Teacher’s Assessment Practices

Since the old curriculum paradigm gave way to the new curriculum concept that puts students at the center of learning, the value of classroom assessment has gained more and more recognition on a global scale. Teachers and the government start to grow increasingly worried when the new curriculum is introduced in several nations.

Global innovations in the new standard of education have faced huge hurdles, from the delivery of learning to its assessment. The ongoing danger of COVID-19 across the nation and around the globe creates enormous barriers for education. In order to guarantee that students complete crucial course objectives, educators, parents, and school officials must adapt to alternate learning modes. This will necessitate finding new and novel approaches to build the ideal learning experience and measure learning progress successfully in challenging situations.

Teachers must possess measuring and assessment skills since teaching is a complex process. Examples of these abilities include test development and preparation, grading, test interpretation, using assessment results to inform teaching and learning, interpreting standardized tests, and communicating results to key stakeholders. The educational process depends heavily on teachers. Their strategies for instruction and assessment in the classroom contribute to refining and enhancing the educational system. Teachers employ a number of classroom assessment tools to measure student learning outcomes, and they spend a large amount of time in the classroom. In the classroom, teachers frequently have choice regarding how they evaluate their pupils, how frequently they do so, and how they provide evaluation feedback. As we are now in the new normal of education, it is crucial that they understand how to evaluate learners.

The purpose of classroom evaluations is to help students learn better, especially when they provide formative feedback and assist students in understanding their own learning processes. Also, classroom evaluations enable the evaluation of abilities that are difficult to gauge through external and standardized tests. They offer a variety of data that teachers may use to track students' progress and modify their instruction in response to their individual learning requirements when they are administered regularly. This indicates that in nations with efficient student evaluation systems, the classroom experience and the teacher's involvement are given more weight.

In Tapinac Senior High School distance learning poses challenges for the teachers in the conduct of assessment, including limitation on giving immediate feedback, the need to account for different context in criterion referenced testing, grading practices, statistical applications, assessment applications, essay items, and objective items. To address these challenges teachers, have significant roles and responsibilities such as, designing the assessment to allow for flexibility in multiple modalities; communicating to learners and parents the design and standards for grading the assessment; setting up mechanisms to monitor and record progress remotely; giving timely, constructive and relevant feedback; and facilitating remediation for learners who need further guidance.