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The Journey of Teachers in Online Assessment: A Research Presented To The Faculty of Lapu-Lapu City College
The Journey of Teachers in Online Assessment: A Research Presented To The Faculty of Lapu-Lapu City College
A Research
Presented to the Faculty
of Lapu-Lapu City College
In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Elementary Education
by:
MELIZA A. ANGGA
KRISTEL ANN A. CASTILLO
MAYA G. DONAIRE
MARY HONEYLENE V. ECHON
CHERRY MAE T. NGUJO
MARINEL M. TUMUBO
JHOAN MARIELL TUPAS
MARCH 2021
ii
Republic of the Philippines
A.Y 2021-2022
APPROVAL SHEET
Castillo, Maya Donaire, Mary Honeylene Echon, Cherry Mae Ngujo, Marinel Tumubo,
Jhoan Mariell Tupas in partial fulfillment of the requirements for the degree of Bachelor
in Elementary Education has been examine and is recommended for acceptance and
approval.
those persons whose kind assistance, guidance, encouragement, and inspiration made
Mrs. Mary Jane A. Obispo, Dev. Ed. D, Research Adviser, who helped the
researchers in revising their title and gave suggestion on what the researchers should do
with their study, for being patient in teaching the researchers all about research that really
helped during the actual study and for being supportive during difficult times that the
The researcher’s beloved parents for their moral and financial support,
The Lord Almighty who gave researcher wisdom and strength to continue and
And to all those who were missed to be mentioned, who helped and touched the
DEDICATION
provide us their moral, spiritual, emotional and financial support and become our source
To our family, friends, relatives and classmates who shared their words of advice
To our teachers who shared their guidance and wisdom throughout this
challenging endeavor.
To fellow researchers who shared their vast knowledge and had extreme effort
And lastly, we dedicated this study to the Almighty God, for His guidance,
strength, power of mind, protection, skills and for giving us a healthy life. All of these,
we offer to you.
TABLE OF CONTENTS
PAGE
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGMENT iii
DEDICATION iv
TABLE OFCONTENTS v
CHAPTER
INTRODUCTION 1
Rationale of the Study
Theoretical Background of the Study 3
THE PROBLEM 7
Statement of the Problem 8
Significance of the Study
DEFINITION OFTERMS 9
INTRODUCTION
Rationale
The Education System all over the world is facing a great challenge now in
sustaining the quality of education due to this pandemic brought by COVID19. Here in
the Philippines there is a rigid discussion between education heads and the Philippine
government whether to proceed with the normal schedule of opening of classes or not. It
is not unknown to all that there is a rescheduling of the opening of classes due to
unpreparedness of the materials and other resources to conduct the classes. The
Department of Education is concerned with the time that will be wasted if classes won’t
be conducted because of this pandemic. They are concerned about what would happen to
the learnings of the Filipino children if the classes won’t be pushed through. Concerning
the K-12 program, another year will be added before the students will finish schooling.
The Philippine government has been supportive with the plans and ideas of the
Department of Education to push through the classes through Online, Modular, and
Blended mode of learning. This mode of classes has big adjustments not only for the
students but also to the teachers and the parents. Parents as well are affected in the sense
that they need to spend money for the gadgets to be used by the children during online
class and buying the cellphone loads. Parents also need to go to the schools to get the
modules for those children who preferred to have the modular class. These are just
examples of what was going on now in the education system due to this pandemic.
Lapu-Lapu City College is adapting Online and Blended Learning. Teachers used Google
Classroom to upload their modules and classwork. Online assessments are done in
Google Forms with the option of having a time limit or not. Somehow there are times due
to internet connection problems we need to go over again to the first question since the
answers won’t be saved automatically. Thus, it brings headaches and stress to the
students. There are teachers also who prefer to send the examination through the
messenger and take pictures of the answers and attach it to Google Classroom afterwards.
Still teachers have the option to have the time limit or not. Online oral recitations also are
being done by the teachers. These are the means of assessment where Lapu-Lapu City
College does. With the scenario mentioned above it shows that students are having
difficulties and struggles in the new mode of learning. How much more with the teachers
who are the source of all those instructional materials? Not all of the teachers are ICT
oriented and don’t even know how to operate laptops and smart cellphones.
