Mathematics Assessment Framework for Junior High Schools in ‎The Province of Batangas

Dr. Cherie Belle C. Bautista; Dr. Realiza M. Mame

doi:10.14419/bq1gn628

Article Details

Mathematics Assessment Framework for Junior High Schools in ‎The Province of Batangas

Authors:

Dr. Cherie Belle C. Bautista | Dr. Realiza M. Mame

Publisher:

Science Publishing Corporation

Journal:

International Journal of Basic and Applied Sciences Vol.14 Issue 8, pp.223-232

Document Type:

Article

Publication Date:

12/2025

Document Language:

English

Document ID (Org No.):

2001387624

pISSN:

2227-5053

DOI:

10.14419/bq1gn628

Keywords:

Abstract:

 This research evaluated the classroom assessment practices based on the National Council of Teachers of Mathematics (NCTM) stan-dards ‎as the basis for designing mathematics assessment framework for junior high school (JHS). Specifically, this study aimed to describe the ‎characteristics of the respondents; evaluated the mathematics assessment practices of teachers and determined the manifestation of the mathematics assessment purposes. It also identified the significant difference in the evaluation of mathematics assessment when grouped according to the respondent’s characteristics and the significant relationship between the evaluation of mathematics     assessment and its purpose. ‎The exploratory method of research was utilized through questionnaires. The respondents of this study are the 289 JHS mathematics teachers in the province of Batangas which were selected using stratified proportional random sampling. The study revealed that most of them are ‎new in the teaching profession, have baccalaureate degree, have only 1 to 3 relevant trainings in the past 3 years and in their maturing stage ‎in using technology. Moreover, their assessment practices adhere to the NCTM standards. Additionally, there is a moderate extent of manifestation of the mathematics assessment purpose relative to evaluating mathematics curriculum, making instructional decisions, evaluating ‎student’s achievement, and monitoring student’s progress. Furthermore, significant differences in the evaluation of mathematics assessment ‎with reference to NCTM standards when grouped according to the respondents’ characteristics varies. Likewise, there are significant strong ‎positive relationships between the evaluation of mathematics assessment and its purpose. The designed framework aims to meet the purpose ‎of classroom assessment and develop mathematically literate students‎.

Article Details

Mathematics Assessment Framework for Junior High Schools in ‎The Province of Batangas

Authors:

Dr. Cherie Belle C. Bautista | Dr. Realiza M. Mame

Publisher:

Science Publishing Corporation

Journal:

International Journal of Basic and Applied Sciences Vol.14 Issue 8, pp.223-232

Document Type:

Article

Publication Date:

12/2025

Document Language:

English

Document ID (Org No.):

2001387624

pISSN:

2227-5053

DOI:

10.14419/bq1gn628

Assessment Framework

Assessment Practices

Junior High School

Mathematics Assessment

NCTM Standards

Issues

Article Details

Mathematics Assessment Framework for Junior High Schools in ‎The Province of Batangas

Authors: Dr. Cherie Belle C. Bautista | Dr. Realiza M. Mame

Publisher: Science Publishing Corporation

Journal: International Journal of Basic and Applied Sciences Vol.14 Issue 8, pp.223-232

Document Type: Article

Publication Date: 12/2025

Document Language: English

Document ID (Org No.): 2001387624

pISSN: 2227-5053

DOI: 10.14419/bq1gn628

Assessment Framework

Assessment Practices

Junior High School

Mathematics Assessment

NCTM Standards

Issues

Authors:

Dr. Cherie Belle C. Bautista | Dr. Realiza M. Mame

Publisher:

Science Publishing Corporation

Journal:

International Journal of Basic and Applied Sciences Vol.14 Issue 8, pp.223-232

Document Type:

Article

Publication Date:

12/2025

Document Language:

English

Document ID (Org No.):

2001387624

pISSN:

2227-5053

DOI:

10.14419/bq1gn628