Preschool Teachers’ Perceptions on Assessment Practices in Early Childhood Classrooms

Abstract

This research investigated preschool educators’ perspectives of assessment methodologies in early childhood classrooms within specific institutions in Cebu, Philippines, employing a descriptive-correlational research approach.  Thirty preschool educators engaged in a researcher-developed and expert-validated questionnaire, which exhibited significant internal consistency.  Data were examined utilizing descriptive-correlational statistics and Pearson’s r correlation coefficient.  The findings indicated that teachers consistently implemented assessment practices, including anecdotal records, learner portfolios, play-based assignments, and parent-teacher documentation.  Teachers also expressed highly favorable perceptions of these practices, emphasizing their developmental relevance, practicality, efficacy in guiding instruction, and alignment with curriculum standards.  Results showed a robust negative relationship between teachers’ perceptions and their implementation level; the more teachers use evaluation tools, the better they recognize systemic barriers in terms of workload or required document production. This study highlighted the significance of teacher demographics, experiences, and qualification on type of assessments. These results highlight the importance of increased parent-school partnership, more efficient assessment approaches and ongoing professional learning. The research concludes that in order to guarantee meaningful, sustainable, and developmentally appropriate assessment in early childhood education, it is imperative to empower teachers’ voices and enhance institutional support.