Examining teacher assessment identity and its extent on linking formative assessment to student performance

Date of Publication


Document Type


Degree Name

Doctor of Philosophy in Science Education Major in Mathematics

Subject Categories

Science and Mathematics Education


Br. Andrew Gonzalez FSC College of Education


Science Education

Thesis Advisor

Auxencia A. Limjap

Defense Panel Chair

Minie Rose C. Lapinid

Defense Panel Member

Arlene A. Pascasio
Voltaire M. Mistades
Levi E. Elipane
Celina P. Sarmiento


Assessment is embedded to teaching-learning process and tightly interconnected with curriculum and instruction. Actors to the crucial role in the interplay of these three are teachers who potentially influence success of educational efforts. Assessment identity, as fundamental to being a teacher and assessor of student learning, is vital, that affects both formative use of assessment, and student performance.

Aimed to generally examine the assessment identities of in-service teachers in their respective contexts, eight teacher-participants out of 85 respondents of the study and eight participating-STEM classes in six purposively-selected schools in Districts 1 and 3 of Cotabato Division in Mindanao were made the focus of investigation. Using an embedded mixed methods and qualitative multiple case study designs, this study specifically aimed to examine how the participants had manifested and enacted their assessment identities using Activity Theory and Positioning Theory frameworks. The eight participants and their respective activity systems were considered as eight separate cases, hence, the unit of analysis.

Results of the study showed that both the participants and respondents had relatively low assessment literacies, however, the respondents were both inclined in choosing appropriate assessment and communicating assessment results and the participants were both inclined in choosing and developing assessments while they were weak in developing assessments and communicating assessment results, respectively. The participants had manifested hybrid assessment identities in general, and four identities in particular that established a link to their formative assessment practices and student performance; nonetheless, similarities and differences were observed relative to how their assessment identities were enacted as shaped by the interrelating factors and their interactions to the components of their activity systems.

Keywords: Assessment Capability, Teacher Assessment Identity, Formative Assessment, Student Performance, Activity Theory, Positioning Theory.

Abstract Format






Physical Description

707 leaves


Educational evaluation; Teachers—Rating of; Students—Rating of

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