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| Exploring the Assessment and Grading Practices of Elementary Teachers In Modular Distance Learning
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Faye Lyne S. Vinuya, Charlene Louise D. Manalang, Loraine Anne B. Flores , Jasmin C. Aldana,
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Abstract:
Assessing and grading students took place as early as the middle 1800s. To this day, teachers continuously assess and assign grades to students. This emphasizes the importance of teachers' assessment and grading practices in teaching-learning processes. Hence, this study explored teachers' assessment and grading practices in modular distance learning. The researchers utilized an exploratory sequential mixed-method design with two phases: qualitative followed by quantitative. For the qualitative phase, the sampling technique used is voluntary sampling. The researchers conducted an open-ended face-to-face interview with the ten selected participants. For the quantitative phase, the sampling technique used is a simple random sampling technique. The researchers developed a survey questionnaire to collect data. Respondents of this study came from the selected public schools in the Division of Pampanga - Guagua West District. Findings show that the factors considered by the teachers in the assessment and grading practices are Mandated Guidelines, Assessment Tools, Student Learning Attitude, and Student Circumstances. All of these factors always influence the assessment and grading of teachers. Moreover, the bases of teachers in assessment and grading practices for modular distance learning are DepEd Order No. 31, s. 2020 and Teacher-Made Assessment Tools. Correspondingly, data showed that teachers are highly competent and knowledgeable in all the bases of assessment and grading practices. Lastly, some but not all factors considered by teachers have a significant relationship with the bases of assessment and grading practices.
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