ABSTRACT
Assessment literacy of teachers is important in the Philippine educational system because of the new curriculum implemented in 2013, the assessment reform that started in 2015 and the critical role of teacher assessment as the sole source of grading in K to 12 Philippine education. These recent changes put a greater pressure on teacher education institutions to ensure that they develop the assessment literacy of pre-service teachers, so these future teachers can implement the new curriculum, and they can align their assessment practice with the national classroom assessment reform policy. These reasons prompted the researchers to conduct this study to describe the recent assessment reforms in K to 12 basic education and to analyze the alignment of the teacher education of English majors with the reforms in K to 12 assessment. The study analyzed the syllabi of assessment courses to check the alignment of its outcomes with those expected by DepEd based on its classroom assessment reform policy. In addition, the researchers also analyzed student portfolios in assessment classes to check if the artefacts demonstrate that pre-service teachers were aware of the DepEd classroom assessment reform policy. The results showed that there seemed to be an alignment problem between assessment education in the selected HEIs and the assessment literacy demands of DepEd based on its assessment reform policy document.
