Vol. 7, Issue 1, Part D (2025)

This study examines the implementation of authentic assessments in printed modular learning within the Alternative Learning System (ALS) Senior High School program in the Division of Misamis Oriental. Using a sequential mixed-methods approach, the study identifies key failure modes affecting assessment effectiveness. The qualitative phase, conducted through focus group discussions (FGDs) with 16 ALS teachers, explored the challenges of modular learning, while the quantitative phase, involving 81 ALS teachers, utilized Failure Mode and Effects Analysis (FMEA) to evaluate the severity and occurrence of these failures.
Findings reveal that ineffective feedback mechanisms, limited student autonomy, and lack of interactivity are the most critical issues hindering the effectiveness of authentic assessments. The highest Risk Priority Number (RPN) was assigned to delayed feedback, emphasizing its negative impact on student learning. Other significant concerns include task design limitations, teacher preparedness, and resource constraints, all of which affect the validity and reliability of assessments.
Based on these findings, the study recommends structured feedback systems, such as scheduled consultations, peer evaluations, and clear assessment rubrics, to improve student engagement and performance. Additionally, professional development for ALS educators is crucial in enhancing their ability to design and implement competency-based assessments suited for modular learning. Policymakers should consider integrating blended learning approaches and revising assessment guidelines to ensure a more effective, skill-oriented evaluation system.
By addressing these challenges, this study contributes to the enhancement of assessment strategies in modular learning, ensuring better learning outcomes and competency development for ALS students.