ASSESSMENT TOOLS USED IN TEACHING MATHEMATICS
Wella Mae Feolino Joven
, Danilo Estipona Despi
Assessment Tools, Mathematics, MATATAG, Elementary Teachers, Mixed Method, Gubat North District
This study explored the assessment tools used by elementary mathematics teachers in the Gubat North District. The primary aim was to investigate the types of assessment tools used, their perceived effectiveness, and the variations in practice across grade levels, while also identifying challenges and proposing innovative approaches among Kindergarten, Grade 1, and Grade 4 teachers. A total of 30 respondents from 10 public elementary schools participated in the study, with one teacher per grade per school serving as the primary data source.
Employing a mixed-method research design, quantitative data were gathered through survey questionnaires analyzed using ranking, while qualitative insights were obtained from open-ended responses and thematic analysis. Findings revealed that worksheets, performance tasks, and game-based assessments were the most utilized tools across grade levels, reflecting both traditional and emerging practices. Kindergarten teachers primarily utilized play-based and manipulative tasks; Grade 1 teachers relied on written quizzes and diagnostic tests; and Grade 4 teachers emphasized performance tasks and portfolio assessments. Teachers recognized the effectiveness of these tools in enhancing mathematical understanding, learner engagement, and formative evaluation. A key theme that emerged is that children often do not realize they are being assessed, demonstrating the effectiveness of play-based and performance-based assessment tools in promoting natural engagement. Although variation in tools was evident, portfolios consistently appeared across all grade levels. Challenges included limited training, lack of materials, and large class sizes.
The study concludes that while teachers in the Gubat North District effectively employ diverse assessment tools aligned with MATATAG principles, gaps remain in the integration of innovative, technology-driven methods due to limited access and training. Strengthening professional development and resource support is recommended to maximize assessment for learning. The goal of this research is to promote the use of assessment not merely as a measure of learning, but as a meaningful process that drives understanding, creativity, and growth. In support of the MATATAG Curriculum’s thrust for formative, inclusive, and learner-centered education, this study proposes exemplar lessons integrating innovative assessment tools to empower teachers in designing assessments that are engaging, authentic, and competency-based. By transforming assessment into a tool for learning rather than a test of learning, teachers can ensure that every child experiences success, mastery, and mathematical confidence.
"ASSESSMENT TOOLS USED IN TEACHING MATHEMATICS", IJSDR - International Journal of Scientific Development and Research (www.IJSDR.org), ISSN:2455-2631, Vol.11, Issue 1, page no.a458-a471, January-2026, Available :https://ijsdr.org/papers/IJSDR2601047.pdf
Volume 11
Issue 1,
January-2026
Pages : a458-a471
Paper Reg. ID: IJSDR_306794
Published Paper Id: IJSDR2601047
Downloads: 000345
Research Area: Mathematics All
Country: Sorsogon City, V, Philippines
ISSN: 2455-2631 | IMPACT FACTOR: 9.15 Calculated By Google Scholar | ESTD YEAR: 2016
An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 9.15 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator
Publisher: IJSDR(IJ Publication) Janvi Wave
