Best Practices and Challenges in the Assessment of Online Learning among Bsed Freshmen
DOI:
https://doi.org/10.54536/jtel.v2i1.2390Keywords:
Online Learning, Freshmen, Education, Diverse learningAbstract
This study examined the practices and challenges of assessing online learning in the Bachelor of Secondary Education (BSEd) Program. The study particularly examined the assessment methods used by instructors to evaluate BSEd freshmen amid online learning due to the COVID-19 pandemic. The study utilized document analysis and interviews to gather data. Results revealed that the common assessment strategies employed were traditional examinations, online quizzes and assessments, projects and assignments, multimodal outputs, class participation, and audio-video presentations. Traditional examinations continue to be used to evaluate cognitive abilities, employing a variety of question formats such as multiple-choice, short-answer, and essay questions. Along with these, online quizzes and assessments are widely used, providing the advantage of immediate feedback. Project-based assessments demonstrate a transition towards practical applications, in line with constructivist learning theories. Class participation assessments prioritize active involvement and effective communication abilities. Diverse learning styles can be accommodated through the use of multimodal outputs and audio-video presentations. Effective strategies derived from student interviews encompass clear communication, varied assessment methods, and timely feedback. Various challenges, including technical issues, communication barriers, and time management, were also revealed. This research provides valuable insights into optimizing assessment practices in online learning for BSED freshmen. It promotes a student-centered approach to enhance educational experiences.
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Copyright (c) 2024 Alice R. Ramos, Glenda C. Castillo
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