Assessment Practices in the Fifth-Year Subjects of Industrial Engineering Undergraduate Program in Tarlac State University

Abstract

This study identified and described the assessment practices in the fifth-year
subjects of the industrial engineering undergraduate program in Tarlac State
University. Four teachers and twenty-two students participated in this study. Using
an explanatory sequential research design, quantitative surveys and focus group
discussion were utilized to obtain the necessary data. Results indicated that the
teachers utilize both traditional and authentic assessments in their subjects, with the
latter being utilized more often. They utilize both types of assessments for formative
and summative purposes and all assessments contribute to the final grade of the
students. Strengths and limitations were identified for each type of assessment.
Issues and concerns surrounding assessments were raised by the participants. The
study proposed an assessment program consisting of three phases which hope to
address varying student characteristics, administering issues, subjectivity, teacherstudent communication, inappropriate assessment characteristics, and lack of
resources for assessment purposes. The study recommends teacher training on
educational assessment to address the assessment issues and concerns and for them
to become more competent and efficient in conducting assessments towards good
assessment practices and adherence to assessment standards.