Reliability Analysis on Teachers’ Quarterly Classroom Assessment in Basic Education

The study was conducted to enhance basic education teachers on the basic concepts of teaching and learning assessment, particularly in the given quarterly examinations. Specifically, it aimed to  identify the different assessment techniques  in measuring authentic learning, determine the reliability indices of quarterly assessments in the different subject areas and analyze the test items of the specified learning domains in  the Table of Specification (TOS). Participants were the basic education teachers identified in the college extension program teaching in elementary, integrated and high school levels. Based on the results,  assessment tools used in the classroom for the  quarterly examinations were mostly identified as  Multiple Choice Questions (MCQ) type in all subject areas. The reliability coefficient, Cronbach Alpha, were computed of which most of the test obtained higher than the minimum standard reliability of 0.70. Much more in Mathematics subject, retained items of the test were just average based on learning domains in the TOS with  58%  and 33% characterized as lower-order thinking skills(LOTS) and higher-order thinking skills(HOTS), respectively.

Keywords: classroom assessment, reliability, item analysis, Cronbach Alpha, basic education teachers