International Research Journal of Education and Technology

                This study assessed the self-reported assessment skills of the pre-service teachers of BatStateU ARASOF-Nasugbu in the Academic Year 2021-2022. Specifically, the study aimed to explain the sex-disaggregated perception of pre-service teachers on their assessment skills in terms of six constructs; the commonly used assessment tools and methods by teachers and the perception of the assessment tools and methods relevant to the development of their assessment skills; challenges in developing assessment skills; and the assessment skills development guide for pre-service teachers that can be developed. The study utilized the mixed methods design with a borrowed survey questionnaire and self-made interviews as the data-gathering instruments. The respondents were 382 students from the six programs of the College of Teacher Education (CTE).

The study’s findings revealed that both male and female pre-service teachers are highly competent in grading and assessment ethics; however, both groups of respondents are moderately competent in constructing assessments, administering assessments, performance assessments, and communicating assessment results with others. It also revealed that a combination of traditional and alternative assessment tools and methods are commonly used by teachers and are somewhat liked by the respondents. The pre-service teachers acknowledge that their teachers' assessment tools and methods effectively develop their assessment skills. Most respondents encountered personal, academic, and technical challenges when dealing with the development of assessment skills. Considering these, an assessment skills development guide for pre-service teachers was developed.

Keywords: assessment skills, assessment tools, assessment methods, disaggregated, guide