Utilization of Non-Traditional Assessment Strategies and Implementation Challenges Among Mathematics Teachers
DOI:
https://doi.org/10.5281/zenodo.22099305Keywords:
non-traditional assessment, mathematics education, authentic assessment, assessment literacy, implementation challenges, MNTAEPAbstract
This study investigated the utilization of non-traditional assessment strategies and the implementation challenges encountered by junior high school mathematics teachers in public schools in Rosario, Batangas. A descriptive-correlational design was employed involving all 114 eligible junior high school mathematics teachers through complete enumeration. A researcher-developed questionnaire measured demographic characteristics, utilization of performance-based, project-based, portfolio, peer and self-, digital-based, and authentic assessments, and the extent of implementation challenges. The instrument was validated by three experts and pilot-tested with 30 non-participants; Cronbach’s alpha coefficients were .819 for the Utilization Scale, .810 for the Challenges Scale, and .897 overall. Data were analyzed using frequency, percentage, weighted mean, Mann–Whitney U, Kruskal–Wallis H, and Spearman rank-order correlation. Performance-based (M = 3.05), portfolio (M = 3.01), authentic (M = 2.92), peer and self-assessment (M = 2.87), and project-based assessment (M = 2.85) were moderately utilized, whereas digital-based assessment was slightly utilized (M = 2.44). Implementation challenges were experienced to a moderate extent overall (M = 2.97), with checking multiple student outputs and implementing alternative assessments in large classes highest (both M = 3.45). Significant differences appeared only for age in project-based assessment (H = 9.502, p = .023), sex in peer and self-assessment (U = 1288, p = .025), and age in authentic assessment (H = 11.019, p = .012). Utilization and challenges were not significantly related (ρ = .14, p = .137). The findings informed the Mathematics Non-Traditional Assessment Enhancement Program (MNTAEP), a structured toolkit designed to standardize alternative assessment resources, reduce workload, strengthen assessment literacy, and support learner-centered mathematics assessment.
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