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

  • Authors

    • Dr. Cherie Belle C. Bautista The Saint Isidore National High School, Division of Batangas Province
    • Dr. Realiza M. Mame Batangas State University-The National Engineering University https://orcid.org/0009-0001-9561-3154
    https://doi.org/10.14419/bq1gn628

    Received date: October 11, 2025

    Accepted date: December 2, 2025

    Published date: December 12, 2025

  • Assessment Framework; Assessment Practices; Junior High School; Mathematics Assessment; NCTM Standards

  • 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.

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  • How to Cite

    Bautista , D. C. B. C. ., & Mame , D. R. M. . (2025). Mathematics Assessment Framework for Junior High Schools in ‎The Province of Batangas. International Journal of Basic and Applied Sciences, 14(8), 223-232. https://doi.org/10.14419/bq1gn628