Wilham Hailaya
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Biography/Background [top]Wilham hails from the province of Tawi-Tawi, a tiny group of islands in the southwestern tip of the Philippines. Pushed by economic difficulties that beset his place and challenged to help his family and people, he has endeavored to work his way up and do community service through education. For his hard work and dedication to pursuing academic excellence, Wilham was awarded a full academic scholarship, which paved the way for his tertiary education at the Mindanao State University Tawi-Tawi, where he has been working as member of the faculty for more than a decade. In 2006, he received the Australian Development Scholarship for a graduate study in Educational Leadership and Management at the University of Newcastle under the Philippines-Australia Human Resource Development Facility - Long Term Training (PAHRDF-LTT) Grant. Again, in 2009, he was awarded the Australian Leadership Award Scholarship for a 2010 postgraduate study at the University of Adelaide, where he currently pursues the degree of Doctor of Philosophy (Ph.D) in Education with specialisation in Assessment. Education
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Professional Interests [top]
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Thesis Topic and Abstract [top]Topic Title Teachers’ Assessment Literacy & Student Outcomes in the Division of Tawi-Tawi, PhilippinesAbstract 1 Assessment plays a crucial role in the educational system. In classroom, assessment particularly influences teaching and learning. Because of this influence, there is a need for sound assessment literacy. In the Philippines, where there is a declining trend in teacher efficiency and student achievement, teachers’ assessment literacy is a potential issue. Educational reforms were launched in 2002 to address problems, including those related to assessment, in Philippine basic education. However, teachers’ assessment literacy has received inadequate attention and support. There is a need to consider assessment literacy as it helps equip teachers with the necessary knowledge and skills in classroom assessment. By becoming assessment literate, teachers are believed to be competent and/or familiar with sound assessment, which can possibly boost their instructional capacity and student learning outcomes. The proposed study attempts to highlight this issue by investigating the current status of and the relationships among teachers’ assessment literacy and practices, teaching effectiveness, and student outcomes in the Division of Tawi-Tawi, Philippines. The mixed method design will be employed to investigate the variables of the study. Rasch model, structural equation modeling, and hierarchical linear modeling will be employed to analyse the data. The findings will help inform policy makers and educational leaders of the current level of teachers’ assessment competence and its possible link to teacher effectiveness and student outcomes. The results could likewise provide one of the bases in devising teacher development programs and policies on classroom assessment, thus possibly improving the condition of education in Tawi-Tawi and the Philippines. 1 Hailaya, W. (2010). Teachers’ Assessment Literacy & Student Outcomes in the Division of Tawi-Tawi, Philippines. PhD Proposal, University of Adelaide. | ||||||||||||||||
Publications [top]Asaad, A. S. & Hailaya, W. M. (2001) Asaad, A. S. & Hailaya, W. M. (2004)
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Links and Resources [top]
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