The purpose of this study is to know the struggles and the journey of the teachers
towards the online assessment. Students find difficulties in the online assessment much
more to the teachers who prepared the assessment. Are they fully equipped with the
knowledge and training for them to execute their functions to efficiently do the online
class and online assessment. What are the ways they do to cope up with the new mode of
learning? With this research students will be able to know and understand the difficulties
and challenges of the teacher in preparing and implementing the online learning.
Furthermore this will give the teachers the chance to impart to the students what are the
attributes needed to be successful in the new mode of learning. Students will appreciate
the efforts of the teachers just to have a better teaching and learning experience despite
Theoretical/Conceptual Framework
This study will focus on how the teachers manage to still efficiently do the new
mode of learning specifically the online assessment. This will also relate to the attributes
which teachers and students should keep to successfully manage this new mode of
learning. Due to the current pandemic brought by COVID 19, most of the schools are
doing the online and blended mode of class. 0nline assessment also is being practiced in
conducting minor and major exams. This study will benefit the school administrators,
faculty and students in knowing what are the challenges the teacher encountered in online
assessment with the following theories: The Theory and Practice of Online Learning,
Terry Anderson (2011), Social Constructivism by Lev Vygostsky, John Dewey, and Jean
The Theory and Practice of Online Learning Terry Anderson looks at learning
claims that quality online learning will be knowledge, community, assessment, and
and six forms of interaction between them and the content. The theory emphasizes that
collaborative and independent study modes are the two predominant forms of online
education. The researchers believe that the independent study mode has a large potential
for improvement and deserves further development. Finally, the author reveals so much
theory of online learning. Although not an old discipline by academic standards, distance
education practice and theory has evolved through five generations in its 150 years of
existence (Taylor 2001). In the 20th century there is a rapid development of online
learning supported by mass media of television and radio, another by the synchronous
tools of video and audio teleconferencing, and yet another based on computer
conferencing.
developed by Soviet psychologist Lev Vygotsky. Vgotsky described the learning process
as the establishment of a zone proximal development in which the teacher, the learner,
and a problem to be solved exist. The teacher provides a social environment in which the
learner can construct with others the knowledge necessary to solve the problem. Same
with John Dewey, he claims that learning is a series of practical social experiences in
which learners learn by doing, collaborating, and reflecting with others. The use of
reflective practice by both learner and teacher is a pedagogical aspect for interactive
Vgotsk’s theory of social learning has been expanded upon numerous later theorists and
researchers. Vgostsky believed that learning takes place primarily in social and cultural
settings, rather than solely within the individual (Schreiber & Valle, 2013).
Connectivism Theory George Siemens (2004), one of the early Massive Online
Course (MOOC) pioneers, has been the main proponent of Connectivism. Connectivism
is a model of learning that can guide first year advising “the integration of principles
understanding that decisions are based on rapidly altering foundations. Learning can
connecting specialized information sets, and the connections that enable us to learn more
and are more important than our current state of knowing”. Internet technology has
moved learning from internal, individualistic activities to group, community, and even
crowd activities. In the end, the interconnectedness of all knowledge leads to learning.
can be stored in a variety of digital formats. Learning and knowledge are said to “rest in
All of these theories support this study since teachers are using online applications
in conducting assessments and seeking help to the experts on how to manipulate such
applications during conducting online assessments. In the new mode of learning teachers
depend on the network to transmit information to the students and also in evaluating the
