Creating Assessment Instruments for Mathematics Teachers Teaching in Small School

This study explored the development of assessment tools among Junior High School Mathematics teachers in a small school in the province of Aklan, Philippines. It aimed to understand the challenges encountered and the considerations made by teachers in aligning assessment tools with the Most Essential Learning Competencies (MELCs). The study revealed four major themes: (1) Difficulties in Constructing Assessment Tools, (2) Considerations in Assessment Design, (3) Level of Alignment to the Curriculum, and (4) Bases of Assessment Construction. Teachers reported significant difficulties, including misalignment with MELCs due to numerous school activities, students’ low mathematical comprehension, challenges in creating a Table of Specifications (TOS), and uncertainty in selecting appropriate types of assessment. These factors hinder the creation of valid and effective assessments. Teachers also emphasized key considerations such as the level of student understanding, the scope of topics covered, and the type of assessment tools used. Despite aiming for 100% alignment to MELCs, alignment decreased progressively from the second to the fourth quarter due to time constraints and additional responsibilities. The study underscores the importance of providing support to teachers in instructional planning and assessment development, especially in schools with limited resources and heavy workloads. Literature from scholars such as Biggs & Tang (2009), Mazana et al. (2019), and Garavalia (2008) supports these findings, emphasizing the need for constructive alignment, consideration of learner diversity, and context-sensitive assessment practices. The results call for targeted professional development and institutional reforms to enhance the capacity of teachers to construct meaningful and aligned assessment tools.