ASSESSMENT IN THE NEW NORMAL EDUCATION: TEACHERS’ PERCEPTIONS ON SELECTED
PRIVATE AND PUBLIC SCHOOLS IN CAMARINES NORTE
A Thesis Proposal
Presented to
The Faculty of Graduate School
Ateneo De Naga University
Ateneo Ave, Naga, 4400 Camarines Sur
In Partial Fulfillment
Of the Requirements for the Subject
Evaluation Procedures in Language and Literature
By
BALOLOY, XENA ANGELA D., LPT
July 2021
CHAPTER 1
INTRODUCTION
Rationale of the Study
Due to the pandemic brought by COVID-19, face to face learning engagement of
learners and teachers within schools has been suspended. Because of this, it has paved the way
to the implementation of Distance Learning namely modular and online classes. Undeniably,
there are some issues in assessing students’ learning nowadays. Indeed, problems and
challenges in assessment through distance learning are inevitable.
One of the challenges that need to be addressed is about assessment. The self-learning
materials (SLMs) as well as the learning activity sheets (LAS) contain key to corrections wherein
the learners may tend to copy the answers or the parents may hire private tutors to facilitate
the assessment part of the modules. The online instruction, whether it is synchronous or
asynchronous, may also have a problem because of poor or no internet accessibility to the
learners and teachers, not to mention the additional problem about gadgets and instructional
materials. In video lessons, the technical aspect is tedious. It needs more time in the
preparation of video lessons and the corresponding assessment. The TV-Radio-based
instructions need instructional anchors that will air the lessons. So, it might as well have
disadvantages in terms of anchors and memorandum of agreements with the TV or Radio
Stations before airing of instructional lessons not to mention the availability of TV and radios in
every household. Assessment in the face-to-face classes may be much reliable and valid
compared to modular or online instruction. Strengthening the quality of assessment in the new
normal can be an obstacle in the educational system both in the public and private schools.
Several researchers studied regarding the issue of education in the new normal but they
focused mainly on the instruction and the teaching and learning process. In this research, this
will give emphasis on the assessment that teacher utilize in the new normal. Also, other
researchers focused on the assessment practices in general unlike this research which will give
attention on teachers’ perceptions about it since teachers are the ones preparing and
conducting assessments and their insights, observations, and suggestions would be of great
help in identifying the effective types and strategies of assessment that may be employed to
the students.
In line with this, assessment is an essential tool which gathers information regarding the
knowledge and skills learned and acquired by the learners (Allen, 2004). It has different types
and may either be objective or subjective. However, because of the changes in the education
system brought by the pandemic, the assessment practices have changed and improved in
order to best serve the needs of the students. With this, the researcher wants to pursue a study
that can identify the perceptions of the teachers regarding the assessment in the new normal,
what assessment types and strategies they use, what challenges and problems they experience,
and what are their suggestions to solve such challenges.
Indeed, identifying the teachers’ perceptions about the assessment in the new normal is
essential since their insights and experiences can be a bridge to provide solutions and effective
strategies that can be used in assessing students’ learning. Through this research, perceptions
of teachers will be given emphasis which includes the assessment strategies they use,
challenges they experience, and their suggestions to solve such challenges. This study will be
conducted to contribute to the enhancement of assessment for the betterment of the students’
learning, achievement of teaching and learning goals, and the development of instruction and
the curriculum.
Importance of the Study
The purpose of this study is to identify the perceptions of teachers on selected private2
and public schools in Camarines Norte about the assessment in the new normal that will serve
as a great aid for teachers to assess students’ learning effectively. Findings will reveal the
strategies used by teachers in assessment in the new normal, the problems and challenges that
they encounter in creating and implementing assessments, and the solutions to solve these
problems for the betterment of assessing students’ learning.
Teachers
Through this study, the teachers will have knowledge about the different teaching
methodologies and strategies in assessing students’ learning in the new normal in order to
determine whether or not the goals of education are being met. Also, teachers will be educated
about the solutions to challenges in employing assessment that can be used for the betterment
of the instruction, students’ learning, and curriculum. More importantly, this study will be a
main guide and valid proof for the teachers in assessing the students’ learning.
Learners
This study will help the students to learn, see how well they are doing in a class,
determine whether or not they understand course material, and can also motivate them.
Findings may yield significance to the students in terms of the assessments to be utilized by the
teachers which are suitable for them and could enhance their learning. Therefore this, research
will assist the success of the learners.
