ABSTRACT
This study aimed to determine the experiences of school heads in conducting the Regional Achievement Measure (RAM), with the goal of providing insights for policy recommendation. Using a qualitative research methodology grounded in phenomenology, the participants comprising ten purposively selected school heads from both elementary and secondary schools. In-depth interviews were conducted, and the data analyzed through thematic analysis. The following themes were generated: optimistic approach, constructive candid approach; hindering factors as of time, equipment, and supplies, and facilitating factors through teachers and online assessments. This study strongly recommends establishing comprehensive policies for the scheduling and dissemination of assessments, providing necessary equipment and technical support, and ensuring timely supply distribution. These recommendations emphasize the need for strategic planning and resource management to enhance the assessment process and improve educational outcomes across institutions.
Keywords: School Heads, Regional Achievement Measure, Policy Recommendation, Assessment Challenges
INTRODUCTION
The foundation of a basic skills-oriented education is reading, writing, and arithmetic. All three skills are of the utmost importance in everyday life and on the job. These skills are necessary to evaluate sources of information and the validity of the information (Furlow, 2017).
According to Malec (2022), both formal and informal education is essential in learning the basic skills. Learning is a continuous process that impacts all the factors of conduct, which incorporate skills, expertise, attitudes, personality, motivation, etc.
Hence, assessment is given to validate the basic skills. Although, there are many ways for learners to demonstrate what they’ve learned. Three approaches of assessment use at school, diagnostic, formative and summative (Staake, 2023).
The Department of Education (DepEd) under Matatag Curriculum aims to make every Filipino a literate, communicatively competent, and culturally aware. To validate the progress, the use of assessment has been recognized as an essential tool for measuring learners’ achievement, evaluate the teaching strategies, and ensuring the educational objectives are met.
Therefore, in the study, the researcher would like to find out the school heads’ experiences in the conduct of Regional Achievement Measure (RAM) bases for policy recommendation.
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