Introduction
Assessment is essential to determining whether learners understand the competencies presented in learning materials. In Modular Distance Learning (MDL), however, teachers had limited opportunities to observe learners completing tasks and to verify that submitted work represented each learner’s own understanding. Family assistance, copied answers, incomplete outputs, and an emphasis on submission could complicate the interpretation of learner performance.
This article examines the assessment-related challenges reported by elementary and high school teachers in Surcoc Integrated School, during School Year 2024–2025. It focuses on the findings of a broader study involving the implementation of MDL.
The World Education Connect Multidisciplinary e-Publication is a reputable, refereed, and peer-reviewed international journal. It is dedicated to fostering academic excellence and promoting interdisciplinary research across diverse fields. The journal covers a wide range of topics, including education, psychology, science, technology, social sciences, humanities, and more, providing a platform for scholars and researchers to share their knowledge and insights.
In addition, the publication places a special emphasis on the promotion and development of the Filipino language, contributing to its growth and recognition in the global academic community.
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