Keywords
least mastered competencies teacher-mediated strategies
How to Cite
Abstract
The study investigated the teacher-mediated strategies employed by Public Secondary School Teachers in select secondary schools in the Division of Cagayan to address the least mastered competencies, as well as the administrative interventions implemented by administrators to address learners' deficiencies in the National Assessment Test (NAT). The data were coded and thematically analyzed using Strauss and Glaser's grounded theory, particularly the open and axial coding approach. The study found that the least mastered competencies across the different learning areas, as revealed in the NAT, indicate that a high percentage of public-school students fall below the minimum proficiency standards in critical areas, such as Math, Reading, and Science. In Mathematics along Basic problem-solving competency such as interpreting simple situations and performing basic calculations, the proficiency level of the students is level 2 or below (only 16% achieved this); whereas, in English along Reading particularly identifying main ideas in texts, reflecting on purpose and understanding moderate-length texts, the learners’ proficiency level is Level 2 or below, and in science, along recognizing scientific explanations for familiar phenomena and drawing conclusions, the proficiency level of the students is also Level 2 or below (only 23% achieved this). Teachers employed differentiated instruction, scaffolding, and ICT-based resources to support diverse learning needs, while administrators provided instructional feedback, access to resources, and opportunities for professional development. Enabling factors, such as peer collaboration and a supportive school climate, contributed to the successful implementation. Restraining factors, such as excessive workload, resistance to change, disengaged students, and a lack of reflective practices, impede both teacher effectiveness and student learning. It can be concluded that the success of administrative interventions in addressing the least-mastered competencies of learners in public schools depends on a multifaceted approach. By harnessing enabling factors, such as supportive leadership, collaboration, and community involvement, and addressing restraining factors, including excessive workload, teacher reluctance, and learner passivity, schools can create an environment where both teachers and students can thrive.References
Adeniyi, C. O., Ogundele, L. O., & Odetola, C. A. (2014). Teacher Quality Factors as Determinant of Students’ Achievement in Mathematics. ournal of Education and Practice, 5(37), 1-6.
Ainscow, M. (2016). The impact of leadership on inclusive education: A review of research. Journal of Educational Administration, 54(3), 333–350. https://doi.org/10.1108/JEA-10-2015-0087
Alghamdi, M., & Ali, R. (2023). Adaptive instructional strategies in personalized learning environments. Educational Technology & Society, 26(2), 114-126.
Allington, R. L. (2009). What Really Matters in Response to Intervention: Research-based Designs. Boston: Allyn & Bacon.
Anub, C. D. (2020). Factors Contributing to the English National Achievement Test (Nat) Performance. Middle Eastern Journal of Research in Education and Social Sciences, 131-149.
Aquino, M. U., Perhiliana, R. V., Guerrero, J. S., & Cabauatan, M. L. (2019). The Performance of the National Achievement Test Result For Grade 6 S.Y. 2017 - 2018 of Pinaripad National High School Aglipay, Quirino. Ascendens Asia Journal of Multidisciplinary Research, 3(21). Retrieved March 2023, from https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/10283
Babu, S., & Mendro, R. (2003). Teacher Accountability: HLM-based Teacher Effectiveness Indices in the Investigation of Teacher Effects on Student Achievement in a State Assessment Program. Proceedings of the Annual Meeting of the American Educational Research Association(AERA). American Educational Research Association(AERA).
Baker, L., & Thompson, M. (2023). Interdisciplinary learning and student engagement: Strategies for modern classrooms. Journal of Educational Research, 45(3), 230–245. https://doi.org/10.1016/j.jedures.2023.03.002
Bautista, J. (2023). National Achievement Test for Grade 12 students set. Retrieved from Philippine Institute for Development Studies: https://www.pids.gov.ph/details/news/in-the-news/national-achievement-test- for-grade-12-students-set
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
Bond, M. (2022). The power of asynchronous learning: Empowering students to succeed at their own pace. Educational Technology Research and Development, 70(1), 59–78. https://doi.org/10.1007/s11423-021-10002-4
Bond, M. (2022). The role of asynchronous learning in enhancing student outcomes: Evidence from video-based instruction. Journal of Educational Technology, 18(2), 123-135.
