TEACHER-EVALUATORS’ NARRATIVE ACCOUNTS IN ASSESSING SELF-LEARNING MODULES (SLM)
| Dublin Core | PKP Metadata Items | Metadata for this Document | |
| 1. | Title | Title of document | TEACHER-EVALUATORS’ NARRATIVE ACCOUNTS IN ASSESSING SELF-LEARNING MODULES (SLM) |
| 2. | Creator | Author's name, affiliation, country | Angelie C. Loria; Ramon Magsaysay Memorial Colleges, Graduate School General Santos City, Philippines |
| 2. | Creator | Author's name, affiliation, country | Francisco M. Espinosa; EdD, Ramon Magsaysay Memorial Colleges, Graduate School General Santos City, Philippines |
| 3. | Subject | Discipline(s) | |
| 3. | Subject | Keyword(s) | educational management, assessing self-learning modules (SLM), teacher evaluators, narrative accounts, phenomenology, Philippines |
| 4. | Description | Abstract | This study aims to describe the narrative accounts of teacher-evaluators in assessing the quality of SLMs. This study uses a narrative research approach to examine five teacher-evaluators from the Koronadal City Division. As part of Bruner's theoretical framework, individuals produce new ideas or concepts based on prior information. Their expertise is needed to choose and process data. This study applies this approach because the cognitive structure organizes perceptions and helps individuals go beyond knowledge because evaluating self-learning material quality teaches teachers new concepts (SLMs). The finding reveals that participants feel honored and pressured, some are ready to carry out any assignment, and some are happy and excited. Participants indicated the advantage indicated learning new things and meaningful experiences, while the disadvantage indicated adding workloads. This research may support and motivate teacher-evaluators to tailor instruction to meet individual needs. Whether they differentiate content, process, products, or the learning environment, ongoing assessment and flexible grouping make this a successful approach to assessing students' SLMs quality. This study would provide a framework to build certain tasks, activities, or modules to motivate teachers and help them focus attention, organize information for understanding and remembering, monitor and assess learning, encourage self-monitoring, and self-correct tools for reflecting on and assessing their own learning in evaluating the quality assurance of SLM's.
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| 5. | Publisher | Organizing agency, location | Open Access Publishing Group |
| 6. | Contributor | Sponsor(s) | |
| 7. | Date | (YYYY-MM-DD) | 2023-08-02 |
| 8. | Type | Status & genre | Peer-reviewed Article |
| 8. | Type | Type | |
| 9. | Format | File format | |
| 10. | Identifier | Uniform Resource Identifier | https://oapub.org/edu/index.php/ejes/article/view/4959 |
| 10. | Identifier | Digital Object Identifier (DOI) | http://dx.doi.org/10.46827/ejes.v10i9.4959 |
| 11. | Source | Title; vol., no. (year) | European Journal of Education Studies; Vol 10, No 9 (2023) |
| 12. | Language | English=en | en |
| 13. | Relation | Supp. Files | |
| 14. | Coverage | Geo-spatial location, chronological period, research sample (gender, age, etc.) | |
| 15. | Rights | Copyright and permissions |
Copyright (c) 2023 Angelie C. Loria, Francisco M. Espinosa This work is licensed under a Creative Commons Attribution 4.0 International License. |