Abstract
This case study analyzes the assessment practices in a Teacher Education Institution (TEI) in the Philippines during the Coronavirus Disease 2019 (COVID-19) crisis. The results showed that assessment practices were contextually reshaped as classes were suspended at the time when assessment evidence cannot be computed; limited internet connectivity posed logistical issues to move to online assessment; and institutional tradition of maintaining quality draws a major concern. As a consequence, changes were evident in the grading component solely focusing on student attendance; grading system shifting to descriptive binary; requirements for laboratory and research works significantly modified; and exclusion of grades earned in the current semester from the computation of grade point average. Drawing lessons from this case study, it is recommended that in reshaping assessment practices in this time, different contexts must be cogently considered, so that reasonable changes will be better understood.
Highlights
Since the outbreak of COVID-19 from Wuhan, China (Phelan, Katz, & Gostin, 2020), governments around the world have closed its systems, including education, in the attempt to slow down the community transmission of the disease
The initial impact of COVID-19 in education in the Philippines was experienced when classes in all levels in Metro Manila were suspended from Tuesday, March 10, to Saturday, March 14, as President Rodrigo Duterte announced on March 9
The President said that the suspension was necessary to appraise the incubation of COVID-19, the disease caused by the novel coronavirus
Summary
Since the outbreak of COVID-19 from Wuhan, China (Phelan, Katz, & Gostin, 2020), governments around the world have closed its systems, including education, in the attempt to slow down the community transmission of the disease. It is observed that schools have adopted new assessment practices such as using previous grades from mock exams, applying observational assessments of teachers, and considering prior grade expectations. These emerging assessment practices, have put education stakeholders in a state of quandary and even discord. The UNESCO (2020) recently established guidelines for higher education institutions of its member states. It urged for the development of strategies that will promote innovation of assessment practices. Considering the current global crisis restricting normal conditions of learning, assessment practices have to be reconsidered from different perspectives
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