Contextualizing Assessment in Technology and Livelihood Education: Teachers’ Narratives on Authentic and Performance-Based Practices

Authors

Lensay Dawn B. Baigan

Abstract

This qualitative study employed a narrative inquiry design to examine the lived experiences of Technology and Livelihood Education (TLE) teachers in contextualizing authentic and performance-based assessments during School Year 2025–2026. Data were gathered through in-depth interviews with TLE teachers actively implementing competency-based assessments and analyzed using thematic analysis through transcription, coding, and theme development. Findings revealed key practices such as skills-based and handson tasks, real-world and industry-simulated activities, structured assessment tools, process-oriented approaches, and reflective and collaborative practices. However, teachers encountered challenges, including time constraints, limited resources, classroom management issues, learner variability, complexities in assessment design, and institutional constraints. In response, teachers adopted strategies such as task simplification, collaborative and rotational approaches, resourcefulness and innovation, structured assessment practices, differentiated instruction, and professional support systems, demonstrating their adaptability in ensuring authentic, meaningful, and competency-aligned assessment despite existing constraints

Keywords

Assessment Practices, Authentic Assessment, Competency-Based Assessment, Contextualized Assessment, Instructional Strategies, Performance-Based Assessment, Phenomenology, Teachers’ Lived Experiences, Technology and Livelihood Education (TLE) Top of Form