Assessing Pre-Service Teachers’ Mathematics Performance through Online Created Comics

Abstract

Assessing students’ performance during these pandemic times is a challenge for every teacher. This study aims to explore the use of comics as an assessment tool in a mathematics classroom by comparing the self-assessed and peers-assessment performance ratings on online created comics and establishing a relationship to their metacognitive awareness on the use of comics in assessing their performance in mathematics .With the use of descriptive correlational design at alpha level 0.05, results showed that there is no significant difference in the self-assessed and peers-assessed performance of the respondents on the online created comics using the class constructed rubrics. There is a low positive significant relationship between the self-assessed performance and their level of metacognitive awareness towards the use of online comics as an assessment tool. Similarly, the peers-assessed performance also showed a significant low positive relation with their level of metacognitive awareness on the use of comics as an assessment tool. Based on the results we can conclude that self- and peer – assessments can be a powerful tool in assessing students’ performance when properly integrated in lesson planning. Moreover, creating online comics can be a promising tool in assessing students’ performance in mathematics and similar study is encouraged to determine the validity of results to other academic disciplines.