Implementation of Sub-Office Based Quarterly Assessment in Public Elementary Schools

Abstract

Introduction

The text emphasizes education as a vital driver of sustainable development, national progress, and individual success, highlighting the Philippine government’s constitutional mandate to provide accessible, quality education. Teachers play a key role in making learning engaging, while assessment is identified as a critical component of effective teaching and learning, providing feedback on student achievement and instructional effectiveness.

In the Philippine context, DepEd Order No. 8, s. 2015 underscores the importance of formative and summative assessments within the K–12 program, promoting diverse assessment methods such as written work, performance tasks, and quarterly examinations. However, teachers face challenges in assessment practices, especially in modular distance learning, and in the construction of quarterly examinations, including inconsistencies, delays, and varying expertise among test constructors.

To address these issues, the study proposes examining a sub-office-based system for constructing quarterly assessments to ensure standardization, efficiency, collaboration, and alignment with curriculum guidelines. Anchored on Piaget’s Cognitive Development Theory and Coombs’ Systems Approach, the study focuses on evaluating the extent of implementation, challenges encountered, and potential improvements of this system in selected public elementary schools in Binangonan District, Rizal.

Using a descriptive survey design with teachers as respondents, the research aims to inform curriculum planners, administrators, teachers, pupils, parents, and future researchers. Ultimately, the study seeks to develop an action plan to enhance assessment practices and improve the overall quality, fairness, and effectiveness of elementary education.

Conclusion

The study concluded that teachers’ age sex, civil status, educational attainment, length of service, position title and in-service trainings attended have nothing to do with their perceptions on the extent of implementation of sub office based quarterly assessment in public elementary schools.

References

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Copyright

Copyright © 2025 Jhon Mhar A. Idelbert Demafilasan. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.