College of Education Researchers
This study will benefit the researchers because as teachers, it is important to know the
effective assessments to be used in the new normal wherein despite the changes in the
education system, the assessments to be used are still appropriate and effective for the
students. It will also serve as a future reference and guidance for researchers studying the
effective approaches and different interactive assessments, and how to assess students’
learning efficiently.
Administration
3
This study will be useful to reach the goal of Ateneo De Naga Univeristy specifically the
Graduate School and the College of Education to produce quality, effective, productive, and
globally competitive graduates. In order to produce these kinds of graduates, the learners must
be equipped with knowledge about effective types of assessments in the new normal as
teachers or future teachers and that is the reason why this research is fundamental to ADNU.
Statement of the Problem
This study will be conducted to know the effective assessments in the new normal of
education on selected private and public schools in Camarines Norte.
Specifically, this study aimed to answer the following questions:
1. What are the assessment strategies used by teachers in assessing the students’ learning
in the new normal of education?
2. What are the challenges/problems encountered by teachers in assessing students’
learning in the new normal?
3. What are the solutions that may be done to solve the challenges and problems
experienced by teachers in the assessment in the new normal?
Aims or Objectives of the Study
The major objective of this study is to know the teachers’ perceptions on the
assessment in the new normal. Three minor objectives were specified. First, it is the goal of this
study to identify the assessment strategies used by teachers in terms of assessing students’
learning in the new normal. Second, it is also expected to know how the challenges/problems
experienced by teachers in employing assessment in the new normal. Third, at the end of this
research, it is expected to know the solutions that the teachers may suggest to solve the
problems and challenges in assessing students’ learning in the new normal of education.
Scope and Limitation
This study will be conducted to identify the teachers’ perceptions on the assessment in
the new normal on selected public and private schools in Camarines Norte. At least five private
schools and five public schools will be selected. One teacher per school will be chosen as a
respondent. The schools may have different levels – elementary, secondary, and tertiary.
Furthermore, the researcher will conduct a survey with the teacher respondents. The
researcher will also ask permission from school administrators to conduct a survey in a form of
questionnaire, classroom observations, and interview with the teachers involved.
Time and place of the study
This study will be accomplished throughout the intercession of A. Y. 2020-2021 wherein
the research proposal and the data collection will be done on July, 2021, and the final research
paper will be completed on August, 2021. This study will be conducted at the private and public
schools in Camarines Norte.
Definition of Terms
These are terms conceptually and operationally defined for better understanding of the
readers:
Assessment. It is the collection of relevant information that may be relied on making decisions
using variety of tools that evaluate, measure and document the academic readiness, learning
progress, skills acquisition or educational needs of the students (Fenton, 1996). In this study, it
refers to the tool used by teachers in determining the knowledge and skills acquired by the
learners.
New Normal. A briefly popular or fashionable word or phrase used to encapsulate a particular
concept. In this study, this refers to the changes in the education system brought by the
pandemic.
Teaching. It is the process of attending to people’s needs, experiences and feelings, and making
specific interventions to help them learn particular things. Mark Smith (2016). In this study, this
refers to the act of educating an individual in order to share experiences and knowledge.
Learning. It can be defined as the relatively permanent change in an individual’s behavior
(knowledge, skill, and attitude) that can occur at any time or place as a result of consciously.
Daher, J, (2013). In this study, this refers to the process of absorbing information in order to
develop one’s knowledge, capabilities, and behavior.
Teaching-Learning. The most powerful instrument of education to bring about desired changes
in the students. Daher, J. (2013). In this study, this refers to the process of transmitting
knowledge from another. It includes the task of the teacher share knowledge, and letting the
students understand, and apply what they have learned.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
Assessment
Assessment is a very important technique in determining the reading comprehension
capability of the students because reading is the basis of all academic learning process (Louise,
1985). It is very essential to assess the students’ comprehensive skill particularly in reading as it
is basic aspect of learning. In order to assume one’s learning capability, assessment or reading
will be a great reference because students’ ability to comprehend what he or she is reading will
reflect on how he or she learns. Through reading comprehension assessment, students lacks,
needs or wants will be determined. Moreover, assessment will be able to assess the students’
levels of comprehension as it will reveal the achievement of every student’s comprehension.
In the study entitled ‘Reshaping Assessment Practices in a Philippine Teacher Education
Institution during the Coronavirus Disease 2019 Crisis’ which was conducted by Michael Bobias
Cahapay, the assessment practices in a Teacher Education Institution (TEI) in the Philippines
during the pandemic were analyzed. Due to the changes in the education system, it was
pointed out in the said study that changes in assessment are evident when it comes to the
grading system, requirements, and etc. This study recommended that in reforming and
developing the assessments strategies and practices, the contexts should be taken into account
in order to better understand reasonable changes.
