Testing shows a versatility feature of social life (McNamara, 2010: p. 25) yet the traditional way of assessing learner's progress have sustained in most language classrooms which brought a gap between the intended outcome and the way it is achieved. Therefore, what should be assessed and how learning should be assessed in order to assure that the students have acquired the expected competencies? K-12 program clear out that classroom assessment should be based on the curriculum framework and curriculum of guide of every discipline. Assessment should assess the content standard, performance standard, learning competencies and concept development. The researchers prompted to associate the periodical tests provided to the learners and the overall aims of the program and explore the areas of the tests to evaluate its alignment to of learning, as learning and of learning. The researchers made use of quantitative -qualitative approach to evaluate the Grade VII periodical tests used from S.Y. 2014-2018 from the Divisions of Marikina, Pasig, and Mandaluyong Cities. Table of Specifications were utilized as a basis in constructing the test items, which were devised by the researchers in order to have uniformity of the table pattern.

The outbreak of the Covid-19 pandemic did not only surprise many but also caught most of the academic institutions unprepared. As such, the best option to continue the academic year is to go distance education through flexible learning modes. However, several issues are tied to the implementation of the different modes of learning. To find the most appropriate materials in teaching, this study tried to assess the voice of the learners as one of the considerations in the learning system. Using a descriptive method in which the textual responses from 130 English Major Students were converted to quantitative data to establish patterns and qualitative response analysis to capture the implications of the participants’ responses, the researchers analyzed the proposals of the pre-service teachers and their implications to teaching and learning. Findings reveal that the participants implicitly based their preferences on some considerations. Hence, the diversified instructional materials imply their capability and willingness to use various sources and are in favor of engaging in the hybrid form of instructions. Results also indicate that teachers’ preparations should be parallel to the preferences of the learners to meet the demands of the new normal teaching set up.