Unravelling the Experiences of Implementing Authentic Assessment in Diverse Classrooms: Elementary School Teachers in Focus
Monaliza Balug, Josephine Baguio
Received: 05 January 2026; Revised: 10 February 2026; Accepted: 15 February 2026; Published: 16 February 2026
DOI: https://doi.org/10.66074/H1J2K3L4Z
Abstract
This qualitative phenomenological study explored how public elementary school teachers experience authentic assessment in diverse classrooms within the Baganga South District of Davao Oriental, Philippines. Through in-depth interviews with experienced educators selected via purposive sampling, the research investigated the practical challenges, coping strategies, and personal meanings attached to these assessment practices. Thematic analysis revealed that teachers face significant challenges related to diverse student needs, demanding curriculum and time constraints, and institutional barriers. To navigate these issues, educators employ individualized student-centered strategies, effective time management, and peer collaboration. Ultimately, these experiences led to enhanced instructional approaches, deeper observations of student learning, and a greater appreciation for authentic assessment. The findings suggest that while authentic assessment is pedagogically valuable, its operational demands require not only teacher adaptability but also manageable curriculum pacing, contextualized support, and sustained institutional investment in professional development.
Keywords: authentic assessment, classroom diversity, elementary teachers, phenomenology, teacher experiences
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; [email protected]