Teachers' Classroom Assessment Practices and Students' Learning Behaviors: A Correlational Study in South District, Division of Tangub City

Assessment process is an integral part of classroom instruction. It provides students with feedback on their performance and can be used to shape future learning interventions. In this vein, this study aims to inspect the classroom assessment practices of teachers and how those practices relate to students learning behaviors. The use of descriptive-correlational research design allows the researcher to perform both descriptive and inferential analysis on the cross-sectional survey conducted among 134 teachers and students. In the descriptive data analysis phase, it was found out that the teachers’ level of assessment practices in pre-instruction was perceived as “very good” (M=3.78, SD=0.86); during instruction had an adjectival equivalent of “very good” (M=3.85, SD=0.83); and post-instruction had a descriptive interpretation of “very good” (M=3.93, SD=0.76). Moreover, students’ enthusiasm for learning was verbally interpreted as “high” (M=3.45, SD=0.79), students’ expectations for learning had an adjectival equivalent of “High” (M=3.85, SD=0.81), self-esteem was interpreted as “high” (M=3.57, SD=0.84), and self-efficacy had a verbal equivalent of “high” (M=3.77, SD=0.97). In addition, the relationship between teachers’ assessment practices and students’ learning behavior was moderately positive, r (132) =0.55, p=.012. Thus, teachers should strive to support their students in the classroom setting by providing timely feedback on performance, allowing multiple pathways of assessment and accountability system opportunities. Finally, educators need to ensure that the assessment practices are equitable for all learners.