Additionally, an article entitled ‘Guidance: Assessing and Monitoring Learning During the
COVID-19 Crisis’ intended to highlight the meaningful assessment practices, both formative and
summative. Also, it emphasized the things that should be considered by the teachers and
schools in assessing students’ learning in order to provide quality education despite this
pandemic. In the said study, it was stressed out that the pandemic had implications on the
assessment practices wherein there are challenges for learners in maintaining achievement and
developing new skills, for teachers, for schools, and for system level and policymakers.
Therefore, it was said that learning should be monitored, expectations should be reduced with
regards to assessment, formative assessment should be prioritized, suitable training for
teachers and support for parents should be provided, consider equity on using alternative
assessments, and etc. In fact, it was recommended in this study that high stakes tests should be
postponed and instead, teachers may opt to use low stakes tests which are more effective in
assessing students’ learning in the new normal.
In the study entitled ‘Preserving Cornerstones of Students’ Assessment in Medical
Education During COVID-19’ which was written by Filho, Bicudo, and Fernandes (2021), the
researchers recommended a list of assessment methods in online class such as multiple-choice,
essays, short answer, open-ended questions, case study, oral test, and etc. It was pointed out
that the challenge in assessment is not the lack of assessment methods but on the strategies
that may be used by the teachers in order to use assessments that are valid and reliable.
Moreover, in a research review entitled ‘Assessment in a Digital Age’ which was written
by Oldfield, Broadfoot, Sutherland, and Timmis, assessment was defined as one of the most
essential elements of education and is hard to reform and develop. However, it was said that
the development of assessment strategies and practices is needed in order to adapt to the
changes in education and curriculum. Just like the articles stated above, this review has
described high stakes tests as ineffective assessment strategies in the new normal education.
Also, the authors in the said research review introduced digital technologies as assessment
strategies that may be used nowadays. The authors recommended that future researchers may
give focus on cultivating and developing new assessment practices and tools, responding to
challenges through using digital technology in assessing students’ learning, and considering new
contexts that are appropriate in the creating and conducting assessment in the new normal of
education.
In relation to this, a study conducted by Guangul, Suhail, Khalit, and Khidhir (2020)
which was entitled ‘Challenges of remote assessment in higher education in the context of
COVID-19: a case study of Middle East College’ has emphasized that the challenges in
conducting remote assessments are academic dishonesty, infrastructure, coverage of learning
outcomes, and commitment of students to submit assessments. Some solutions were given in
this study wherein teachers may prepare different questions to every student, use online
presentations, combine different assessment methods, and etc.
Education in the New Normal
According to Kuama (2016) in the study entitled ‘Is Online Learning Suitable for All English
Language Students’, despite the benefits of online teaching and learning environment, students
taking online courses could face difficulties that they might never have encountered in a
traditional teaching and learning environment and such challenges can have a negative impact
on their learning performance.
In the said study, it was emphasized that the difficulties could be classified into four major
areas of challenges such as cognition, metacognition, technical anxiety, and learning styles and
preferences. With regards to the area of cognitive challenges, students need higher cognitive
ability to deal with the more multi-dimensional learning tasks and complex content. It is
considered as one of the challenges since students are expected to know how to click,
drilldown, open new windows, save files, and etc. In terms of the metacognitive challenges, it is
important for a learner in distance education to monitor and self-regulate learning through
setting up a learning schedule because class time is limited in online classes and more
importantly, there are no specific class schedules and classroom attendance is not required in
modular modality.
In line with this, the third challenge involves computer and internet anxiety since it is said
that computer anxiety has a significantly negative impact on learners’ achievement. In fact,
when a computer system or network system is down, learners feel frustrated because they
might not be able to follow the lessons. On the other hand, in terms of learning styles and
preferences, the learners have to adapt into a new learning environment especially in the use
of technology. Also, they need to adjust even without face-to-face interaction with teachers
and peers.
