Search for a command to run...
Performance-based assessment is an integral component of any educational process; hence, teachers must measure learners' competencies accurately. The study aimed to determine the extent of utilization of performance-based assessment of teachers in public schools, a large-sized division in Central Philippines, for the school year 2024-2025, as a basis for a capability-building plan. Descriptive research was conducted, and a 45-item survey questionnaire was used to gather data from 35 MAPEH teachers to determine the utilization of performance-based assessment. The results revealed that most of the respondents were young professionals under 40 years old, the majority were female, they had more than nine (9) years of experience teaching MAPEH, and had attended few training/workshops related to MAPEH. Overall, the extent of teachers' utilization of performance-based assessments according to process-based, performance-based, and product-based assessments was great. The extent of utilization of performance-based assessment in the areas of product-based and performance-based, when grouped by age, sex, length of service, and number of training/workshops, was great. At the same time, it was very significant in process-based, concerning age, length of service, and number of training/workshops. Further, a significant difference was found in the extent of utilization of performance-based assessment of teachers across three (3) areas when compared according to their length of service in teaching MAPEH. This finding calls for the DepEd HRTD team and supervisors in MAPEH to work together to develop a continuous professional development program and allocate more funds for the learning resources for the MAPEH curriculum.