Preschool Teachers’ Perceptions on Developmentally Appropriate Evaluation Tools

Abstract

This study investigated the application and viewpoints of the utilization of developmentally appropriate assessment (DAA) instruments among preschool educators at a selected institution in Cebu, Philippines, employing a descriptive-correlational research approach. Thirty preschool educators participated in a researcher-created survey questionnaire, which was subjected to validity and reliability assessments, exhibiting significant internal consistency. The acquired data were examined utilizing descriptive statistics, and Pearson’s r correlation. The results show that instructors usually often used DAA resources, especially portfolios, play-based evaluations, anecdotal reports, observation checklists, and parent-teacher shared documentation. Teachers also expressed highly favorable perspectives on the tools’ relevance, practicality, and efficacy in aligning with curriculum standards and guiding instruction. However, a strong negative correlation was identified between the extent of implementation and the perspectives of teachers. This suggests that, despite the fact that teachers appreciate the tools, their perceptions of practicality may be tempered by the burden and documentation requirements. The results underscore the impact of teacher demographics; professional experience, and educational qualifications on assessment techniques. This suggests that the effectiveness of DAA tools is significantly enhanced by sustained support through professional development, streamlined documentation systems, and stronger parent collaboration. This study would suggest an action plan that integrates ICT innovations; strengthens parent-teacher partnerships, expands professional growth opportunities, and reinforces DepEd standards in order to improve the implementation of developmentally appropriate assessments in the selected school in the Division of Cebu.