Additionally, in the study entitled ‘Students’ Readiness and Problems in Learning English
through Blended Learning Environment’ which was conducted by Sriwichai (2020), it was said
that there are major problems and challenges encountered in blended learning which include
the focus on learning classroom due to considerable class size, limited access of online lessons
caused by Learning Management System (LMS) severe crash, difficulty of online interaction
with teachers and classmates, lack of experience and skills for digital tools, and time
management for two learning modes. In this study, the samples thought learning online was
more complicated than learning in classroom and online materials are not sufficient and was
difficult to understand. Also, the respondents noted in the questionnaire that they could not
contact or interact with the teachers, teacher assistants, or their classmates instantly while they
were studying online. Lack of experience and skills for learning English through online-based
technology used in blended learning also contributed to the students’ challenges. Moreover,
both questionnaire respondents and interviewees mentioned a limited access to online
materials due to slow internet connection was one problem of their learning. Time
management for learning was also perceived as the challenge English learning for students.
Also, some students revealed that they lacked motivation to learn English in blended learning
condition.
All in all, these studies have pointed out that challenges in the education in the new
normal are evident in instruction, students’ learning, and most especially in assessment. That is
why this study is important since this seeks to find out the perceptions of teachers in creating
and conducting assessment in the new modalities of teaching and learning. Yes, knowing the
challenges about assessment is important but as the researcher analyzed, it is more essential to
know the insights and experiences of teachers since they are the ones utilizing and developing
it to suit the needs of the students.
In other words, the researcher will focus on the teachers’ perceptions regarding the
assessment in the new normal. This research was anchored by the study conducted by
Cahapay, M. (2020) regarding assessment practices in a Teacher Education Institution (TEI) in
the Philippines during the pandemic. However, in the said study, it focused more on analyzing
documents such as public records, instructional plans, and etc. Therefore, it just focused on
document analysis which is conceptual. So, the researcher of this study will focus on the
perceptions of the teachers in terms of assessment in the education in the new normal wherein
it is more on experiential instead of being conceptual which the other studies did not deal with.
Theoretical Framework
This study is correlated with the Multiple Intelligences Theory of Howard Gardner.
Teachers'
Perceptions
UTILIZATION
of
assessment
strategies
Multiple
Intelligences
(Gardner,
1983)
TEACHERS
(as
faciltators)
Assessment
in the New
Normal
Education
Figure 1: Theoretical Paradigm
This study is supported by the Multiple Intelligences Theory originally developed by
Howard Gardner, Ph.D., Professor of Education at Harvard University. This theory started with
initial six intelligences and later became nine intelligences, possibility that the list may expand
and other intelligences may be developed and discovered.
This theory suggests that each individual possesses intelligence/s that is/are very
important in teaching/learning process inside the class. Through the use of the said theory, the
teacher can create or discover assessments that will cater the differences inside the class.
Moreover, according to Gardner, the teacher must assess the abilities of the students using
various techniques. However, Multiple Intelligences Theory was not originally created for
teaching/learning process but teachers find it very helpful in creating tests, activities or even
curriculums that are important for the better learning of the students.
The role of the use of assessments in this theory is that it provides various activities and
tests that will cater the individual intelligences inside the class. Through the use of various
assessments, the students and the class will be motivated and become interactive.
All in all, this study believed that assessment in the education in the new normal is
better through the appropriate utilization of assessment strategies and practices by the
teachers who act as facilitators and guided with the said theory by knowing the diversity of the
students. In this way, the teachers can employ assessments that are suitable to the needs and
levels of the students.
Conceptual Framework
The basis for knowing the teachers’ perceptions on the assessment in the new normal of
education is to provide an opportunity to identify the assessment strategies used by them, the
challenges and problems they experience in assessing students’ learning nowadays, and the
solutions that may done in order to solve such challenges.
Assessment in
the New
Normal
Education
Utilization
of
Assessment
Strategies
Teacher
as a
facilitator
Identifying
the
Assessment
Practices and
Strategies
used by
teachers
Identifying
challenges
encountered
by teachers in
assessments
Solutions to the
challenges in
assessing students'
learning in the
new normal
Figure 2: Conceptual Paradigm
The paradigm illustrates the conceptual framework of this study to identify the
perceptions of teachers in creating and conducting assessments in the new normal. In
implementing assessment in the new normal, the application of the use of assessment
strategies and practices with the teacher as a facilitator is a key to surpass the challenges and
solve the problems in assessing students’ learning despite the changes in the teaching and
learning modalities.
This paradigm will guide the researchers in conducting this study to identify the
teachers’ perceptions in assessments in the new normal of education on selected public and
private schools in Camarines Norte
Chapter III
METHODOLOGY
This chapter shows a brief description of the general method used in the study. This
includes the research design, respondents of the study, sampling procedure or techniques, data
collection and tool for data analysis.