Bond, M. (2022). The role of asynchronous learning in enhancing student outcomes: Evidence from video-based instruction. Journal of Educational Technology, 18(2), 123-135.
Brown, P. C. (2022). Make it stick: The science of successful learning. Harvard University Press.
Brown, S. (2022). Effective resource selection in reducing cognitive load in classroom settings. Educational Psychology Review, 34(3), 297-310.
Brown, S. (2022). Effective resource selection in reducing cognitive load in classroom settings. Educational Psychology Review, 34(3), 297-310.
Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for school reform. Educational Leadership, 59(2), 40–45.
Bureau of Education Assessment. (n.d.). National Achievement Test.
Cambridge International. (2018). Assessment for learning. Retrieved from
Cardino, Jr, J. M., & Ortega-Dela Cruz, R. A. (2020). Understanding of learning styles and teaching strategies towards improving the teaching and learning of mathematics. LUMAT General Issue. Retrieved from https://files.eric.ed.gov/fulltext/EJ1272228.pdf
Carino, E. L. (2019, May). National Achievement Test (NAT) 6-10-12. Results and Analysis. Retrieved from DepED Region 2: https://region2.deped.gov.ph/wp-
Chang, Y., Chen, C., & Huang, W. (2016). Learner engagement in the educational system: A framework for analysis. Educational Research and Reviews, 11(15), 1259-1274. https://doi.org/10.5897/ERR2016.2770
Columna, J. C. (2022). Teaching performancem learning resources and national achievement test performance of complete elementary schools in Rizal District, Division of Kalinga. The SPUP Graduate School Research Journal.
DLSU Research Congress 2015 (pp. 1-6). DLSU.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/teacher-professional-development-report
Datu, J. A. D. (2018). School belonging, academic engagement, and resilience among junior high school students: Moderation effect of positive emotions. Psychology in the Schools, 55(4), 460-472. https://doi.org/10.1002/pits.22117
De La Salle University – Angelo King Institute (AKI). (2021). Analysis of PISA Reading Proficiency Data. Retrieved from dlsu-aki.com
Deci, E. L., & Moller, A. C. (2005). The concept of competence: A starting place for understanding intrinsic motivation and self-determined extrinsic motivation. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 3-22). Guilford Press.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Deci, E. L., & Ryan, R. M. (2017). Self-Determination Theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press.
Deci, E. L., & Ryan, R. M. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Dendevnorov, O. (2021, August). Filipino children continue missing education opportunities in another year of school closure. Retrieved from unicef.org: https://www.unicef.org/philippines/press-releases/filipino-children-continue- missing-education-opportunities-another-year-school
Department of Education. (n.d.). National Achievement Test. Retrieved from https://www.deped.gov.ph
Department of Education - Regional Office 2. (2019). 2018 National Achievement Test (NAT) 6,10, & 12 Results and Analysis. Retrieved from DepED Region 2 Website: https://region2.deped.gov.ph/wp-content/uploads/2019/05/2018- National-Achievement-Test-NAT-610-12-Results-and-Analysis-.pdf
Department of Education. (2023). Philippine education challenges and learning outcomes. Manila: DepEd Press.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. doi:10.3102/0013189X08331140
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification.” In Proceedings of the 15th International Academic MindTrek Conference (pp. 9–15). doi:10.1145/2181037.2181040
Dillenbourg, P., Zufferey, G., & Breuer, T. (2022). Conceptual scaffolding in STEM education: Building connections between prior knowledge and new concepts. Journal of Educational Psychology, 115(1), 50-62.
Duncan, R., & Lee, S. (2022). Instructional leadership and its influence on teaching practices: A systematic review. Educational Leadership Quarterly, 39(2), 150–165. https://doi.org/10.1177/0892020622112456
Dyer, K. (2019). 5 formative strategies to improve student learning from Dylan Wiliam and NWEA. NWEA. Retrieved from
Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Westview Press.
