Contemporary Teaching Strategies and Formative Assessment Practices of Public Elementary School Teachers

Abstract

Contemporary teaching strategies, which emphasize student-centered, interactive, and inclusive approaches, have increasingly become essential in promoting effective classroom learning. However, limited research has explored how these instructional methods relate to formative assessment practices at the elementary level, particularly in local public school contexts. This study aimed to examine the significant relationship between contemporary teaching strategies and formative assessment practices among public elementary school teachers in Carmen District, Division of Davao del Norte. A descriptive-correlational research design was employed, involving 196 teachers as participants. Data were collected using standardized survey questionnaires and analyzed using mean, standard deviation, Pearson product-moment correlation, and multiple linear regression. Results revealed that both contemporary teaching strategies and formative assessment practices were extensively implemented. A significant positive relationship was found between the two variables, with specific teaching strategies significantly influencing formative assessment use. These findings highlight the importance of aligning instructional methods with assessment practices. The study recommends that school administrators implement targeted Continuous Professional Development (CPD) programs to further enhance teachers’ competencies in these areas and promote a more reflective and responsive teaching environment.