Research Design
The researcher will use the descriptive qualitative method wherein the researcher will
conduct classroom observations, interview, and survey questionnaire to ten teachers in
different schools, five from public and five from private to integrate their perceptions and
experiences in the assessment strategies that they use and implement for their students.
Subject of the Study
The main respondents of the study are ten teachers from different schools in Camarines
Norte, five from public and five from private. One teacher per school will be selected as a
respondent.
Sampling Procedure of Techniques
The researcher will use Purposive Sampling Method, a non-probability sampling
technique that is selected based on the objectives of the study wherein one teacher per school
will be observed, interviewed, and asked to answer a survey questionnaire.
Data Collection
a. Research Instruments and its Administration
The main instruments that will be used in gathering the data in this study are survey
questionnaire, classroom observations, and interview. The specifics for each data
collection instrument that will be used in this study are as follows:
1. Survey Questionnaire: The researcher will conduct a survey questionnaire to identify
the assessment strategies used by the teachers, the challenges they experience in
creating and conducting assessments, and the solutions that they can suggest to
overcome such challenges.
2. Classroom Observations: The researcher will conduct classroom observations to
observe how the teachers apply the assessment strategies and witness the
challenges they encounter in assessing students’ learning. This may only be done in
online classes since in modular learning, students and teachers do not have an
interaction with each other. One classroom observation per teacher in online class
will be implemented.
3. Semi-Structured Interview: The researcher will conduct a semi-structured interview
with the teachers to know their perceptions about the assessment strategies that
they use, the problems they experience, and the solutions that they can suggest to
overcome the challenges.
Tool for Data Analysis
For the analysis and interpretation of data, the researcher will use:
Frequency count and percentage computation will be utilized to present the number of
responses in the assessment strategies and challenges experienced by the teachers.
Rank method will be utilized to present the order of the effective assessment strategies,
challenges, and solutions suggested by teachers.
ETHICS STATEMENT
Research details
Research title
Researcher’s details
Name of researcher
Contact address
Assessment In The New Normal Education: Teachers’
Perceptions On Selected Private And Public Schools In
Camarines Norte
Xena Angela D. Baloloy, LPT
P-7 Teachers Village. Brgy. Alawihao, Daet Camarines
Norte
xbaloloy@gbox.adnu.edu.ph
09306328529
Jenifer Sevilla
Email
Telephone/Mobile number
Name of Professor
Research ethics checklist
Please answer each question by ticking the appropriate box:
Yes
Will the study involve recruitment of staff through the NHS or the use of NHS
data or premises and/or equipment?
Does the study involve participants age 16 or over who are unable to give
informed consent?
(e.g. people with learning disabilities: see Mental Capacity Act 2005 / Adults
with Incapacity (Scotland) Act 2000. All research that falls under the auspices
MCA/AWI must be reviewed by NHS REC)
Does the research involve potentially vulnerable groups: children, those with
cognitive impairment, or those in unequal relationships? (e.g. your own
students)
Will the study require the co-operation of a gatekeeper for initial access to
the groups or individuals to be recruited? (e.g. students at school, members
of self- help group, residents of nursing home?)
No
/
/
/
/
Will it be necessary for participants to take part in the study without their
knowledge and consent at the time? (e.g. covert observation of people in
non- public places)
Will the study involve discussion of sensitive topics? (e.g. sexual activity, drug
use, politics)
Are drugs, placebos or other substances (e.g. food substances, vitamins) to be
administered to the study participants, or will the study involve invasive,
intrusive or potentially harmful procedures of any kind?
Will tissue samples (including blood) be obtained from participants?
Is pain or more than mild discomfort likely to result from the study?
Could the study induce psychological stress, discomfort, anxiety or cause
harm or negative consequences beyond the risks encountered in normal life?
Will the study involve prolonged or repetitive testing?
Will the research involve administrative or secure data that requires
permission from the appropriate authorities before use?
Is there a possibility that the safety of the researcher may be in question?
(e.g. in international research: locally employed research assistants)
Does the research involve members of the public in a research capacity
(participant research)?
Will the research take place outside the Camarines Norte?
Will the research involve respondents to the internet or other visual/vocal
methods where respondents may be identified?
Will research involve the sharing of data or confidential information beyond
the initial consent given?
Will financial recompense be offered to participants?
Principal Investigator
Signed:
Date:
Professor
Signed:
Date:
/
/
/
/
/
/
/
/
/
/
/
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/
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