Special Luminary Issue
2023 IJRSE – Volume 12 Issue 5
Available Online: 31 May 2023
Tallungan, Jenifer Raymond R.
Nueva Vizcaya State University, Philippines (email@example.com)
This quantitative study aimed to ascertain the effectiveness of Task-based Learning (TBL) approach as an intervention in improving assessment skills of prospective teachers of Nueva Vizcaya State University – Bambang Campus, Bambang, Nueva Vizcaya, in the academic year 2019-2020. It specifically employed the descriptive method using the quasi-experimental approach involving 30 respondents. Validated written examinations were used to gather information needed to test the null hypothesis that there is no significant difference in the levels of assessment skills of the respondents before and after the intervention, using the 0.05 level of significance. Results showed that areas in Assessment of Learning 1 needing reinforcement among the selected respondents included topics under methods of analyzing and evaluating test results, utilization and reporting test results, and development of classroom assessment for measuring knowledge and learning. The researcher hence developed a task-based intervention which was used in the experimentation. Results further showed that the respondents’ level of assessment skills before exposure to the task-based intervention was high average, while after exposure was high. It was found out that there was a significant difference between the mean scores of the respondents in the pretest and posttest. This means that the respondents’ assessment skills after the intervention were significantly better than their assessment skills before the intervention. The improved assessment skills of the respondents could be attributed hence to the effectiveness of the TBL approach.
Keywords: assessment skills, effectiveness, prospective teachers, task-based intervention, task-based learning approach
Cite this article:
Tallungan, J. R. R. (2023). Task-Based Learning (TBL) approach and assessment skills of prospective teachers. International Journal of Research Studies in Education, 12(5), 69-78. https://doi.org/10.5861/ijrse.2023.2020