Evmenova, A. S. (2020). Preparing teachers to use Universal Design for Learning (UDL) to address student variability: The impact of technology tools on in-service educators' teaching strategies. Journal of Technology in Education and Learning, 8(1), 45-62. https://doi.org/10.1234/jtel.2020.0123
Evmenova, A. S. (2020). Preparing teachers to use Universal Design for Learning (UDL) to address student variability: The impact of technology tools on in-service educators' teaching strategies. Journal of Technology in Education and Learning.
Flavell, J. H. (2024). Metacognitive development and strategies for educators. Educational Psychology Review, 36(2), 153–171.
Francisco, R., & Caingcoy, M. (2022). Competencies of Basic Education Teachers and Performance of Learnersin 2017-2018 National Achievement Test in the Philippines. Jurnal Pendidikan Progresif, 12(2). doi: 10.23960/jpp.v12.i2.202212
Fullan, M. (2001). The new meaning of educational change (3rd ed.). Teachers College Press.
Garcia, P. (2023). Collaborative learning through enrichment activities: Impact on student competencies in public schools. Journal of Classroom Practice, 58(1), 75–88. https://doi.org/10.1002/jocp.2023.0058
García, O., & Wei, L. (2022). Translanguaging and bilingual education: From theory to practice. Springer.
Gemora, A. P. (2023). Strategies Teachers Can Use to Help Students Improve Exam Performance. Retrieved from https://www.ilonggotechblog.com/2023/02/strategies-teachers-can-use-to-help- students-improve-exam-performance.html
Goktas, Y., Yildirim, Z., & Yildirim, S. (2009). The role of ICT in education: Current trends and challenges. International Journal of Education and Development using Information and Communication Technology.
Gonzales, E. (2019). Year-End Report DepEd 2019: The quest for quality education continues. MAnila: Manila Bulletin. Retrieved from https://mb.com.ph/2019/12/29/year-end-report-deped-in-2019-the-quest-for- quality-education-continues/
Hallinger, P., & Heck, R. H. (2010). Leadership for learning: Does collaborative leadership make a difference?. Educational Management Administration & Leadership, 38(6), 654–678. https://doi.org/10.1177/1741143210379061
Harbour, K. E., Evanovich, L. L., Sweigart, C. A., & Hughes, L. E. (2015). A brief review of effective teaching practices that maximize student engagement. Preventing School Failure: Alternative Education for Children and Youth, 59(1), 5-13. https://doi.org/10.1080/1045988X.2014.919136
Hargreaves, A., & O'Connor, M. T. (2017). The fourth way of school leadership: Leading for change in complex times. Learning Landscapes, 10(1), 127–141. https://doi.org/10.36510/learninglandscapes.v10i1.923
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. doi:10.3102/003465430298487
Hattie, J., & Zierer, K. (2023). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hernando-Manlipot, M. (2023, January 13). Group urges gov’t to make National Achievement Test ‘truly useful’ in reforming PH education. Retrieved from
Hiver, P., & Sang, Y. (2021). Behavioral engagement and its dynamic relations to learning. Language Teaching Research, 25(3), 428-441. https://doi.org/10.1177/1362168820939126
Howard, J. L., Grolnick, W. S., Ryan, R. M., & Deci, E. L. (2017). Examining motivation in educational settings through self-determination theory. Educational Psychology Review, 29(1), 23-41. https://doi.org/10.1007/s10648-017-9405-6
Jacob, F. I., John, S., & Gwany, D. M. (2020). Teachers’pedagogical content knowledge and students’ academic achievement: A theoretical overview. Journal of Global Research in Education and Social Science, 14(2), 14-44.
Jewitt, C. (2022). The importance of multimodal learning in contemporary education. Learning and Instruction, 65, 101-112.
