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

Daniel Joy C. Aquino, Arabella D. De Jesus, Jan Katherine L. Guadalupe, Jobelle D. Pangilinan, Jobelle D. Pangilinan, Maria Francesca M. Sale, Joel B. Faustino, Joseline M. Santos and Esther C. Domingo
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Daniel Joy C. Aquino: Bulacan State University, City of Malolos, Bulacan, Philippines
Arabella D. De Jesus: Bulacan State University, City of Malolos, Bulacan, Philippines
Jan Katherine L. Guadalupe: Bulacan State University, City of Malolos, Bulacan, Philippines
Jobelle D. Pangilinan: Bulacan State University, City of Malolos, Bulacan, Philippines
Jobelle D. Pangilinan: Bulacan State University, City of Malolos, Bulacan, Philippines
Maria Francesca M. Sale: Bulacan State University, City of Malolos, Bulacan, Philippines
Joel B. Faustino: Bulacan State University, City of Malolos, Bulacan, Philippines
Joseline M. Santos: Bulacan State University, City of Malolos, Bulacan, Philippines
Esther C. Domingo: Bulacan State University, City of Malolos, Bulacan, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 7, 913-926

Abstract: 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.

Date: 2025
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