THE PROBLEM
This research aims to assess the problems of the instructors of Lapu-Lapu City
1.1 Age
3. What are the ways to cope with the challenges of online assessment?
8
Online assessments, test and examine both teachers and students capabilities in using
assessment tools such as Google Form, Google Form, Polls, etc. Assessments are the
most significant part of the education system as it gives an accurate picture. Online
exams greatly reduce the administrative burden on the school, helping save the time and
effort on the printing and distribution of exam papers, the setting up of examination
centers and classrooms. However, the classic drawbacks of online assessment center
around technical difficulties. On the other hand, online instruction boosts the technical
another key challenge for them. Online classes are completely dependent on proper web
network and functional systems (computers or smartphones). In smaller cities and towns,
a steady connection with decent speed may be an issue. Without a reliable web
connection for students or instructors, there can be a need of coherence in learning for the
Teachers, this study can benefit them by providing insights and information that
will inform and guide them throughout The Journey of Teachers on Online assessment as
and information and provides teachers a profile that serves their guide on The Journey of
Students, this is beneficial for them to appraise their practices of having an online
assessment, this study can enlighten them on how to be responsible enough since they are
Researchers aim to contribute to the future and past studies, they will give
DEFINITION OF TERMS
Expert- the person who is more knowledgeable enough to share his/her knowledge about
Chapter 11
recognized local and foreign experts both with significant bearing or problem-related
under investigation. It also provides relevant study, reading reviews reviewed by critical
Related Literature
As respects how assessment practices are right now being reshaped within the
Philippine higher instruction, the Commission on Higher Instruction (CHED) issued the
assessment. It authorized the higher education institutions to decide how to best meet the
contact hour necessities for the completion of a subject or degree program. It was
evaluation and computation of grades to be based on current student records and school
academic policies. Such rule was general and Philippine tertiary schools ought to
few of these techniques include mass advancements, postponed necessities, and conceded
technology get to, financial stability, and emotional support particularly those who are
stranded (Alvarez, 2020; Cahapay, 2020; Tria, 2020), so procedures got to be attempted.
11
Human compassion aside, the address that has produced diverse suppositions from the
instruction partners, be that as it may, is the degree to which these techniques will be
learning within the “new normal” has begun for understudies and instructors in private
institutions. Although the classes in public schools are set to open on October 5, 2020
however, a few private schools have chosen to step into instruction delivery under the
new normal in August, or for some, even earlier. As classes are generally carried out
online, guardians and teachers concur that the challenge in learning beneath the unused
typical goes past the quality of one’s internet connection. embarking on a journey of
teaching beneath the new normal . Unlike in physical classes, the students comprehend
with the materials that they can manipulate and do meaningfully (Abatayo, 2020). A
recommends that online instruction, in common, can be more useful than conventional
face-to-face (f2f) instruction for both K-12 and more seasoned learners. In expansion,
distinguished by Bransford, Brown, and Cocking (2000, pp. 1–28), assessment is a center
component for effective learning. The authors indicate that teaching and learning
important to note that, in spite of the fact that developmental assessment (assessment to
support learning) and summative assessment (for approval and accreditation) are not
12
separate or settled processes, pressures exist between them (Wiliam & Dark, 1996).
demonstrates that the levels of the knowledge structure being created have implications
online instruction (Graham 2013), is wide adopted across instruction with some students
pertaining to it because the “new ancient model” (Ross and Gage 2006, p. 167) or the
“new normal” in course delivery (Norberg et al. 2011, p. 207). However, chasing the
correct extent of its growth has been difficult due to definitional ambiguity (Oliver and
that in several instances has emerged organically. One early nationwide study sponsored
by the Sloan pool (now the Net Learning Consortium) found that 65.2% of taking part
Learning analytics, adaptive learning, calibrated peer review, and automated essay
marking (Balfour 2013) are advanced processes that, provided they're sensible interfaces,
will work well with the teacher— permitting him or her to focus on human attributes like
being caring, creative, and engaging in problem-solving. This can, of course, as with all
technical advancements, be accustomed to save resources and augment the role of the
teacher. For instance, if artificial intelligence may be used to work beside teachers,
13
allowing them longer for private feedback and mentoring with students, then, we'll have
tendency to welcome our mechanism colleagues' ' (Bayne et al. 2016). If the United
States of America wisely, they'll teach us additional regarding ourselves, and about
what's really human in education. This rising mix will have an effect on info and policy
questions, like the what? and what for? The new traditions for education are going to be
in perpetual flux. Floridi’s (2014) philosophy offers us tools to grasp and be in control
and not simply look on and watch what happens. In several respects, he has addressed the
when the Commission on Higher Instruction (CHED) urged universities and colleges to
(PNA), 2020). This can be in reaction to the health threat postured by the Covid-19
pandemic, which, appropriately, may possibly compound within the usual residential
learning models (PNA, 2020). Whereas the widespread incited CHED to move Philippine
higher learning into adaptable curricular measurements, adaptable learning has long been
a solid topic in higher education (Wanner & Palmer, 2018; Naidu, 2019; Veletsianos &
Houlden, 2019) to manage with the open, network-based, and learner-centered instruction
Results Based Education (OBE). This is often stipulated within the Commission on
14
Higher Instruction (CHED) Execution Handbook for OBE and ISA (CHED, 2013). The
organizes the instructive framework around what is essential for all learners to know,
value, and be able to do to attain a wanted level of competence at the time of graduation.
