Teachers' knowledge, practices, and experiences in assessment in the new normal

Abstract

In the Philippines, the concept of distance learning is relatively new. Thus, the researcher investigated the teacher's knowledge, practices, and experiences in assessment in distant learning. The respondents were twenty three (23) Junior High School Science teachers teaching online, modular, and blended learning. The teachers' level of knowledge in assessment was determined using 50 item test questionnaires. The teachers' practices and experiences were gathered using checklist, and interview guide. The data were analyzed using mean, standard deviation, frequency, percentages, and ranks. Findings showed that teacher's level of knowledge was very low in the formative, summative and performance-based assessment. Teachers practices of assessment in distant learning varies with the different modalities. However, the use traditional assessment multiple choice was still predominantly used. Teachers also used innovative ideas like the use of online platforms in the delivery of their classes. Furthermore, qualitative findings revealed the use of Socratic method, google quiz, google meet, feedback in conducting the formative assessment. Additionally, in the conduct of summative assessment, teachers used standardized exam via google quiz, have time limit, and students must open their camera while taking the tests. In the conduct of performance-based assessments teachers utilized the use of video making, peer evaluation, and output integration. However, it was also revealed that teacher's dilemma like students' honesty in the conduct of distant learning. Teachers needed to adopt flexible assessment strategies that can accommodate the challenges of remote learning, varying home environments, and asynchronous learning schedules (Hodges et al., 2020). It is recommended that teachers must regularly review and update materials to reflect emerging trends, best practices and accommodate diverse learning environments in distant learning assessment. Teachers have demonstrated remarkable adaptability in modifying their instructional strategies to foster meaningful learning experiences.