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:: Volume 9 ISSN 1656-8575
CONTENTS:
Contemporary Psychological Theories of Intelligence and Their Implications for Educational Assessment
Allan B.I. Bernardo
Techniques of Assessing, Types, and Taxonomy of Measures of Thinking Skills
Richard DLC. Gonzales
The Learning Environment and Supervisory Practices of a Private Secondary School
Zulkifli A. Manaf and Rahimah Haji Ahmad
Factors Related to Student Ratings on Teacher Effectiveness
Simon Lloyd D. Restubog
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Contemporary Psychological Theories of Intelligence and Their Implications for Educational Assessment
Allan B.I. Bernardo
De La Salle University, Philippines
This paper first reviews some recent psychological theories of human intelligence, particularly those that derive from the cognitive science perspective on mental functioning. Gardner’s Multiple Intelligence Theory, Sternberg’s Triarchic Theory and Mental Self-Government Theory, and Glaser’s Cognitive Proficiency View were briefly summarized and the major themes underlying these theories were noted. The implications of these theories for educational assessment were then discussed. In particular, the discussion focused on issues related to (a) what should be measured by tests for educational assessment, (b) generalizability of test performance, (c) the meaning of norm-referenced test scores, (d) aptitude vs. achievement, (e) the use of more complex and authentic measures, and (f) the purposes for educational assessment.
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Techniques of Assessing, Types, and Taxonomy of Measures of Thinking Skills
Richard D.L.C. Gonzales
De La Salle University, Philippines
This paper investigates the types, techniques, and taxonomy of measures of thinking skills used by teachers of selected institutions of higher education in Manila, Philippines in assessing the achievement of their students. It determines what types and taxonomy of thinking skills are measured by the classroom assessment techniques used, types of questions asked, and the level of thinking skills measured by each task presented. This study is focused on the frameworks of assessing thinking skills proposed by Quellmalz (1985) and Bloom et al (1958). The data were gathered through questionnaires from selected teachers of three higher educational institutions in Manila. The teachers come from seven disciplines namely: (a) Language and Literature, (b) Social Sciences, (c) Accountancy, Economics, and Business, (d) Education, (e) Mathematics, (f) Natural and Physical Sciences, and (g) Engineering and Technology. The results show that teacher-made tests are still heavily employed in assessing thinking skills in the classroom. The multiple-choice type is the most frequently used selected response type, the essay is the most commonly used constructed-response type, and the problem-solving item is the most frequently used problem-solving type. The thinking skills measured are not limited to lower-order-thinking skills, but more tasks measure analysis, comprehension, inference, and application skills. It was found out that there are significant differences across and between disciplines in terms of the types, techniques, and taxonomy of measures of thinking skills. The paper ends with a discussion on improving students’ thinking skills in general, and developing critical thinking skills in particular, through classroom assessment. The paper also concludes with a discussion and recommendations on developing teachers’ skills in educational assessment and evaluation focused on classroom thinking skills.
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The Learning Environment and Supervisory Practices of a Private Secondary School
Zulkifli A. Manaf and Rahiman Haji Ahmad
University of Malaya, Malaysia
This paper presents the findings of a research done to assess the learning environment and the supervisory practices that promote instruction in a private secondary school in Kuala Lumpur. The assessment is carried out upon the request of the administrative personnel of the school. The purpose of the assessment is to identify the strengths and weaknesses of the school’s learning environment with an intention to improve the situation. The main body of the paper deals with the perceptions of the teachers of the school learning environment as measured by the School Climate Profile instrument in terms of interpersonal relationship, teaching and learning, administrative leadership, and physical facilities. It also includes the teachers’ perception of the supervision practices afforded by the leadership personnel of the school in terms of professional support, instructional support and staff development program. In addition to that, a list of suggestions from the teachers of the ways in which the leadership personnel of the school can help to maintain and promote instruction in the school is also presented. A discussion of the highlights and deficiencies of the school in terms of the variables of school climate and supervisory practices follows. A list of suggestions and recommendations for the school leadership personnel to improve the school is also presented.
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Factors Related to Student Ratings on Teacher Effectiveness
Simon Lloyd D. Restubog
De La Salle University – College of St. Benilde, Philippines
This study is an attempt to determine the degree of relationship of student ratings on teacher effectiveness with specific teacher, student, and course characteristics. Likewise, it sought to determine which among the specific characteristics are predictive of student ratings. The Student Instructional Report, an instrument designed to measure teacher effectiveness, was employed for data collection. This was administered to four hundred classes in a community college in Metro Manila. Product moment correlation and step-wise regression were used for data analysis. Results showed that teaching methodology, perceived strictness-leniency, student’s expected grade, level of interest, and perceived level of course difficulty are significantly correlated with student ratings of effectiveness. Further analysis showed that teaching methodology, perceived strictness-leniency, students’ level of interest and perceived course difficulty emerged as significant predictors of student ratings. The implications of the results in terms of theoretical significance and integration with relevant literature were also discussed.
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