Fluellen L. Cos¹, Matt Ranillo S. Paguia^1,

The study presented in this paper sought to revisit and assess the nitty-gritty of the implementation of Theme-Based Authentic Performance Assessment (TBAPA) in the Division of Surigao del Sur. Identifying the different challenges of teachers in giving authentic assessment to students entails important basic questions which are great relevance in order to enhance its implementation in the succeeding school year of modular distance learning modality. Variables being considered are Profile of the respondents, Identification of competencies, Selection of activities, Degree of difficulty, Assessment Rubrics, Quality and Recording. A digital questionnaire was sent to the teachers of Surigao del Sur Division. After performing statistical calculations, a novel finding is that, the major challenge in the implementation of the TBAPA is the quality of outputs submitted by the learners. The survey revealed a mean of 3.94 for the quality variable. It is crucial to note that under this area of concern, statement number 1 “The outputs submitted are obviously student-made” got the lowest mean which is equal to 3.67. It is also interesting to note that recording of the performance assessment results is also deemed as a challenge in the TBAPA implementation since it got a mean score of 4.20. Statement number 4 under recording which says “The outputs are submitted on time” has the lowest mean score of 3.62. These findings of the study point towards the idea that the learners need to be oriented on time management to expedite the recording of assessment results by the teachers using the validated rubrics.

assessment, authentic performance, distance learning, school