Outcomes-Based Education Assessment Practices of Junior High School Teachers in Mapanas Agro-Industrial High School: Basis for a Training Program Design

Abstract

Aims: The study aimed to examine the assessment practices of Junior High School teachers at Mapanas Agro-Industrial High School within the Outcomes-Based Education (OBE) framework, identify implementation challenges, and leverage these findings to design a contextualized training program. Study Design: This study employed a descriptive-correlational research design. Place and Duration of Study: The research was conducted at Mapanas Agro-Industrial High School in Northern Samar during the School Year 2024–2025. Methodology: Utilizing total enumeration, the study included 31 Junior High School teachers. Data was collected through a structured questionnaire designed to assess the alignment of assessment practices with OBE principles and gauge perceived training needs. Descriptive statistics summarized assessment practices, while multiple regression analysis identified potential predictors of training needs. Results: Findings indicated that teachers reported very high levels of positive attitude and perception toward OBE assessment, consistently applying key OBE practices such as defining learning outcomes, utilizing rubrics, and integrating technology. They also perceived their existing assessment methods as very highly effective. However, teachers concurrently identified significant challenges, notably limited access to OBE-aligned resources, large class sizes, and inadequate administrative support. While the regression model for predicting training needs was not statistically significant, perceived assessment effectiveness approached significance, suggesting that teachers who viewed their current methods as effective might still seek further structured OBE training to bridge perceived gaps. Conclusion: Junior High School teachers at Mapanas Agro-Industrial High School demonstrated a strong commitment to and high proficiency in OBE-aligned assessment practices, yet they faced notable systemic and resource-related implementation challenges. A targeted and practical training program was strongly recommended. This program aimed to emphasize differentiating assessments, integrating technology, and fostering collaborative planning to enhance teacher competency and ensure the sustainable and effective implementation of OBE in rural educational settings.