot Central Elementary School

Taloot, Argao, Cebu

March 2006

CURRICULUM VITAE

A. PERSONAL DATA

Name: July A. Sardido

Home Address: Catang, Argao, Cebu

E-mail Address: [email protected]

 82

Contact Number: 09468018527 

Date of Birth: July 12, 2000

Age: 20 years old

Place of Birth: Naga City, Cebu

Citizenship: Filipino

Religion: Roman Catholic

Father’s Name: Buenaventura D. Sardido 

Mother’s Name: Librara A. Sardido

Civil Status: Single

B. EDUCATIONAL BACKGROUND

College: Bachelor of Secondary Education Major in Mathematics

Cebu Technological University-Argao Campus

Ed Kintanar Street, Lamacan, Argao, Cebu

2018 - Present

Secondary: Argao National High School 

Canbanua, Argao, Cebu

April 2018

Elementary: Lapay Elementary School 

Lapay, Argao, Cebu

March 2012