Reconfiguring assessment practices and strategies in online education during the pandemic

Abstract

The rise of the COVID-19 pandemic has led to the overhaul of the conduct of teaching and learning particularly in the assessment of learners during a time of crisis trapped in many structural and practical challenges. This study examines the assessment practices and strategies to protect its quality and integrity in the delivery of teaching and learning among higher education students at Zamboanga Peninsula Polytechnic State University, Zamboanga City, Philippines. This research employs a comprehensive and reliable survey questionnaire on the assessment practices and strategies for assessment, including its quality and integrity. A total of 300 students and teachers were purposefully selected for the study. Based on the findings, practical assessment and skill assessment were among the most widely employed strategies by the teachers. There was a need for skill development in distance learning which calls teachers to integrate it into skill assessment strategies. The study yields the current practices of the teachers in assessing the academic performances of the students, strategies to execute their assessment practices that comply with the health protocols, and strategies to safeguard the quality and integrity of these assessments despite the difficulties in the learning environment. This study is integral to extending the body of knowledge regarding the different assessment practices and strategies and how these influence the delivery of online education. Nevertheless, academic institutions should reconfigure their assessment practices in terms of which of these suits well their stakeholders.

Confidence of implementation of new BSND curriculum among program administrators and faculty

“…Several studies also highlighted the need for effective management in education. For instance, Chavez and Lamorinas [9] argued that conducive assessment practices could improve skill set of students enrolled in a program. In a following study, Chavez [4] also focused on the concept of humanized teaching which shows significant level of lenience to students.…”

“…Curriculum implementation pertains to the way teachers carry out the objectives for the subject matter they teach, how they access students, and how they interpret the curriculum [4][5][6] . For effective curriculum implementation, a teacher shows a good understanding and interpretation of the curriculum [7][8][9][10] . Teachers should know how to use curriculum materials and employ teaching strategies or approaches suited to meet the curricular objectives.…”

Perceived teaching effectiveness of elementary school teachers at Parang District, Ministry of Basic, Higher and Technical Education in Sulu

“…It can be gleaned from this table that value of F-ratios and P-values of all other sub-categories subsumed under the extent of teaching effectiveness are not significant at alpha .05. This means that, although teacher-respondents vary in age range, yet they do not differ in their assessment towards the extent of teaching effectiveness (Chavez & Lamorinas, 2023). This result implies that being older or within 31 years old & above may not probably put a teacher-respondent in a vantage point towards assessing the extent of teaching effectiveness than those who are within 25 years old & below, and 26-30 years old, or vice versa.…”

Preparedness of level III nursing students towards first exposure to operating room at selected hospitals in Jolo

“…The university developed many limits to deal with the pandemic without compromising teaching quality, as well as the adoption of several evaluation methodologies to effectively assess students' learning (J. Chavez & Lamorinas, 2023).…”