Abstract
The study explored practices of the sampled higher education Philippine STEAM educators in assessing learners. Data sourced from the database of a state-funded research on Philippine STEAM education using a Classroom Observation Protocol, included 106 STEAM teachers from purposely selected institutions drawn from 14 regions. Systematic data analysis (through data condensation, data display, and drawing and verifying conclusions) revealed that STEAM teachers used both appropriate traditional and authentic assessment tools and strategies with inclusive integration of technology. Furthermore, results showed that STEAM teachers’ best assessment practices may be categorised as: 1) assessment for career or industry readiness, 2) mounting assessment system to support instruction, and 3) collective and reflective assessment process. COVID-19 pandemic implications and policy recommendations are also offered, which may enhance assessment practices and suggest a perspective in crafting and recommending national and international standards and guidelines on assessment literacy among higher STEAM educators.
Recommended Citation
Sarmiento, C. P., Morales, M. E., Elipane, L. E., & Palomar, B. C. (2020). Assessment practices in Philippine higher STEAM education. Journal of University Teaching & Learning Practice, 17(5). https://doi.org/10.53761/1.17.5.18
