Hindrances of Adopting Technology in Assessment in Classrooms

Ellen Grace B. Decir, MAHED¹*, & James L. Paglinawan, PhD.²
¹Teacher III, Department of Education, San Miguel Central Elementary School, Philippines
²Profesor, College of Education, Central Mindanao University, Philippines
DOI – http://doi.org/10.37502/IJSMR.2025.81033

Abstract

Many classrooms in the Philippines are trying to shift from paper to digital assessment. Some teachers see progress. Learners’ complete quizzes on their phones, and quick polls run through Messenger. Yet plenty of classes rely on printed worksheets. Teachers face slow or unstable internet, broken phones, and limited support for using digital tools. This study shines a light on the everyday reality of technology in assessment. Some educators find Google Forms and Kahoot easy and adaptable, especially when most learners own basic cellphones. Others hesitate or struggle. Cheating happens, learners get distracted, and tech glitches pause learning. Shared resources, school-provided gadgets, and honest routines shape better digital experiences for everyone. Teachers call for more training, simple step-by-step instructions, and stable Wi-Fi so no learner is left out. If you want to understand both the challenges and solutions of digital assessment in Philippine classrooms, these stories from real teachers and learners show what matters and what changes you can make.

Keywords: Technology adoption, classroom assessment, digital barriers, Google Forms, Facebook Messenger, Kahoot, printed tests, learner devices, internet access, teacher training, cheating, digital skills, communal resources, qualitative research, Philippines.

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