Assessment Literacy of Secondary Teachers and Their Classroom Assessment Practices

Effective classroom assessment begins with teachers who not only understand assessment but can transform evidence of learning into purposeful instructional action. This study determined the assessment literacy of secondary school teachers and their classroom assessment practices in selected public secondary schools within the Schools Division of Zamboanga del Norte and examined the relationship between these variables. A quantitative descriptive-correlational research design was employed, using a researcher-made questionnaire to gather data on assessment literacy across six dimensions and classroom assessment practices across five dimensions. Mean, standard deviation, and Pearson product-moment correlation were used to analyze the data. Results revealed that the teachers were highly knowledgeable in assessment literacy, with particular strengths in the development of assessment tools and ethical assessment practices, while selection of assessment methods and scoring and interpretation were comparatively lower. Classroom assessment practices were likewise highly demonstrated, with formative assessment emerging as the strongest area and summative assessment as comparatively lower. A statistically significant positive relationship was established between assessment literacy and classroom assessment practices, indicating that stronger assessment knowledge was associated with stronger classroom application. The study concludes that assessment literacy serves as an important professional foundation for purposeful classroom assessment and informed instructional decision-making. Sustained professional development emphasizing assessment-method selection, scoring and interpretation, and the practical application of assessment knowledge is recommended to further strengthen teachers’ assessment competence and classroom practices.