Added Title
DLSU-AKI Policy Brief, 2024-05-031
Document Type
Policy Brief
Publication Date
2024
Place of Publication
DLSU-Angelo King Institute, Room 223, LS building, 2401 Taft Avenue, Manila 0922
Abstract
This study examines the comprehension and application of K to 12 assessment policies among educators and supervisors. Findings highlight disparities in understanding and usage across policy dimensions and respondent categories. While supervisors consistently exhibit strong comprehension, teachers and school heads display lower levels, particularly regarding national and system policies. Noteworthy associations emerge between respondent characteristics and policy understanding/use, alongside discrepancies in comprehension across Sustainable Development Goals (SDGs). Recommendations advocate for tailored training, enhanced communication, and mentorship initiatives to address these gaps and enhance policy implementation. Priority is given to empowering supervisors as mentors, addressing equity-related challenges among school leaders, and fostering inclusive policy development processes. By identifying key intervention areas, this study contributes to advancing educational policy and practice, aiming to improve assessment policy comprehension and utilization.
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Recommended Citation
Medula, C. T., Maslang, J. L., Balagtas, M. U., Lapinid, M. C., & Gonzales, R. D. (2024). Teachers', School Heads', and Supervisors' Understanding and Use of K to 12 Assessment Policies. Retrieved from https://animorepository.dlsu.edu.ph/res_aki/200
Keywords
K to 12 assessment, Assessment Policy, Policy Use, Policy Use
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