Authors : Erwin R. Lasaca

Volume/Issue : Volume 9 - 2024, Issue 5 - May

Google Scholar : https://tinyurl.com/49e65rfa

Scribd : https://tinyurl.com/5z4ffws

DOI : https://doi.org/10.38124/ijisrt/IJISRT24MAY2312

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study aimed to explore the lived experiences of secondary school teachers in one of the Clusters of Schools in the Division of Davao City regarding their assessment practices during the post- pandemic era, utilizing phenomenological design. A semi- structured interview guide was used to gather the data. Ethical considerations were observed in data collection. The themes were extracted using thematic content analysis. The findings were: addressing learning gaps, technological challenges, social and emotional considerations, reteaching basic literacy and numeracy skills, transition to online assessment, professional development needs, and supporting diverse learners are the experiences of the teachers; their coping mechanisms are collaboration and peer learning, individualized support, clear communication, incorporate social and emotional support, adaptability and resilience, staying informed, and employ flexible assessment methods; while their insights include need for professional development, flexibility in assessment approaches, recognition of individual learning needs, technology integration assessment, considers social and emotional well-being, and collaboration and sharing best practices. The recommendation advanced included recognizing the significance of technology in assessment by the Department of Education and invest in the required infrastructure and tools, ensuring that teachers have access to reliable technology and training in order to properly use digital technologies into their assessment processes.

Keywords : Experiences, Coping Mechanisms, Educational Management Insights, Post-Pandemic Era, Assessment, Secondary Teachers.

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