EXPERIENCES OF TECHNOLOGY AND LIVELIHOOD EDUCATION TEACHERS IN IMPLEMENTING AUTHENTIC ASSESSMENTS

This study explored the lived experiences of Technology and Livelihood Education (TLE) teachers in implementing authentic assessment in the classroom.Anchored on a qualitative phenomenological approach, the research involved twelve (12) TLE teachers who apply authentic assessment practices.Through in-depth interviews, the study uncovered that teachers encounter several significant challenges in carrying out authentic assessments, including limited instructional and material resources which restricts the application of realistic assessment tasks; overwhelming time constraints due to heavy workloads of teachers; and insufficient professional support through training and mentoring mechanisms.All of which significantly affect the quality and consistency of assessment implementation in schools.In spite of these, the respondents demonstrated adaptability by using various coping mechanisms.They became more resourceful, they implemented instructional modifications, and they collaborated with their colleagues to strengthen their assessment practices.From these experiences, meaningful insights were drawn.The participants emphasized that authentic assessment has a crucial role in promoting real-life learning for it allows students to apply their knowledge in practical contexts.They also recognized that authentic assessment fosters meaningful learning experiences, helping learners build essential skills needed for everyday life.Furthermore, the teachers stressed the importance of enhancing institutional support through providing adequate resources, continuous professional development, and stronger administrative backing to ensure the successful implementation of authentic assessments.Future research may broaden contexts, integrate student perspectives, and examine technology and policy support for authentic assessments in TLE.