Navigating New Frontiers: A Case Study on Teachers’ Assessment Practices during a Pandemic Disruption
Abstract
Assessment plays a vital role in the teaching and learning process. Understanding the lived experiences of teachers in relation to their assessment practices during unprecedented times offers valuable insights for policymakers, educators, and researchers. Examining how teachers perceived and implemented assessments in remote distance learning during the COVID-19 pandemic provides a benchmark for improving educational responsiveness in rapidly changing contexts. This study employed a qualitative research design, specifically a case analysis approach, to explore the assessment practices of teachers at San Vicente Elementary School in Bani, Pangasinan, during the pandemic. All teaching personnel were considered informants. Data were analyzed using thematic analysis, guided by the Community of Inquiry framework.
Eight (8) themes emerged from the analysis and were categorized under the Community of Inquiry framework: three (3) themes related to social presence, three (3) to cognitive presence, and two (2) to teaching presence. The findings reveal that teachers navigated evolving assessment practices by adapting strategies to accommodate the diverse needs of learners in a remote learning environment.
The study concludes that assessment practices during the pandemic remain in a developmental stage, requiring ongoing refinement to align with learners’ diverse contexts. Notably, cognitive presence in assessment must be strengthened to promote reflective and constructive learning experiences. These findings underscore the importance of responsive and adaptable assessment systems in supporting learners and educators during times of crisis and beyond.
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