Assessment Literacy and Practices of Mathematics Teachers in MSU-External Units

Assessment literacy enables teachers to design, implement, interpret, and use assessment to improve instruction and learning, yet little is known about the assessment competencies of mathematics teachers in the Community High Schools of the Mindanao State University (MSU) External Units, which serve geographically isolated and underserved communities. This study determined the assessment literacy and assessment practices of mathematics teachers in these schools, examined their relationships with educational attainment and length of service, tested the relationship between assessment literacy and assessment practices, and explored the challenges teachers encounter and their recommendations. A descriptive-correlational mixed-methods design was employed with 35 mathematics teachers from 12 MSU Community High Schools in Lanao del Sur and Lanao del Norte during School Year 2025–2026. Quantitative data were gathered using the Self-Reported Assessment Literacy Instrument and analyzed using frequency, percentage, mean, standard deviation, and correlation analysis, while semi-structured interview data were analyzed thematically. Results showed a very high level of assessment literacy (M = 4.40), with the highest rating in socio-emotional aspects of assessment (M = 4.58), and a high level of assessment practices (M = 4.31), with usual practices rated highest (M = 4.47) and constructivist practices lowest (M = 4.14). Educational attainment was significantly and negatively related only to the socio-emotional aspects of assessment (r = −0.411, p = .014), while length of service was not significantly related to any dimension. Assessment literacy had a strong, positive, and significant relationship with assessment practices (r = 0.625, p < .001). Teachers reported time constraints, learner diversity, and difficulty in assessing mathematical reasoning as major challenges and called for professional development, technological resources, and institutional support. The study concludes that strengthening assessment literacy through sustained professional learning and institutional support is key to improving classroom assessment practices in mathematics.