This was followed by social issues, lecturer issues, academic issues, and generic issues. Comparing the means of the factors revealed that the most important challenge for students to study online was accessibility issues. CronbachвЂ™s alpha was used to determine the reliability of the scales resulting in the deletion of learner motivation. Eight groups that emerged were social issues, lecturer issues, accessibility issues, learner motivation, academic issues, generic issues, learner intentions, and demographics. Using a sample (n = 141), an initial principal component factor analysis was conducted to group the constructs. The present study explores the challenges students in tertiary institutions have reported facing in online learning in the era of coronavirus pandemic. Problems associated with the transition from conventional learning (face to face) to online learning (e-learning) in the educational system are well documented. Combining various assessment methods, for instance report submission with online presentation, helps to minimize academic dishonesty since the examiner would have a chance to confirm whether the submitted work is the work of the student. Online presentation was also found to be good option to control academic integrity violations. To minimize academic dishonesty, preparing different questions to each student was found to be the best approach. The main challenges identified in remote assessment were academic dishonesty, infrastructure, coverage of learning outcomes, and commitment of students to submit assessments. The study focused on the challenges of remote assessment in general and academic dishonesty in particular. For the study, questionnaires were prepared and data from 50 faculties were collected and analyzed. In the current study, the challenges of remote assessment during COVID-19 incident in higher education institutions were investigated taking Middle East College as a case study. Particularly 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. The Philippine setting is relatable to the current international context of the challenges of assessment in distance education in health professions.Дue to the unprecedented COVID-19 incident, higher education institutions have faced different challenges in their teaching-learning activities. Distance education allowed instructors to safely continue delivery of instruction and assessment during the pandemic. Challenges in assessment included resources, learners' issues, technical issues of the learning management system, and methodological assessment issues. Philippine reflection was provided through an unsystematic search of literature.

Out of 1,519 articles, 9 were included for analysis.

We conducted a rapid review through an electronic search in PubMed, Scopus, CINAHL, ERIC, Web of Science, and PsycINFO databases. The purpose of this study is to explore the extent of knowledge available regarding the challenges of assessment in distance education of health professions during the 2020-2021 COVID-19 pandemic and to discuss a reflection in the Philippine setting. Assessment in distance education provides a safe evaluation environment during the COVID-19 pandemic. Programs and initiatves are thus recommended to address the problems for a more effective assessment of learning. Further, teachers face many challenges in using online platforms particularlyinternet connectivity, integrity of assessment results, and the technical know-how in using these tools. After analyzing the results, the study concludesthat most teachers are proficient in using Google Forms but have low level of competence in other platfoms. Interviews were also conducted to the ten (10) key informants who were selected using purposive sampling. In gathering the data pertinent to the study, survey questionnaires were administered to the four hundred ninety-two (492) teachers from different public schools in Region III who were selected using simple random sampling. Mixed-methods sequential explanatory design was employed to meet the objectives of the study. The study also highlights the challenges encountered by the participants and their coping mechanisms to deal with these challenges. It specifically determines the significant differences on the competencies of teachers when grouped according to their profile. The present study examines the competencies of teachers in using online assessment tools.

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