Teachers' Concepts and Practices of Student-Centered Assessment
A Case of Filipino Senior High School Teachers
DOI:
https://doi.org/10.63529/ajpe.v6i1.12595Keywords:
Student-centered assessment, Filipino senior high school teachers, formative assessment, summative assessmentAbstract
This study aimed to explore how senior high school teachers in the Philippines understand and practice student-centered learning (SCL) and classroom assessment, how they integrate SCL concepts into their classroom assessments, and the challenges they face in doing so. To capture the unique understanding and implementation of SCL in Philippine classrooms, the study adopted a case study design, purposively selecting seven senior high school teachers from both public and private schools as research participants. Data were gathered through a series of one-on-one, semi-structured interviews. The findings revealed diverse perspectives and varied practices in integrating SCL principles into classroom assessments. Teachers often emphasized the constructivist and collaborative nature of the approach, incorporating authentic, real-world tasks into their activities. However, challenges arose, particularly in applying SCL principles to standardized and written tests. Additionally, some teachers expressed uncertainty about whether they had fully integrated SCL into their assessments. These findings highlight the need for ongoing professional development to enhance teachers’ understanding and implementation of student-centered learning in classroom practices.
Downloads
References
Barr, R.B. & Tagg, J. (1995). From teaching to learnring- a new paradigm for undergraduate DOI: https://doi.org/10.1080/00091383.1995.10544672
education. Change Magazine, 27(6), 12-25.
Bell, B. (1991). Contemporary issues in education. Milton Open University Press.
Biggs, J.B. and Tang, C. (2011), Teaching for Quality Learning at University: What the
Student Does, McGraw-Hill Education, Berkshire.
Black, P. and William, D. (1998), Assessment and classroom learning, Assessment in DOI: https://doi.org/10.1080/0969595980050102
Education: Principles, Policy & Practice, 5(1), 7-74.
Blumberg, P. (2008). Developing learner-centered teaching: A practical guide for faculty. DOI: https://doi.org/10.1002/j.0022-0337.2009.73.9.tb04801.x
Jossey-Bass.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa DOI: https://doi.org/10.1191/1478088706qp063oa
Cropley, A. (2022). Introduction to qualitative research methods:A practice-oriented
introduction. Editura Intaglio Publishing House.
Del Valle, J.L. (2021). A rough sail for learner-centered education as a global reform policy in the Philippines. Pedagogy, Culture, & Society, DOI: https://doi.org/10.1080/14681366.2021.1887330
Department of Education Order No. 021 s. 2019. Policy guidelines on the K to 12 education
program.
Du, X., Chaaban, Y., Mabrd, Y.A.L. (2019). Exploring concepts of fidelity and adaptation in the implementation of project based learning in the elementary classroom: Case Studies from Qatar. International Journal of Learning, Teaching, and Educational Research, 18(9), 1-22. DOI: https://doi.org/10.26803/ijlter.18.9.1
Du, X.Y. and Kirkebæk, M.J. (2012), “Contextualizing task-based PBL”, Exploring Task-Based PBL in Chinese Teaching and Learning, pp. 172-185.
Duncan, T. & Buskirk-Cohen. A.A. (2011). Exploring learner-centered assessment: A cross-
disciplinary approach. International Journal of Teaching and Learning in Higher Education, 23(2), 246-259.
Dupin-Bryant, P.A. (2004). Teaching styles of interactive television instructors: A descriptive study. The American Journal of Distance Education, 18(1), 39-50. DOI: https://doi.org/10.1207/s15389286ajde1801_4
Felder, R.M. & Brent, R. (2003). Designing and teaching courses to satisfy the ABET DOI: https://doi.org/10.1002/j.2168-9830.2003.tb00734.x
engineering criteria. Journal of Engineering Education, 92, 7-25.
Ferranco, A. (2022). Exploring teaching beliefs in students’ learning: A case study in urban junior high schools. Transformative Teaching, 31, 10-19.
