Assessing Pedagogic Competence through Qualitative Inquiry: Insights from Evaluation Practices in Secondary Education

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Qualitative field approach uncovers high pedagogic competence in evaluation practices among teachers, suggesting effective assessment alignment.

Teachers demonstrated high pedagogic competence in aligning assessment tasks with learning objectives, and implementing varied evaluation methods.
Findings emphasized the use of both formative and summative methods across cognitive, affective, and psychomotor domains to support student learning.
Data were collected through structured interviews, participatory observation, and document analysis to ensure a comprehensive understanding of evaluation practices.
Identified factors for successful practices included institutional collaboration and curriculum support, while challenges were linked to student preparedness.

Nurdin et al. (2025) studied this question.

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Qualitative field approach uncovers high pedagogic competence in evaluation practices among teachers, suggesting effective assessment alignment.