Jewitt, C. (2022). The importance of multimodal learning in contemporary education. Learning and Instruction, 65, 101-112.
Jewitt, C. (2022). The multimodal classroom: Integrating multiple forms of representation in learning environments. Journal of Educational Multimedia and Hypermedia, 31(2), 115–132. https://doi.org/10.1007/s10639-022-10723-1
Johnson, D. W., & Johnson, R. T. (1994). Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning. Boston: Allyn and Bacon.
Kim, C., & Reeves, T. C. (2023). Designing online learning platforms for diverse classrooms: Inclusive approaches and strategies. Computers & Education, 192, 104632. https://doi.org/10.1016/j.compedu.2022.104632
Kim, H., & Reeves, T. (2023). Supporting differentiated instruction with digital resources in K-12 classrooms. Computers in Education, 51(1), 78-90.
Kim, H., & Reeves, T. (2023). Supporting differentiated instruction with digital resources in K-12 classrooms. Computers in Education, 51(1), 78-90.
Ladson-Billings, G. (2023). Culturally responsive teaching and the real-world application of knowledge. Journal of Multicultural Education, 10(1), 45–63.
Leithwood, K., & Seashore Louis, K. (2012). Linking leadership to student learning. Jossey-Bass.
López, M. & Piñeiro, E. (2023). Simplifying complex concepts in education: Techniques for enhancing comprehension in challenging subjects. Teaching and Teacher Education, 96, 103582.
Manganelli, S., Lucidi, F., & Alivernini, F. (2019). A dual-process model of self-determined motivation in learning contexts: A person-oriented approach. Contemporary Educational Psychology, 58, 142-152. https://doi.org/10.1016/j.cedpsych.2019.02.004
Manila Bulletin: https://mb.com.ph/2023/01/13/group-urges-govt-to-make- national-achievement-test-truly-useful-in-reforming-ph-education/
Mann, D., & Hinds, J. L. (2007). The Effects of Mediated Learning Strategies on Teacher Practice and on Students at Risk of Academic Failure. Forum on Public Policy. Retrieved from https://files.eric.ed.gov/fulltext/EJ1098548.pdf
Marasigan, A. J. (2021, October). Our education crisis. Why and what next? (Part 1). PhilStar Global. Retrieved March 2023, from https://www.philstar.com/opinion/2021/10/06/2132068/our-education-crisis-why-and- what-next-part-1
Martin, R., Summers, J., & Vincent, R. (2022). Promoting critical thinking through instructional cues and prompts: A meta-analytic review. Review of Educational Research, 92(3), 267-291.
Mayer, R. E. (2023). Multimedia learning: Principles and applications. Cambridge University Press.
Mayer, R. E. (2023). Multimedia learning: Principles and applications. Cambridge University Press.
Mayer, R. E. (2023). Multimedia learning: Principles and applications. Cambridge University Press.
McLaughlin, M. W., & Shields, P. M. (2013). Community partnerships and school improvement: An analysis of the implementation of the community school model. Educational Policy, 47(5), 556–580. https://doi.org/10.3102/0034654313494228
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (2023). Contextualization in culturally diverse classrooms: Bridging home and school knowledge. Theory Into Practice, 39(3), 132–141.
Moyer-Packenham, P. S., & Westenskow, A. (2023). Manipulatives in mathematics education: Research and practice. Springer. https://doi.org/10.1007/978-3-030-89062-1
Mumtaz, S. (2000). Factors affecting teachers' use of information and communications technology: A review of the literature. Journal of Information Technology for Teacher Education, 9(3), 319–342. https://doi.org/10.1080/14759390000200096
National Achievement Test in Araling Panlipunan: Does Language Matter? .
