Authors :
May Maeh V. Tobato-Camlian
Volume/Issue :
Volume 8 - 2023, Issue 2 - February
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/41oEkBr
DOI :
https://doi.org/10.5281/zenodo.7674481
Abstract :
This study is conducted to determine the
assessment changes needed to support learning at
Cronasia Foundation College, Inc. during the COVID-19
pandemic. This study employed a qualitative and
quantitative approach to determine the assessment
changes and also the concerns and issues about the effect
of the changes and the changes that need to be continued
to support learning during the pandemic crisis. This
research surveyed 1 administrator, 38 teachers, 5
program heads, 2 program coordinators, and 186
students of Cronasia Foundation College, Inc. for the
academic year 2020–2021. It aims to investigate the
assessment changes, the possible drivers behind the
assessment-related changes made, the concerns and
issues about the effect of the changes, and also the
changes that need to be continued to support learning.
For this purpose, an adopted and modified questionnaire
from Jankowski (2020) was utilized, and guide questions
were also created for focused-group discussion. In this
paper, quantitative analysis and qualitative response
analysis were used. Based on the results of the study,
there were 94.83% changes made in the assessment of
learning in response to COVID-19. The respondents
stated that the most frequent changes made were
modifications of assignments or assessments and
acceptance of alternative assignments. The respondents
also agree that concerns about students’ differential
access to technology (including reliable internet) were
determining factors in making changes. There were also
concerns and issues that focused on four main areas:
differentiated access to technology; concerns about
teacher-student interaction; reliability of assessment;
and students' learning behavior. In response to the
specific outcomes and conclusions of this study, it was
recommended that teachers be considerate when giving
deadlines on students' assignments and assessments, but
make sure that the assessment can promote analysis,
comprehension, application, and reasoning to develop
students’ higher-order thinking skills. The input of this
paper derives as an outcome of data analysis obtained
from a survey conducted at Cronasia Foundation
College, Inc.
Keywords :
Assessment Changes, COVID-19 Pandemic, Support Learning
This study is conducted to determine the
assessment changes needed to support learning at
Cronasia Foundation College, Inc. during the COVID-19
pandemic. This study employed a qualitative and
quantitative approach to determine the assessment
changes and also the concerns and issues about the effect
of the changes and the changes that need to be continued
to support learning during the pandemic crisis. This
research surveyed 1 administrator, 38 teachers, 5
program heads, 2 program coordinators, and 186
students of Cronasia Foundation College, Inc. for the
academic year 2020–2021. It aims to investigate the
assessment changes, the possible drivers behind the
assessment-related changes made, the concerns and
issues about the effect of the changes, and also the
changes that need to be continued to support learning.
For this purpose, an adopted and modified questionnaire
from Jankowski (2020) was utilized, and guide questions
were also created for focused-group discussion. In this
paper, quantitative analysis and qualitative response
analysis were used. Based on the results of the study,
there were 94.83% changes made in the assessment of
learning in response to COVID-19. The respondents
stated that the most frequent changes made were
modifications of assignments or assessments and
acceptance of alternative assignments. The respondents
also agree that concerns about students’ differential
access to technology (including reliable internet) were
determining factors in making changes. There were also
concerns and issues that focused on four main areas:
differentiated access to technology; concerns about
teacher-student interaction; reliability of assessment;
and students' learning behavior. In response to the
specific outcomes and conclusions of this study, it was
recommended that teachers be considerate when giving
deadlines on students' assignments and assessments, but
make sure that the assessment can promote analysis,
comprehension, application, and reasoning to develop
students’ higher-order thinking skills. The input of this
paper derives as an outcome of data analysis obtained
from a survey conducted at Cronasia Foundation
College, Inc.
Keywords :
Assessment Changes, COVID-19 Pandemic, Support Learning
