Abstract
The integration of 21st-century educational e-assessment methods by secondary teachers holds immense potential for transforming teaching and learning practices. Prior to the pandemic and new curriculum, traditional assessment methods faced challenges, such as the need to maintain social and physical distancing and conduct in-person tests and examinations. Consequently, the popularity and utilization of electronic assessments surged. As the world transitions post-COVID-19, there is ongoing debate regarding the merits of returning to traditional assessment approaches versus integrating online assessment methods. Thus, this descriptive study aims to describe the opportunities and challenges associated with the utilization of e-assessment in the context of a public secondary high school. With a focus on practicality, authenticity, consistency, and transparency, the study examines the perspectives of 30 secondary teachers actively engaged in utilizing digital assessment tools. Through a meticulously designed questionnaire based on the Alternative Digital Assessment Theory and prACT framework, the study gathers insights into the perceived opportunities and challenges faced by teachers in integrating e-assessment into their pedagogical practices. The findings reveal a generally positive outlook among teachers towards the opportunities presented by e-assessment, particularly in terms of transparency and consistency. Teachers strongly agree that digital assessment methods enhance transparency by promoting open communication and collaboration between students and educators, while also ensuring consistency in feedback provision and grading practices. However, challenges related to practicability emerge as significant concerns, with limited technological infrastructure and training posing obstacles to the seamless implementation of e-assessment. Additionally, the study identifies age-related variations in teachers' perspectives on the challenges posed by e-assessment.
