Evaluating Teacher-Made Mathematics Test and Teachers’ Competency in Assessment

Assessment has always been considered a vital component of the teaching-learning process. This study aimed to evaluate the teacher-made mathematics assessment tools and assessed the teaching competency of educators in the Schools Division of Cotabato City and sought to provide a comprehensive exploration of the existing issues and challenges in the assessment that affect the way teachers evaluate students. Using a mixed-method research design, specifically the convergent parallel research model, the study was conducted among mega and large schools in the SDO Cotabato City. The participants included thirty-one (31) junior high school mathematics teachers from these schools, selected through purposive sampling. The findings indicated that teachers generally made minimal errors in test construction; however, there is a need for improvement in preparing the Table of Specifications, with particular attention to grammar, punctuation, and spelling. While the test items largely align with curriculum standards, improvements are necessary regarding vocabulary appropriateness, item independence, and the avoidance of directly using examples or phrasing from textbooks. Teachers demonstrated competency in curriculum, pedagogy, professional development, and valuation, exhibiting a strong understanding of curriculum objectives and assessment strategies. However, common errors in assessment are not associated with a teacher’s curriculum competence. Mathematics assessments face several challenges, including diverse student skill levels, language barriers, time constraints, and concerns about validity and fairness. These factors highlight the complexities involved in creating effective and equitable assessments.