ABSTRACT
The study aimed at determining the experiences of Junior High School English teachers in using differentiated assessment as a groundwork for a seminar-workshop in Oton National High School, Oton, Iloilo during the school year 2023-2024. The results showed that English teachers viewed differentiated assessments as tests for individual needs, abilities, and interests and they also test for multiple intelligences of learners. Teachers use differentiated assessments to accomplish performance tasks and assess competencies learned. Teachers found differentiated assessments enjoyable. They were also used in discovering learners' strengths and weaknesses, boosting confidence, and evaluating teaching strategies. This type of test is time-consuming to prepare and administer, difficult to suit diverse learners, and difficult to manage due to the big class size. Teachers’ coping strategies include researching, collaborating, providing a timeframe, and monitoring and facilitating learners’ groupings. A seminar-workshop for teachers was proposed as a result of the study.
Keywords: Experiences, Differentiated Assessment, English Teachers, Seminar-workshop
INTRODUCTION
Assessment is done to evaluate the learning abilities and keep track of learners’ progress. In giving assessments, the diversity of learners must be considered to pursue the goal of 21st-century education, which is to establish a learner-centered classroom. A student-centered classroom involves students in the learning process while also considering their interests and skills. Student learning is personalized, and students take control of their learning, which helps them develop essential skills or 21st-century skills (EduBorealis,2021).
Differentiated assessment is the key to meeting students’ needs and learning preferences. Thus, it is achieved when the teacher provides various assessment activities inside the classroom. This would also allow learners to effectively demonstrate what they have learned and give the teachers an idea of what best teaching strategies can be applied or used.
Howard Gardner’s Theory of Multiple Intelligences is a key theory considered in this study. Educators should take into account students' various intelligences and strengths. Also, the theory of Multiple Intelligences will assist teachers in understanding that every learner is unique and will allow teachers to improve each learner's intelligence. Finally, teachers should use teaching, learning, and assessment approaches that address students' various intelligences (Gouws, 2007).
Differentiated assessment is employed when teachers alter and match assessment with the various qualities or profiles of students to fulfill the students' particular needs, hence strengthening their learning and increasing their ability to exhibit their learned knowledge.
As an English teacher for 5 years, the researcher has observed that English teachers find some difficulties in preparing or giving assessments that correspond to the different learning levels, learning styles, needs, interests, and potentials of learners. Some problems arise, such as materials to be used, preparations, and checking of outputs. Perhaps, teachers would stick to giving paper-and-pencil tests, which are believed to be the easiest and fastest way of conducting an assessment.
In this connection, this study aimed at finding out the experiences of English teachers in giving differentiated assessments inside the classroom to explore the experiences of these teachers in preparing, giving, and checking differentiated assessments.
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