fundamentally is what each graduate can know, do, and be (CHED, 2013). For Biggs and
Tang (2011), learning results must be considered in choice related to learning exercises
and evaluation.
aptitudes, and values that portray what learners will know, or be able to do, as a result of
competencies that learners may procure at the conclusion of each lesson in a course. As
CHED (2013) set, combining these competencies make up the learning results. Learning
results in this manual are gathered as Course Results (CO), Program Results (PO), and
impact sizes close to zero, indicating that learning with these technologies, taken as a
15
terms of effectiveness (Bernard et al., 2004; Cavanaugh, 2001; Machtmes & Asher, 2000;
Related Studies
particular, in various ways. As a result of the closure of universities and schools, teachers
exception. The have to be make learning environments for student teachers doing their
meet not as it were the desires of students but moreover the necessities of teacher
education as well as the conditions in which both universities and schools had to operate
(Flores and Gago 2020). On the primary day of classes for public schools, teachers in a
public school in Mandaue City struggle to learn and embrace apps and suffer through
some internet connection problems. Teachers still battle to embrace utilizing the apps
since they were not so used to it but they ought to adjust to the new normal, integration of
the new technologies and different apps that would make the lesson very interesting. The
MCSHS and Mandaue City Comprehensive National High School are the only open
schools within the city that executed both modalities having online classes and modular
separate learning classes. Modular learning includes utilizing printed modules for lesson
discussions and activities whereas online learning uses the internet and digital modules
for the classes. Modular learning fits students, who don’t have access to the internet or
16
those who seem not to have gadgets required for online classes. (Sagarino, 2020). The
rapid, unexpected and ‘forced’ move from face-to-face to remote teaching has entailed a
number of challenges and limitations but moreover openings that got to be examined.
2020, i) or 'emergency learning’ (Murphy 2020, 492) and to difficulties related with poor
online instructing foundation, inexperience of teachers, the data gap (i.e., constrained data
and assets to all students) and the complex environment at home (Zhang et al. 2020). In
expansion, need of mentoring and back (Judd et al. 2020) and issues related to teachers’
competencies within the utilize of computerized instructional designs (Huber and Rudder
2020) have too been recognized. As far as teacher education is concerned, descriptions of
how institutions and stakeholders adjusted to the new situation made by COVID-19
widespread (Bao 2020; Flores and Gago 2020; Quezada, Talbot, and Quezada-Parker
2020; Zhang et al. 2020) as well as preparing procedures and experiences of innovation
(Ferdig et al. 2020) have been reported. Whereas accounts of how higher education
institutions and teacher educators reacted to the move from face-to-face to online
instructing are significant, more ought to be done in this respect.Although only a few
studies focused primarily on the social presence in online teaching and learning (e.g.,
Hramiak 2010; Komninou 2017; Li 2011; Satar and Akcan 2018; Yeh 2010), the vast
majority of the papers examined included issues related to this presence and highlighted
learners and teachers to interact, collaborate and build connections with other individuals
was a source of satisfaction for students (Biasuttie 2011) and significantly impacted the
17
among participants (Jaber et al. 2018; Jackson and Jones 2019) and the effect of online
teaching and learning practices (Bicen, Ozdamli, and Uzunboylu 2014; Yeh, 2009). As it
were Rakap, Jones, and Emery (2015) found rare interactions and troubles in building
connections with classmates to have a small effect on teachers’ learning and centered on
course content to compensate for these social limitations. Out of the social affordances of
online instruments, collaboration was seen as a key highlight (Theelen et al. 2020) and a
throughout a range of mediums was critical in understanding the challenges and the co-
construction of information almost the educating calling (DeWert, Babinski, and Jones
2003; Fletcher and Bullock 2015). Among others, blogs fostered portrayal, intelligent
hone and portrayed cognition (Farr and Riordan 2015); online gatherings enabled the
sharing of accounts that enhanced the skill of noticing and led to changes in their practice
(Fernández, Llinares, and Rojas 2020), and; web conferences permitted students to
engage fundamentally with diverse educational issues (Dyment and Bringing down
2018). Both structured and unstructured groups of cooperation given opportunities to
reflect on key things related to educating practice; however, in doing so, Jones and Ryan
(2014) appeared that members did not engage in basic reflection on their practice but
18
highlights of a few of these devices gave members extra time to reflect approximately
each other’s ideas, coordinate different points of view into their claim considering or
address educational challenges (Jaber et al. 2018; Rodeslier 2015). Too, those
interactions that went beyond unimportant portrayal of field encounters were more likely
to advance in-depth discussion between members and facilitate quality reflection (Krutka
et al. 2014; Stagg and Slotta 2009). Facilitating teaching and learning in an online
environment poses a number of challenges to educators, who often struggle with adapting
the practices they have found effective in F2F classes to an online environment (Mills,
2015). Fletcher and Bullock (2015) argue that in this respect, teacher educators are
fostering of positive relationships between the educator and her students, a relationship
that is considered central to meaningful teaching and learning by most teacher educators.
