Extent of Assessment Strategies and Critical Thinking Ability Among Learners in Special Needs Education

This study aimed to examine the relationship between the extent of assessment strategies and the level of critical thinking ability of Special Needs Education (SNED) learners in three public elementary schools in Bukidnon: Halapitan Central Elementary School, Kalagangan Central Elementary School, and Valencia City Central School, School Year 2025-2026. The study employed a descriptive-correlational research design. The respondents consisted of SNED teachers and SNED learners selected through total population sampling. Data were gathered using the Assessment Strategies Questionnaire and the Critical Thinking Questionnaire (CThQ). The data were analyzed using mean, standard deviation, and Pearson’s Product-Moment Correlation Coefficient at a 0.05 level of significance. The findings revealed that formative, criterion-directed, and self-assessment strategies were implemented to a very great extent. At the same time, continuous assessment was practiced to a great extent, while summative assessment was practiced to a low extent. In terms of critical thinking ability, learners demonstrated very high performance in applying, high levels in understanding and evaluating, and moderate levels in creating and analyzing. The study concluded with a correlation analysis that indicated a moderate positive relationship between assessment strategies and critical thinking ability; however, the relationship was not statistically significant at the 0.05 level. Thus, the null hypothesis stating that there is no significant relationship between assessment strategies and critical thinking ability was accepted.

Assessment Strategies, Critical Thinking, Special Needs Education, Inclusive Education, SNED Learners

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