Classroom Assessment Practices of Practice Teachers and Mentoring Support of Cooperating Teachers: Inputs for a School-Based Enhancement Program in the Philippines
Keywords:
practice teachers; cooperating teachers; teaching internship; assessment; mentoringAbstract
This mixed-methods descriptive-developmental study examined the classroom assessment practices of mathematics practice teachers and the mentoring approaches of cooperating teachers at Ifugao State University–Potia Campus, Ifugao, Philippines, during the academic year 2024–2025. The quantitative phase determined the practice teachers’ perceived level of competence in assessment literacy and the modes and activities they implemented, while the qualitative phase analyzed assessment activities reflected in detailed lesson plans and classroom demonstrations, as well as explored mentoring strategies of cooperating teachers. Data were gathered from nineteen (19) mathematics practice teachers through survey questionnaires, observation checklists, and semi-structured interviews, with the observation checklist data provided by their respective cooperating teachers. All research instruments were validated and tested for reliability to ensure accuracy and consistency. Findings revealed that mathematics practice teachers demonstrate a strong foundation in classroom assessment literacy and competency. However, ongoing guidance and targeted training are necessary to enhance their skills in feedback delivery, validity, inclusivity, and technology integration. Cognitive assessment tasks were dominant, emphasizing knowledge acquisition and problem-solving, while affective and psychomotor activities—such as recitation, group reporting, labeling, and graph construction—were also utilized. Mentoring practices of cooperating teachers involved modeling, feedback provision, encouragement of varied assessment modes, resource sharing, and fostering progressive independence. The study highlights the importance of sustained mentorship and professional development to strengthen assessment practices. Consequently, a cyclical and holistic program was proposed to enhance assessment literacy, mentoring, inclusivity, research engagement, and collaboration, ensuring well-prepared practice teachers and stronger partnerships between cooperating schools and universities.
https://doi.org/10.26803/ijlter.24.12.4
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