Extent Of Teachers’ Assessment Method Of Online Distance Learning: Basis For An Intervention Program

Abstract

This study aimed to determine the extent of teachers’ assessment method of online distance learning as the basis for an intervention program. The extent of teachers’ assessment method is identified in terms of content validity, reliability, fairness, student engagement and motivation, and consequential relevance. The respondents of this study were the 44 teachers of Ramon Teves Pastor Memorial- Dumaguete Science High School. This study used the Descriptive Study. The assessment method is based on the teaching strategies applied by the respondents. The school is a regional science high school and teachers identified teaching strategies being employed in their respective classes. The researcher used a validated questionnaire sent through Google form where the respondents used a Likert 5-Point Scale in responding to the questionnaire. The researcher used percentages and weighted mean in treating the data. Results of the study revealed that the extent of teachers’ assessment method of online distance learning is high in terms of content validity, reliability, fairness, student engagement and motivation, and consequential relevance. On the other hand, the extent of application of the respondents on the enumerated assessment methods when they are grouped according to their profile is also high. Teachers identified to conduct an intervention program to make sure that all components to be applied in the assessment method of online distance learning will be very high.