Abstract: This study examined faculty members’ utilization of authentic assessment tools, their competence in using online assessment strategies, and the level of institutional support provided for flexible online learning in higher education. Using a survey research design, data were gathered from 60 faculty members teaching in flexible or online environments in the School of Advanced Studies at Pangasinan State University. Findings revealed that faculty members often used authentic assessment tools, particularly digital portfolios and performance-based tasks, while reflective journals and project-based assessments were used less frequently. Case-based and simulation-based assessments were rarely utilized. Results also showed that faculty members were competent in aligning assessments with learning objectives, developing rubrics, and using digital platforms. However, they needed further support in addressing academic dishonesty, assessing group work, and designing real-life assessment tasks. Institutional support was adequate in technology but limited in training, policies, and advanced assessment tools.

Keywords: authentic assessment tool, faculty competence, online learning, blended learning, flexible learning, online assessment

Pages: 765-771