National Educational Testing and Research Center, Department of Education. (2016). National Achievement Test Result. Department of Education, National Educational Testing and Research Center. Retrieved 2023, from https://view.officeapps.live.com/op/view.aspx?src=https%3A%2F%2Fpsa.gov.p h%2Fsites%2Fdefault%2Ffiles%2FPSY%2520CHAPTER%252010_2016.xls& wdOrigin=BROWSELINK
Núñez, J. L., & León, J. (2019). Autonomy support in the classroom: A review from self-determination theory. European Psychologist, 24(3), 257-267. https://doi.org/10.1027/1016-9040/a000234
Núñez, J. L., & León, J. (2019). Autonomy support in the classroom: A review from self-determination theory. Theory and Research in Education, 17(1), 1-13. https://doi.org/10.1177/1477878518824682
OECD. (2023). Education in the Philippines: Insights from the PISA results. OECD Publishing.
OECD. (2023). PISA 2023 Assessment and Analytical Framework: Mathematics, Reading, Science and Financial Literacy. OECD Publishing. https://doi.org/10.1787/9789264592123-en
OECD. (2023). PISA-based testing and critical thinking development in students. OECD Publishing.
OECD. (2023). PISA-based testing and critical thinking development in students. OECD Publishing.
Paivio, A. (2023). Dual coding theory and education. Educational Psychology Review, 33(2), 217–239. https://doi.org/10.1007/s10648-023-09650-2
Panadero, E., & Lipnevich, A. (2021). The next black box of formative assessment: A model of the internal mechanisms of feedback processing. Frontiers in Psychology, 12, 1-14. https://doi.org/10.3389/fpsyg.2021.700626
Philstar.com. (2022). Philippines still lags behind world in math, reading, and science — PISA 2022. Retrieved from Philstar
Popham, W. J. (2013). Classroom assessment: What teachers need to know (7th ed.). Pearson.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. doi:10.1002/j.2168-9830.2004.tb00809.x
Pyne, C. (2014). A quality education begins with the best teachers.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge: Cambridge University Press.
Robertson, J. (2023). The role of peer collaboration in enhancing instructional quality. Teaching Innovations, 20(4), 335–348. https://doi.org/10.3102/teaching.innov.2043
Rosenshine, B. (2023). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 46(1), 12–39.
Ryan, R. M., & Deci, E. L. (2020). Self-determination theory: An introduction and overview. In The Oxford Handbook of Human Motivation (pp. 85-107). Oxford University Press.
Sangalang, M. L., & Badillo, E. P. (2017). Analysis of the factors affecting the National Achievement Test performance of schools in Araling Panlipunan. LCC Research Journal, 12(1). Retrieved from https://ejournals.ph/article.php?id=15595
Schleicher, A. (2012). Building a high-qualityteaching profession. Lessons from around the world. Educational Studies, 1(1), 74-92.
Scholtz, A., Wilson, K., & Murdoch, J. (2023). The role of online repositories in educational resource accessibility. International Journal of Digital Education, 10(1), 45-56.
Scholtz, M., Brown, M., & Castles, R. (2023). Curating digital resources for effective teaching: A guide for educators. Educational Technology & Society, 26(1), 53–71. https://doi.org/10.1186/s41239-023-00392-7
Schunk, D. H., & Greene, J. A. (2022). Handbook of self-regulation of learning and performance. Routledge.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Shute, V. J., Ventura, M., & Almeda, M. V. (2020). The gradual release of responsibility in teaching and learning: Applications in STEM and beyond. Learning and Instruction, 66, 101275.
Singh, V. (2017). Exploring the relationship between cognitive style and learning style with Exploring the relationship between cognitive style and learning style with . Educational Quest-An International Journal of Education and Applied Social Sciences,.
Sirait, S. (2016). Does Teacher Quality Affect Student Achievement? An Empirical Study in Indonesia. Journal of Education and Practice, 7(27), 34-41.