Their results indicate that, ideally, professional teaching programs should not be based on
asynchronous teaching only, but should be blended with synchronous online class
sessions and F2F interaction as well. To sum up, the factors that have proved most salient
in relation to the educator’s role in e-learning, blended learning and online learning in the
literature reviewed include: •establishing strong educator presence in online settings and
19
Chapter 111
This chapter contains the research study design and the methodology used in the
conduct of this study; it incorporated the sampling technique, sources of data, the
research subjects, population of the study, the instrument utilized to gather data, as well
as the statistical tools employed in processing the data. This chapter is showing how this
study and how these data were analyzed, interpreted in the easiest way possible.
Research method
The researchers had used purposive-convenience sampling for this study. The
choosing the subject of the study. Convenience sampling alluded to the researching
subjects of the population that are effectively open and promptly accessible to the
researcher. In this way, the elements may be chosen within the test essentially as they
conducting the data collection. Purposive sampling subjects are chosen based on study
purpose with the desire that each participant will give unique and rich data of value to the
study. The researcher chooses what should be known and sets out to discover individuals
who can and are willing to provide the data by virtue of knowledge or experience.
20
The variable of the study that needs to be qualified, the results of the survey
about The Journey of Teachers in Online Assessment in Lapu-Lapu City College. In this
study, the researchers will use a phenomenological design that includes the description,
analysis and interpretation of the data throughout the process. Phenomenological design
aims to focus on answering the “what is it” question rather than questions of frequency or
magnitude such as “how much” and “how many”. This design will help the researchers to
collect and gather data. To see the outcome the researchers will conduct online interviews
Research Environment/Locale
The research was conducted in Lapu-Lapu City College at Gun-ob Campus Lapu-
Lapu City. It is a local government college under the local government unit of Lapu-Lapu
City. The college was established in 2010 under the City Ordinance No. 354-2010 to
provide less tertiary education to the marginalized sectors of Lapu-Lapu City and provide
them access to quality and affordable education. The building occupied by Lapu-Lapu
City College was formerly used by the Department of Education Lapu-Lapu City
Division. Since Department of Education of Lapu-Lapu City transfers to its new building,
the college had occupied the space known as STEC campus through the initiative of the
21
Research Respondents
The respondents of this study were the Lapu-Lapu City College Education
BEED
ENGLISH
FILIPINO
PROFED
Instrument
schedule on the one on one online interview base with convenient time for the
interviewee. The online interview will allow respondents to give answers based on their
feelings, perception, opinion and ideas. After constructing the questionnaire and
arranging the interview schedule, the researchers consulted the research advisor before
the interview schedule for additional instructions and hints. The questionnaire and online
interviews will help the researchers to identify the Journey of Teachers on Online
Assessment. This instrument will help the researcher to effectively gather and analyze the
23
In this research, the researchers will use online interviews, which consist of
questions that answer the question “What” that allow respondents to express their
opinions, ideas and feelings. In this type of questionnaire the respondents will answer
about The Journey of Teachers on Online Assessment in Lapu-Lapu City College. The
researchers will make a letter of approval to the college President Mr. Eduardo A.
