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首页> 外文期刊>European Journal of Business and Management >Contextualizing the Algorithm of Assessing Students’ Learning Vis-à-vis Teachers’ Adherence to Assessment Protocols
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Contextualizing the Algorithm of Assessing Students’ Learning Vis-à-vis Teachers’ Adherence to Assessment Protocols

机译：相对于教师对评估协议的依从性评估学生学习的算法的情境化

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This paper aimed to contextualize the algorithm of assessing students’ learning in consonance with the adherence of selected teachers of higher education institutions in the Philippines to Assessment Protocols. The research problems addressed to in this investigation were to appraise the teachers’ adherence to the protocols of assessment techniques in assessing students’ learning through objective test items, namely true-false type, Matching type, Multiple Choice Format, and multiple Response; (a.2) subjective test items: essay tests and short-response items; (a.3) alternative forms of assessment, specifically the problem solving test format, and performance assessment; through presentations, oral defense, dialogues, and audio-visual demonstrations utilized by teachers and (a.4) portfolio assessment that are more focused on the process, product, and showcasing of students’ outputs.The research work also delved into which among the assessment schemes are most adhered to by teachers to assess students’ learning, and in what areas of the current approach to assessment and evaluation to appraise student progress do teachers need essential information. Adherence of teachers to assessment protocol is very high, this is very commendable, most specifically on the use of objective test formats, multiple choice format, true-false tests, and multiple responses, among others.Teachers’ adherence to the subjective test formats such as the use of problem solving test and performance assessment, is also very high. The portfolio assessment measured through Process (journals, reflections, independent work, teacher and self-evaluations), Product (short, more accessible documents at mastery level), and Showcase (documentation, mementos of their favorite learning activities, creative investigation), were the least adhered to by the selected teachers of higher education institutions in the Philippines.Results of this research investigation showed that teachers have a very good content knowledge of the algorithms in designing test items; most specifically in designing traditional objective and subjective testing. To enhance the proficiency of teachers on the construction of more learner-centered test items; enhanced use of more innovative algorithms of test construction be observed to be more reflective of the course learning outcomes, learners’ perspectives, the diversity of the learning environment and the appropriateness of the assessment schemes to the specific fields of discipline.
机译：本文旨在结合菲律宾高等教育机构中精选的老师遵守评估协议，来评估学生学习的算法的背景。这项调查涉及的研究问题是评估教师在通过客观测试项目（即对-错类型，匹配类型，多项选择格式和多项反应）评估学生的学习情况时，对评估技术规程的遵守情况; （a.2）主观测试项目：作文测试和简短回答项目; （a.3）替代评估形式，特别是解决问题的测试形式和绩效评估;通过演讲，老师进行的口头答辩，对话和视听演示以及（a.4）档案袋评估，这些评估更侧重于过程，产品和展示学生的产出。研究工作还深入研究了教师最重视评估计划，以评估学生的学习情况，目前评估和评估学生进步程度的评估方法在哪些领域需要教师提供基本信息。教师对评估协议的依从性很高，这是非常值得称赞的，特别是在使用客观测试格式，多项选择格式，真假测试和多项答案等方面。教师坚持主观测试格式，例如由于使用问题解决测试和绩效评估，也很高。通过过程（期刊，反思，独立工作，教师和自我评估），产品（精通的简短，易于访问的文档）和展示（文档，他们最喜欢的学习活动的纪念品，创造性调查）衡量的档案袋评估是这项研究调查的结果表明，教师对设计测验项目的算法具有很好的内容知识;最特别的是设计传统的客观和主观测试。提高教师的能力，建设更多以学习者为中心的测试项目;观察到更多地使用更具创新性的测试构造算法，可以更好地反映课程学习成果，学习者的观点，学习环境的多样性以及评估方案对特定学科的适用性。

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