Use of Interdisciplinary Approach in Performance-based Assessment in the New Normal
This descriptive research study aimed to assess the management of the existing policies, guidelines, and procedures on the implementation of the inter.
- Pub. date: October 15, 2022
- Pages: 2475-2486
- 477 Downloads
- 685 Views
- 2 Citations
This descriptive research study aimed to assess the management of the existing policies, guidelines, and procedures on the implementation of the interdisciplinary approach in performance-based assessment (IAPA) before and during Coronavirus disease (COVID-19) as a basis for proposing improvements for its implementation in the “new normal”. 30 senior high school science teachers and school leaders from 5 private and 5 public schools in Metro Manila, Philippines, participated in this study. The participants assessed the management of existing policies, guidelines, and procedures on the IAPA’s implementation using a survey questionnaire and identified its strengths and weaknesses using an interview guide. The researchers developed the instruments used for data collection but subjected to experts’ validation and reliability test. Results reveal that the management of IAPA was effective and that it benefits students and teachers in many ways. However, it has also weaknesses, which are associated with the role of school leaders in the implementation of the policies, guidelines, and/or procedures, especially during the new normal education setting. The study provides suggestions for improving IAPA implementation in the new normal covering both the face-to-face and online learning modalities
Keywords: Blended learning, interdisciplinary approach in performance-based assessment, new normal.
References
Al Salami, M. K., Makela, C. J., & de Miranda, M. A. (2017). Assessing changes in teachers’ attitudes toward interdisciplinary STEM teaching. International Journal of Technology and Design Education 27, 63–88. https://doi.org/10.1007/s10798-015-9341-0
Altun, A., & Kelecioğlu, H. (2018). Vocational high school teachers' and students' opinions about performance tasks. International Journal of Assessment Tools in Education, 5(3), 544-566. https://doi.org/10.21449/ijate.425190
Anig-ig, B. (2018, October). Addressing the need for continuing professional education. The Modern Teacher, 67(5), 163. https://bit.ly/3LNu7at
Balagtas, M. U. (2020). Designing student-centered assessment in flexible learning [Lecture presentation]. Philippine Educational Measurement and Evaluation Association, Philippines.
Balagtas, M. U., & Ubina, M. M. (2018). Looking through the digital portfolios of teachers at different career stages: Lessons and reasons. AsTEN Journal of Teacher Education, (Special Issue), 1-13. https://bit.ly/3SkEll9
Barnes, J. (2015). Cross-curricular learning (3rd ed.). SAGE Publications, Inc.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Routledge, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Creswell, J. (2014). Research design (4th ed.). SAGE Publications, Inc.
Davalos, C., & Malaluan, N. (2018). Development of performance task assessment tools for grade 10 science. Asia Pacific Journal of Education, Arts and Sciences, 5(3), 36-49. https://bit.ly/3rfjALW
Decena, M. C. (2013). Readiness of science teacher to the k-12 basic education curriculum: Basis for training design [Unpublished master’s thesis]. Philippine Normal University.
Department of Education. (2015). Policy guidelines on classroom assessment for the k to 12 basic education program. https://bit.ly/DO_s2015_08
Department of Education. (2017). National adoption and implementation of the Philippine professional standards for teachers. https://bit.ly/DO_s2017_042
Department of Education. (2019). Policy guidelines on the k to 12 basic education program. https://bit.ly/DO_s2019_021
Department of Education. (2020a). Adoption of the basic education learning continuity plan for school year 2020-2021 in light of the COVID-19 public health emergency. https://bit.ly/DO_s2020_012
Department of Education. (2020b). Additional provisions to DepEd order no. 13 series of 2020 readiness assessment checklist for learning delivery modalities in the learning continuity plan of private schools. https://bit.ly/DO_s2020_017
Department of Education. (2020c). National adoption and implementation of the Philippine professional standards for school heads. https://bit.ly/DO_s2020_024
Department of Education. (2020d). National adoption and implementation of the Philippine professional standards for supervisors. https://bit.ly/DO_s2020_025
Department of Education. (2020e). Interim guidelines for assessment and grading in light of the basic education learning continuity plan. https://bit.ly/DO_s2020_031
Frodeman, R. (2013). Sustainable knowledge: A theory of interdisciplinarity. Springer. https://doi.org/10.1057/9781137303028
Gonzalez-Carrasco, M. (2016). The development of professional competences using the interdisciplinary project approach with university students. Journal of Technology and Science Education, 6(2), 122-133. https://doi.org/10.3926/jotse.196
Holmbukt, T. E. (2018). Interdisciplinary approaches for deep learning. Nordic Journal of Modern Language Methodology, 6(1), 12-19. https://doi.org/10.46364/njmlm.v6i1.425
Kamalludeen, R. M. (2020). Transitioning to the new normal in education. The Star. https://bit.ly/new-normal-in-education
Maringa, D. (2016). Principals' experiences in managing curriculum in secondary schools in Mopani district [Unpublished master’s thesis]. University of Pretoria.
Mason, K. (2019). Hello, Dolly! An interdisciplinary approach. Choral Director. https://bit.ly/hello-dolly-IA
McMillan, J. H. (2017). Classroom assessment: Principles and practice that enhance student learning and motivation (7th ed.). Pearson.
Menken, S., & Keestra, M. (2016). An introduction to interdisciplinary research: Theory and practice. Amsterdam University Press.
Obana, J. (2020). What will schools look like under the ‘new normal’? The Manila Times. https://bit.ly/schools-under-the-new-normal
Păvăloiu, I., Petrescu, I., & Dragomirescu, C. (2015). Interdisciplinary project-based laboratory works. Elsevier, 180, 1145-1151. https://doi.org/10.1016/j.sbspro.2015.02.230
Republic of the Philippines. (2013). Republic act no. 10533 known as an act enhancing the Philippine basic education system by strengthening its curriculum and increasing the number of years for basic education, appropriating funds therefor and for other purposes. https://bit.ly/republic-act-no-10533
Şahin, M. G., & Boztunç Öztürk, N. (2018). Performans görevlerinde karşılaşılan sorunları çözmek için bir model önerisi [A model proposal for solving problems encountered in performance tasks]. International Journal of Assessment Tools in Education, 5(4), 593-610. https://doi.org/10.21449/ijate.390603
Tucker, C., Wycoff, T., & Green, J. (2016). Blended learning in action: A practical guide toward sustainable change. Corwin.
Warren, A. (2016). Project-based learning across the disciplines. Corwin.
Wolf, C., Joye, D., Smith, T., & Fu, Y. (2016). Sage handbook of survey methodology. SAGE Publications, Inc.
Zikmund, W., Carr, J., & Griffin, M. (2013). Business research methods. Cengage Learning.