Ompad. The questionnaire was presented and checked by Dr. Mary Jane Abadilla
Obispo, the instructor of research. After the approval, the researchers will begin to
conduct online interviews with the College Education Teachers. The researcher’s
presence during the online interview was highly required so that the respondents concerns
and questions will be promptly answered. The data was gathered and was analyzed by the
researchers.
24
References:
http://article.sciencepublishinggroup.com/
Picciano, A.G. (2017). Theories and Frameworks for Online Education: Seeking an
J.W. Gikandi., D. Morrow., N.E. Davis. (2011). Online formative assessment in higher
https://uncw.edu/assessment/documents
Parneet Khar., Harish Kumar., Sakshi Kaushal.(2021). Affective state and learning
https://www.sciencedirect.com/science/article
p212-220 Sep 2018. IMT Skills of the Pre-Service Teachers in Cebu City.
https://eric.ed.gov/?id=EJ1198661&fbclid=IwAR20rLBxgrFsrZtMgmkB_L6wxckU4L-
MEA0RKtPJsQWuvuIDSftj3_AU15E
COVID-19 and teacher education: a literature review of online teaching and learning
https://www.tandfonline.com/doi/full/10.1080/02619768.2020.1821184?
fbclid=IwAR3YPvF-CHXOs32ZvNC5sfkQ-
XIE0pZH0e8HbR_fiWI9IQpT7zs_yKJ4c8I&
Curriculum Vitae
Cebu, Philippines,6015
E-mail: donaire.maya@llcc.edu.ph
PERSONAL BACKGROUND:
Citizenship: Filipino
EDUCATIONAL BACKGROUND:
TERTIARY:
SECONDARY:
2017 - 2018
ELEMENTARY:
2011 - 2012
Curriculum Vitae
Cebu, Philippines,6015
E-mail: castillo.kristelann@llcc.edu.ph
PERSONAL BACKGROUND:
Citizenship: Filipino
TERTIARY:
SECONDARY:
2009-2013
ELEMENTARY:
2003- 2009
Cebu, Philippines,6015
E-mail: tumubo.marinel@llcc.edu.ph
PERSONAL BACKGROUND:
Citizenship: Filipino
TERTIARY:
SECONDARY:
2017 - 2018
ELEMENTARY:
2011 - 2012
Curriculum Vitae
Cebu, Philippines,6015
E-mail: tupas.jhoanmariell@llcc.edu.ph
PERSONAL BACKGROUND:
Citizenship: Filipino
TERTIARY:
SECONDARY:
2017-2018
ELEMENTARY:
2011- 2012
Cebu, Philippines,6015
E-mail: angga.meliza@llcc.edu.ph
PERSONAL BACKGROUND:
Citizenship: Filipino
EDUCATIONAL BACKGROUND:
TERTIARY:
SECONDARY:
1997-1998
ELEMENTARY:
1993-1994
Curriculum Vitae
E-mail: ngujo.cherrymae@llcc.edu.ph
PERSONAL BACKGROUND:
Citizenship: Filipino
EDUCATIONAL BACKGROUND:
TERTIARY:
SECONDARY:
2017 - 2018
ELEMENTARY:
2011 - 2012
Curriculum Vitae
E-mail: echon.maryhoneylene@llcc.edu.ph
PERSONAL BACKGROUND:
Citizenship: Filipino
EDUCATIONAL BACKGROUND:
TERTIARY:
SECONDARY:
2017-2018
ELEMENTARY:
2011- 2012
APPENDIX A 1.1
Transmittal Letter
A.Y 2021-2022
College President
Greetings!
Transmittal Letter
A.Y 2021-2022
Teachers
Dear Teachers:
As partial fulfillment of our Research process (RES) subject, we are obliged to conduct a
study. The proposed title of our study is “The Journey of Teachers in Online
Assessment”.
In line with this, we would like to ask permission from your office to allow us to conduct
Transmittal Letter
A.Y 2021-2022
INSTRUMENT
A.
FACTORS YES NO
1. Low internet
connection
4. Minimal
background in ICT
5. Lack of resources
(e.g. load, PC &
laptop)
6. Technical
difficulties
8. Unforecasted
Activities
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
B.
1. How do you overcome those factors that affect you during online assessment?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What are your adjustments in the new mode of assessment?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What is your message to the students who encounters difficulties in online assessment?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________