Merly V. Pandan^1,, Laila S. Lomibao^2,

All teachers and other stakeholders must be committed to evaluating students' learning in a genuine and honest manner. This study aimed to explore the teachers', students', parents', and school administrators’ perspectives on the integrity of mathematics classroom assessment in the new normal, as well as their experienced challenges and difficulties on the assessment of learning practices. A quantitative descriptive research design was undertaken in the study utilizing validated survey questionnaires. This was conducted to fourteen (14) Junior High Schools in the division of Misamis Oriental comprising large, medium, and small-sized secondary schools. Actual respondents of the study were 67 mathematics teachers; 1,481 G10 students; 1,037 G10 parents; and 24 school administrators. Descriptive statistics was used for the data processing. Analysis of the data revealed that under the new normal, teachers and parents’ perception on mathematics classroom assessment had a low level of integrity, whereas students and school administrators thought it had a high level of integrity. Parents believed that the majority of high school students do cheat. The findings suggested that the teachers' observations of low integrity were backed up by the parents' observations, as they are now the facilitators of learning at home. With regard to the experienced challenges and difficulties, the integrity of mathematics classroom assessment is a critical concern and a challenge for teachers, parents, and students. More research is needed to develop effective preventive measures to mitigate assessment dishonesty and to give a long-term alternative way to provide high-quality education especially during an emergency circumstance.

assessment integrity, assessment challenges, new normal, distance learning, cheating