Assessment Practices and Challenges of Social Studies
Teachers during Heat-index Class Suspensions
DOI:
https://doi.org/10.7160/eriesj.2026.190308Keywords:
Crisis in Education, Independent and Dependent Learners, Performance Tasks, Reflective and Compassionate Assessment, Written Works, SDG 4Abstract
Heat-index-related class suspensions can disrupt instructional delivery and classroom assessment. Using an explanatory sequential mixed-methods design, this study examined assessment practices and operational challenges among 129 Junior High School Social Studies teachers in Nueva Vizcaya during Alternative Delivery Mode transitions. Quantitative data from an adapted 32-item survey were analysed using descriptive statistics, one-way ANOVA, Tukey post hoc comparisons, and repeated-measures ANOVA. Qualitative data from semi-structured questionnaires and follow-up interviews were analysed thematically. Written Works Assessment (M = 3.40, SD = 0.41) and Performance Tasks Assessment (M = 3.49, SD = 0.47) were practised to a great extent, while Reflective and Compassionate Assessment was practised to a very great extent (M = 3.56, SD = 0.38). Written Works scores differed significantly across age and years-in-service groups, while Reflective and Compassionate Assessment differed across years-in-service groups. Repeated-measures ANOVA indicated overall differences among the three assessment domains. Qualitative findings identified submission delays, hardcopy retrieval barriers, concerns about output authenticity, and logistical burdens related to remedial work. The findings support context-sensitive professional development and assessment-continuity planning for heat-related school disruptions.
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