Guided Interaction, Authentic Assessment and Teachers’ Learning Outcomes in School-Based Trainings and Activities

Abstract

This study explores the impact of guided interaction and authentic assessment on teachers’ learning outcomes in school-based training and activities. The aim is to investigate how these educational strategies influence the professional development and competency of teachers. Guided interaction refers to structured and collaborative learning experiences that promote active engagement and peer feedback, while authentic assessment involves real-world tasks that evaluate teachers' practical skills and knowledge application. This study utilized a descriptive and correlational type of research wherein it used survey questionnaire through the help of google form for the fastest distribution and collection of data. The respondents of the study were 95 elementary teachers who are currently employed in nine schools in the District of Sampaloc, Division of Quezon that conducted last April 2024. This study examines the impact of guided interaction and authentic assessment on the learning outcomes of teachers in school-based training and activities. The research involved predominantly young, married female teachers with some master’s degree units and less than five years of teaching experience. Findings indicate that guided interaction, characterized by setting expectations, increasing motivation, initiating interaction, and creating an inclusive environment, is effectively practiced by the teachers. Similarly, authentic assessment, which adapts tasks for deeper student learning, promotes mastery of the subject matter, and involves students in their own assessment, is also effectively implemented. The study reveals that teachers' learning outcomes, encompassing intellectual skills, verbal information, motor skills, discipline-specific skills, and behavioral/transferable skills, are rated as very efficient. Moreover, a significant positive relationship exists between these learning outcomes and both guided interaction and authentic assessment. Consequently, the hypotheses that guided interaction and authentic assessment do not significantly affect teacher learning outcomes are rejected. The study recommends that school heads incorporate these strategies into professional development activities, teachers engage actively in such initiatives, and future researchers explore additional variables to further understand teacher professional development.