Glowa, L. and Goodell, J. (2016) Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning Vienna, VA.: International Association for K-12 Online Learning (iNACOL). Retrieved from:
https://aurorainstitute.org/wpcontent/uploads/iNACOL_FunctionalRequirementsFo r IntegratedSystems.pdf
Sahonero-Alvarez, G. & Calderon, H. (2018). Implementation Issues of Student-Centered
Learning based Engineering Education in Developing Countries Universities World Engineering Education Forum - Global Engineering Deans Council (WEEF- GEDC), Albuquerque, NM, USA, 2018, pp. 1-6, doi: 10.1109/WEEF-
GEDC.2018.8629701.
Sturgis, S. & Patrick, S. (2011). It's not a matter of time: Highlights from the 2011
competency-based learning summit. Vienna, VA.: International Association for K-12 Online Learning (iNACOL). Retrieved from:
https://files.eric.ed.gov/fulltext/ED537332.pdf
Leedy, P.D. & Ormrod, J.E. (2021). Practical research: Planning and design. Pearson.
Mayer, R.H. (1999). Designing instruction for constructivist learning. Reigelluth (Ed.),
Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, 2, Lawrence Erlbaum Associates.
Mazumara, P.M. (2011). Teacher competencies for improved teaching and learning. Bhura
Publishers.
Menachery, E.P., Wright, S.M., Howell, E.E., & Knight, A.M. (2008). Physician-teacher characteristics associated with learner-centered teaching skills. Medical Teacher, 137- 144. DOI: https://doi.org/10.1080/01421590801942094
Nicol, D.J. and Macfarlane-Dick, D. (2006), Formative assessment and self-regulated
learning: a model and seven principles of good feedback practice, Studies in Higher
Education, Vol. 31 No. 2, pp. 199-218.
O'Neill, G., & McMahon, T. (2005). Student-centred learning: What does it mean for
students and lecturers? In G. O'Neill, S. Moore & B. McMullin (Eds.), Emerging
Issues in the Practice of University Learning and Teaching (pp. 27-36). Dublin: AISHE.
Rich, J.D., Colon, A.N., Mines, D., & Jivers, K.L. (2014). Creating learner-centered assessment strategies for promoting greater student retention and class participation. Frontiers in Psychology, 5(595), 1-3. DOI: https://doi.org/10.3389/fpsyg.2014.00595
Shah, R.J. (2020). Concepts of learner-centered teaching. International Journal of Education, 8(3), 45-60. DOI: https://doi.org/10.34293/education.v8i3.2926
Schweisfurth, M. (2011). Learner-centered education in developing country contexts: From solutions to problem? International Journal of Education Development, 31, 425-432.
Schweisfurth, M. (2011). Learner-centered education in developing country contexts: From DOI: https://doi.org/10.1016/j.ijedudev.2011.03.005
solution to problem? International Journal of Educational Development, 31(5), 425- 432.
SEAMEO-INNOTECH. (2012). K to 12 toolkit: Resource guide for educators,
school administrators, and teachers.
Tabulawa, R. (2003). International aid agencies, learning-centered pedagogy and political DOI: https://doi.org/10.1080/03050060302559
democrasation: A critique. Comparative Education, 39(1), 7-26.
Tadesse, L. (2020). Problems affecting the practice of student-centered approach in teaching DOI: https://doi.org/10.33902/JPSP.2020262940
social studies. Journal of Pedagogical Sociology and Psychology 2(2), 69-78.
Tracey, S.J. (2013). Qualitative research methods. Willey-Blackwell.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. Jossey Bass.
Yin, R.K. (2018). Case study research and applications: Design and methods. Sage Publications, Inc.
Zeiser, K., Scholz, C., & Cirks, V. (2018). Maximizing student agency: Implementing and measuring student-centered learning practices. American Institutes for Research. http://files.eric.ed.gov/fulltext/ED592084.pdf
Zolfaghari, S., Ashrat, H., Khodabakshzadeh, H., & Zareian, G. (2022). Examining learner-centered pedagogy and assessment practices in teacher traning program at universities in Iran: Investigating teachers’ and students’ attitudes. Teaching English Language Journal, 16(1), 236-258.
Zulkifli, A.F. (2019). Student-centered approach and alternative assessments to improve
students' learning domains during health education sessions. Biomedical Human
Kinetics, 11, 80-86. DOI: 10.2478/bhk-2019-0010 DOI: https://doi.org/10.2478/bhk-2019-0010
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Asian Journal on Perspectives in Education
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
