CHAPTER III

METHODOLOGY

RESEARCH DESIGN

This research is especially conducted to showcase how a summative assessment

measures students’ achievement was and how is it used in the school and what was the
techniques mostly used by their respective teachers in measuring students achievement.
Summative assessment tackles about how effective this kind of evaluation to the
students does it is need to reinforce in school or in need to be replaced?

RESEARCH LOCALE

This research is conducted at GUINOMAN NATIONAL HIGH SCHOOL

GUINOMAN, DIPLAHAN ZAMBOANGA SIBUGAY specifically in the grade 11-12 who is
the focused of this new implemented curriculum on which adding to years before
attending college.

RESPONDENTS OF THE STUDY

We the researchers wanted to know more about the usage of this kind of evaluation
and we choose the grades 11 and 12 students of Guinoman National High School which
is to compare school from remote areas to the students who studied near the urban areas.

Data Gathering Procedure

By means of giving some questionnaires to tally their respective answers, is we

think the best way to know the answers quickly, hence the questions goes like this:
Out of 10 students in grade 11 and 12.

Questions YES NO TOTAL

1. How many assignments did the

20 20
teacher gives in a week?

2. How many project does the teacher

30 30
gave you in a week?

3. Does it is recorded every time your

teacher gave assignments? Mostly 100 100
how much is the points?

4. How many numbers does your

180 180
teacher usually gave an assignments?

5. Does your teacher explained the

15 5 20
answer after getting the results?

6. What would be your possible usual

grades after checking the papers? Is it 15 5 20
by letters or numbers?

7. Is the assignments related to your

20 20
topics?
 Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Based on the data collected the questionnaire is suited on the total number of 20
students from grades 11 and 12 which located at Guinoman National High School. The
data is clearly states that the summative evaluation are always present in the school in a
week. Even though teachers are oblique to give assignments and project nor even they
were on a remote areas still they can compete students near the urban areas because
their assignments that is usually given in a week is related to their topics hence,
assignments is required in order for the student to test how serious they are in their field
of studies. The data clearly set my mind as researchers that the teachers are doing well
no matter what. Thus summative evaluation is clearly noted that nowadays summative
evaluation is very important and must be reinforce seriously to attain good teaching and
learning processes.
In the first question, data is asked how many assignments did the teacher gives in
a week and students answered that in every week they were given 1 assignment in a
week and is mostly given at the end of the days mostly of Friday.
In the second question which is how many projects did the teacher give in a week
some says twice, some says once. I gathered different answer but according to students
it varies upon the teacher if they learned well in the discussion they would give projects
which is to measure if they really master their topics.
In the third question, which states. Does it is recorded every time your teacher
gave assignments? Mostly how much is the points? The total score collected is 100
means the teacher gives only 5 items in a week it only conclude that assignments
consumed only few questions.
In the fourth question which asked about how many numbers a teacher does
usually gave an assignments? And the answers are also varies upon the teacher some
will give 5 items and some are more than 5. The total numbers are 180 out of 20 students.
In the fifth question which is goes like this, Does your teacher explained the answer
after getting the results? And out of 20 students it entails that some teacher explained the
answer after getting the results and some would no longer explain the answer they let the
students discover out of their own as the discussion goes on.
In the sixth question which asked about, what would be your possible usual grades
after checking the papers? Is it by letters or numbers? And the answers weighted much
on numbers than letters. Like for an instance on giving scores many teachers would give
1-5 scores and few of them would also give and A, B, C scores of which A is a sign of
largest scores.
And lastly, the question asked, if is the assignments related to your topics? We
gathered exact and correct answer as we expected. All of the assignments given are all
related to the topics.
All in all evaluations may use information from tests and measurement. Teachers
usually assess students and use this assessment information to judge the quality of
student learning for summative or formative purposes. Instead, they have emphasized
the need for tests to be designed according to traditional principles of good measurement
objectivity, reliability, fairness, etc., in short, the validity characteristics that make a test
(any test) a good measure of what it was intended to measure. Instructors assess for
various reasons (Airasian, 1994; Linn & Gronlund, 1995; Pelleringo, Chudowsky &
Glaser, 2001).

.Assessment can also serve to provide feedback to students by measuring their

progress, giving them an idea of their degree of (non)mastery of the content taught to
them in relation to others or to a norm or a standard. Instructors can use assessment to
place students in a group for behavioural, social and/or instructional purposes. This can
be achieved through conducting either or both summative or formative assessment. The
results can be used for accountability purposes, to make resource allocation decisions,
and even to heighten public awareness of educational issues. These assessments may
be administered to an entire cohort (census testing) or to a statistically chosen group
(sample testing) and may also include background questionnaires for different
participants (learners, teachers, administrators) to provide a meaningful context for
interpreting test results.

Assessment is learner– centred, then summative and formative assessment are

equally important and useful. They argue that „if we are concerned only with measuring
progress, we tend to look only for evidence that can be quantified, such as statistics,
grades and percentages. If learning is assessed in both qualitative and quantitative ways,
the information produced is more complete and more useful.‟ this does not exclude formal
testing methods, so long as learners are treated as adults. They maintain that assessment
should be discussed with learners themselves, and that this process will materially
contribute to their learning. They suggest that progress profiles enable learners and
teachers to record aims and measure progress against them in a constructive, direct way
and argue that learners themselves should decide how their progress should be
measured. The key is to think of summative assessment as a means to gauge, at a
particular point in time, student learning relative to content standards. Although the
information that is gleaned from this type of assessment is important, it can only help in
evaluating certain aspects of the learning process.
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