Teachers’ Conceptions of Assessment Using Brown’s Four-Factor Model and DepEd Assessment Policy: Implications for Policy Review

The study determined teachers’ conceptions on assessment which were bases in developing recommendations for policy review. used survey questionnaires adopted from Brown’s COA-III and an additional researcher-made questionnaire DepEd Assessment Policy. respondents are the 408 mathematics teachers different schools of National Capital Region using Cluster Sampling. Teachers “strongly agreed” that held students school accountable, it’s improvement teaching learning process, they don’t believe is irrelevant. also believed a sound must be standards-based, concept development, formative summative. Moreover, eight variables found to correlated: accountability, student improvement, should designed classroom national levels. Teachers’ assessments may consider factors formative, undergo extensive training concerning assessment. see it every implement their class, always aligned objectives whether or summative them properly informed regarding development achievement students.