ABSTRACT
Prior to the pandemic, classroom recitations, group, and individual activities, quizzes and assignments were among the essential features of the process of monitoring and assessing students’ learning progress. But the recent change in the landscape of the educational system has made these traditional assessment tools difficult to administer. This leads teachers to employ new forms of assessment strategies for regular monitoring of students’ learning and providing feedback. This study aims to assess the effectiveness of the utilization of distance learning formative assessment strategies in mathematics with the purpose of crafting a capacity-building plan for teachers to address the challenges in the delivery of curriculum instruction in the new normal in education. The study was conducted at Libjo National High School with eight (8) mathematics teachers as the subject of the study. The descriptive mixed method of research design was employed using the survey questionnaire as the main tool for gathering the needed data and structured interview as a data-gathering technique for a qualitative approach. The findings revealed that the respondents are slight to moderately exposed to the use of new formative assessment strategies in the distance learning setup. On the other hand, the level of effectiveness of these distance learning formative assessment strategies ranges from slightly to moderately effective. Moreover, the challenges encountered by the teachers in assessing and monitoring students’ learning progress in mathematics as described by the respondents were classified into five: (i) Teachers’ readiness and capability in delivering instructions and monitoring student's learning in the distance learning environment; (ii) the need for support and sustain involvement practice among the parents in the education of their children; (iii) students’ participation and engagement in distance learning; (iv) availability of appropriate gadget; and (v) lack of access to a reliable internet connection. With these, the capacity-building plan was proposed to address the challenges in the use of distance learning formative assessment strategies in assessing and monitoring students’ learning progress in mathematics in the new normal in education.
Keywords: distance learning, assessment, formative, strategies, learning outcomes
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