A Metanalysis on the Standards-Based Assessment of Students’ School Readiness in an Open High School Program

Journal of SBA Research, Vol 3

10 Pages Posted: 3 Aug 2015

See all articles by Carlo Magno

Carlo Magno

De La Salle University, Manila

Jose Ocampo

Asian Psychological Services and Assessment

Date Written: January 1, 2015

Abstract

The effect of academic self-regulation and prior knowledge on students’ formative assessment is investigated among nine schools in the Philippines that offer the Open High School Program (OHSP). It is hypothesized in the study that the use of self-regulated learning strategies indicates school readiness together with students’ prior knowledge (previous achievement) facilitates students’ progress in formative assessment results. Interclass correlations were conducted across nine schools offering the OHSP. The multiple correlation coefficients were used to compute for the effect size of academic self-regulation and prior knowledge on students’ performance on the formative assessment. The results showed that consistent large effect sizes were obtained across all learning areas, English (d=3.06), science (d=4.40), math (d=3.47), Filipino (d=1.96), and social studies (d=2.20).

Suggested Citation

Magno, Carlo and Ocampo, Jose, A Metanalysis on the Standards-Based Assessment of Students’ School Readiness in an Open High School Program (January 1, 2015). Journal of SBA Research, Vol 3. Available at SSRN: https://ssrn.com/abstract=2638768

Carlo Magno (Contact Author)

De La Salle University, Manila ( email )

2401 Taft. Ave.
Manila, 4002
Philippines

Jose Ocampo

Asian Psychological Services and Assessment

Cor. Bautista
Manila, 1004
Philippines

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