Mathematics Teachers' Practices of Authentic E-Assessment During Covid-19 Pandemic

This multiple case study explored the conceptions and practices of secondary mathematics teachers on authentic e-assessment, particularly on performance, project, and e-portfolio. Ten teachers in Laguna teaching in schools with science curriculum, STEP section-regular curriculum, and regular curriculum participated in the study. Results of perception on authentic e-assessment instrument, artifacts validation, and immediate superior recommendation were used to identify the teacher-respondents. Likewise, school curriculums. where teachers are employed, served as the basis in assigning them in cases 1, 2 and 3. Interviews, online observation, focus group discussions, and artifacts validations were utilized to gather data. Instruments used underwent Lawshe's content validation of 5 experts. Furthermore, data were analyzed using the holistic multiple three cases within-case and across-case analysis. To ensure internal validity of results, triangulation of data sources, member checking, and peer examination were employed. The results revealed that teachers' high level of authenticity in practices of authentic e-assessment were directly influenced by their high level of authenticity concepts. Moreover, challenges are linked with teachers' limited familiarity of e-assessment tools and insufficient skills in developing and implementing authentic e-assessments. In addition, it was observed that teachers are truthful in their commitment to deliver quality education that is why they are thriving and showing resilience in their online classes. Finally, the researcher drafted a support program, based from the findings of this study, which he believes will help teachers to improve their authentic e-assessment practices.