Document Type
Paper presentation
School Name
Iloilo National High School
School Code
ARCH00057
Abstract / Executive Summary
Assessment plays a key role in the successful delivery of instruction during distant learning. Thus, the researcher investigated teachers' knowledge, practices, and experiences with assessment in distant learning, in alignment with the United Nations’ Sustainable Development Goal (SDG) for Quality Education. The teachers’ level of knowledge in assessment was determined using a 50-item researcher-made test questionnaire. The teachers’ practices and experiences were gathered using a checklist, and an interview guide. The data were analyzed using mean and standard deviation. For qualitative findings, data were transcribed and triangulated using thematic analysis to find their common themes. Findings revealed that teacher's level of knowledge was very low in the formative, summative and performance-based assessment. However, their assessment practices varied across different learning modalities. Teachers used innovative methods such as using online platforms in their classes. Furthermore, qualitative findings revealed the use of Socratic method, google quiz, google meet, and feedback in conducting the formative assessment. In summative assessment, teachers used standardized exams via google quiz with a time limit while students must open their camera as they are taking the tests. In performance-based assessments teachers utilized the use of video making, peer evaluation, and output integration. However, a key challenge identified was students’ honesty during distant learning. Teachers need to adopt flexible assessment strategies that can accommodate the challenges of remote learning, varying home environments, and asynchronous learning. In sum, teachers have demonstrated remarkable adaptability in modifying their instructional strategies to foster meaningful learning experiences in distant learning.
Keywords:
Assessment, Knowledge, Practices, Experiences, New Normal
Teachers’ Knowledge, Practices, and Experiences in Assessment in the New Normal
Assessment plays a key role in the successful delivery of instruction during distant learning. Thus, the researcher investigated teachers' knowledge, practices, and experiences with assessment in distant learning, in alignment with the United Nations’ Sustainable Development Goal (SDG) for Quality Education. The teachers’ level of knowledge in assessment was determined using a 50-item researcher-made test questionnaire. The teachers’ practices and experiences were gathered using a checklist, and an interview guide. The data were analyzed using mean and standard deviation. For qualitative findings, data were transcribed and triangulated using thematic analysis to find their common themes. Findings revealed that teacher's level of knowledge was very low in the formative, summative and performance-based assessment. However, their assessment practices varied across different learning modalities. Teachers used innovative methods such as using online platforms in their classes. Furthermore, qualitative findings revealed the use of Socratic method, google quiz, google meet, and feedback in conducting the formative assessment. In summative assessment, teachers used standardized exams via google quiz with a time limit while students must open their camera as they are taking the tests. In performance-based assessments teachers utilized the use of video making, peer evaluation, and output integration. However, a key challenge identified was students’ honesty during distant learning. Teachers need to adopt flexible assessment strategies that can accommodate the challenges of remote learning, varying home environments, and asynchronous learning. In sum, teachers have demonstrated remarkable adaptability in modifying their instructional strategies to foster meaningful learning experiences in distant learning.
