Assessment Task-Major Examination Alignment: Input to the Seamless Blended Digital Learning Program

The Seamless Blended Digital Learning Program (SBDLP) was implemented by the Laguna University in the Summer Term of 2020 until at present. The digital modules, assessment tasks, and major examinations are available in the university’s LMS or Learning Management System, iLearnU. Amidst the challenges of this pandemic, teachers are expected to provide authentic assessments that will evaluate students’ performance in giving assessment tasks (ATs) and major examinations. This action research analyzed the effect of assessment task-major examination alignment on theacademic performance of the LU-COED students in their ATs and major exams before and after the intervention. Twenty-eight respondents from the College of Education were included in the study. Their scores in the ATs and major examinations (prelim, midterm, and finals) were compared and analyzed through mean grade computation and correlation analysis. Results showed that the mean grade in the assessments task and major examination was higher in the post-intervention period in both courses. Furthermore, there was a significant relationship between the students’ academic performances in BIO 4 before and after the intervention; however, there was no significant relationship between the students’ academic performances before and after the intervention in EL 117. Based on these findings, it is strongly recommended to integrate the different domains of Bloom’s taxonomy in the Assessment tasks and major examination. The intervention reflected various levels of difficulties that addressed the different capabilities of students and improved their academic performance.

Keywords – assessment tasks, examination, intervention