As the world continue to overcome the greatest adversity of 21 st century

-- the COVID-19 pandemic, educational sectors also find its way to adapt and
to recover from this unprecedented phenomenon. The sudden shift to “new
normal” requires the sector to look for any alternative that may allow the
continuity of education which resulted to what we called now as distance
learning. With distance learning, remote assessment is also inevitable as
feedbacks and academic monitoring serve as a main requirement in knowing
the child’s progress. Although remote assessment is the most accessible way to
track the student’s progress in these trying times, it still has drawbacks on
part of the teachers and students.
If not addressed, this will negatively affect the academe and will greatly
influence both the morale of teachers and students. In fact, the study
conducted by Lee et al., (2020) revealed that since remote assessment is
unproctored, it presents unique challenges including preventing cheating and
ensuring fairness. Guangul et al., claim that conducting assessments remotely
during COVID-19 has posed extraordinary challenges for higher education
institutions owing to lack of preparation superimposed with the inherent
problems of remote assessment. Therefore, remote assessment is a recurring
problem that is needed to be addressed as educational crisis might occur in
any educational stages today and in the coming years.
Hence, the researchers come up with a decision which was to conduct a
study to secondary school teachers in Pasay that aims to identify the
difficulties faced by teachers in remote assessment whilst offering some
alternatives to the problem.