Development of Differentiated Numeracy Assessment Tools for Kindergarten with Learning Difficulties in Public School Classrooms

Assessment tools in Philippine public schools were underutilized due to limited research and inadequate teacher training. This study focused on the development of differentiated numeracy assessment tools for kindergarten students with learning difficulties in public school classrooms. It examined the tools’ effectiveness, reliability, validity, and impact on learners’ performance. Using an exploratory sequential design, the study involved three teachers and 45 kindergarten learners from a public elementary school in the City of Meycauayan, Bulacan. A pencil-and-paper test was used to categorize learners by skill levels during pretest, followed by differentiated tools used during the post-test. Qualitative data were gathered from teacher interviews, while quantitative data came from test scores of learners. Results showed significant improvement in learners’ scores after using the tools. It highlighted the need for more differentiated assessment tools in other kindergarten subjects, aiming to make assessments engaging and less pressuring.