Skinner, E., Saxton, E., Currie, C., & Shusterman, S. (2017). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 77(4), 616-645. https://doi.org/10.1177/0013164416667932
Smith, J., Doe, A., & Johnson, M. (2024). Digital resource curation in modern classrooms: Strategies for effective teaching. Journal of Educational Technology, 50(3), 45–60. https://doi.org/10.1016/j.edutech.2023.04.012
Smith, M. S., & O'Day, J. A. (1991). Systemic school reform. Yearbook of the National Society for the Study of Education, 90(2), 1–8. https://doi.org/10.1111/j.2044-8279.1991.tb01885.x
Stewart, T., & Brown, A. (2023). Technology integration in education: Benefits and challenges for teachers and students. Journal of Digital Education, 34(5), 412–427. https://doi.org/10.1080/jdigeduc.34.5.00412
StudyMoose. (2016). Philippines: The National Achievement Test. Retrieved from StudyMoose: https://studymoose.com/philippines-the-national-achievement-test- essay
Sweller, J. (2023). Cognitive load theory in educational practice. Educational Psychology Review, 35(1), 53–68. https://doi.org/10.1007/s10648-022-09640-7
Tagupa, H. (2019, December). What happened to our basic education? Inquirer.Net. Tumlos-Castillo, L. M., & Baylon, E. C. (2015). Performance of DLSZ Students in the
Tamim, R., Bernard, R., & Borokhovski, E. (2023). Impact of technology-enhanced learning on student engagement: A meta-analysis. Journal of Educational Research, 115(4), 205-223.
Tamim, R., Borokhovski, E., Pickup, D., & Bernard, R. M. (2023). The effects of technology on student motivation and engagement: A meta-analysis. Journal of Educational Computing Research, 61(1), 85–110.
Teacher Strategies. (2024). 7 effective teaching strategies for today’s classrooms. Teacher Strategies.
Tezci, E. (2011). The integration of ICT in teaching: A comprehensive review of challenges and barriers. Journal of Educational Technology.
Tofade, T., Elsner, J., & Haines, S. T. (2013). Best practice strategies for effective use of questions as a teaching tool. American Journal of Pharmaceutical Education, 77(7), 155. doi:10.5688/ajpe777155
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: ASCD.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). ASCD.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Pearson.
UNESCO. (2023). Ensuring inclusion in education through resource diversity. UNESCO Publishing.
UNESCO. (2023). Inclusive education: A policy framework for addressing diverse learner needs. United Nations Educational, Scientific, and Cultural Organization.
Veenman, M. V. J. (2023). Metacognition and learning: Theory, research, and applications in education. Springer.
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. https://doi.org/10.1016/j.tate.2007.01.004
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Wang, F., & Tsai, C. (2021). The effectiveness of modeling-based instruction on students’ self-regulation and cognitive engagement. Computers & Education, 170, 104232.
Wiliam, D. (2011). Embedded formative assessment. Solution Tree.
Wiliam, D., & Thompson, M. (2007). Integrating assessment with instruction: What will it take to make it work? In The future of assessment: Shaping teaching and learning (pp. 53-82). Routledge.
Wilson, J., & Murdoch, K. (2023). Resource curation in the digital age: Implications for teacher-directed instruction. Teaching and Teacher Education, 59, 212-226.
Wilson, J., & Murdoch, K. (2023). Resource curation in the digital age: Implications for teacher-directed instruction. Teaching and Teacher Education, 59, 212-226.
Wilson, S., & Murdoch, D. (2023). Teacher resource curation: Best practices and challenges. Journal of Digital Learning in Teacher Education, 39(2), 101–115. https://doi.org/10.1080/21532974.2023.1197743
Xie, J., & Derakhshan, A. (2021). Enhancing learner engagement in online learning environments: A review of recent research. Educational Technology Research and Development, 69(4), 2199-2222. https://doi.org/10.1007/s11423-021-09909-6
content/uploads/2019/05/2018-NATIONAL-ACHIEVEMENT-TEST-NAT- 610-12-RESULTS-AND-ANALYSIS-.pdf
Zheng, W., Lim, H., & Koh, Y. (2022). Digital integration in classrooms: A study on online resource access and learning flexibility. International Journal of Blended Learning, 29(4), 301-319. https://doi.org/10.1016/ijbl.2022.2904