Abstract
This study investigates the assessment literacy of tertiary instructors in Davao City to guide a faculty development plan. Using a non-experimental quantitative research design, 304 instructors were randomly sampled. An adapted survey questionnaire and statistical methods such as frequency, mean, and ANOVA were employed to assess differences in assessment literacy based on years of service and academic background. Results reveal that the majority of instructors in Davao City possess education degrees, indicating a wide range of teaching experience. Tertiary instructors exhibit strong skills in assessment design, but there is less proficiency observed in analyzing assessment data, particularly among instructors without education degrees. Educational institutions could enhance instructional quality by promoting further education and training in assessment literacy, particularly for non-education degree holders. These findings advocate for the development of a targeted faculty development plan aligned with the study's outcomes.
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