TEACHERS' TPACK: EVALUATING THE STRENGTHS AND WEAKNESSES OF ONLINE ASSESSMENT IN K-12 SCIENCE INSTRUCTION

The transition to online learning has prompted a critical re-evaluation of assessment methods in K-12 science education, particularly in secondary school physics.This paper examines the evolution of online assessment, its potential benefits, and associated challenges.We provide an overview of traditional assessment methods in science education, discussing their strengths and limitations.The integrative methods for review of literature were adopted to examine and comprehend the definitions and descriptions and approaches to TPACK.Studies.The discussion then shifts to online assessment, highlighting its advantages and comparing it to traditional approaches.Various online assessment tools and platforms available to educators are explored, alongside considerations such as technical issues, academic integrity, and meaningful learning experiences.Additionally, this paper examines opportunities offered by online assessment, including leveraging data analytics, enhancing formative assessment, increasing student engagement, and enabling personalized assessments.Best practices for designing effective online assessment tasks are provided, emphasizing faculty development and training.Grounded in the Technological, Pedagogical, and Content Knowledge (TPACK) framework, this paper contributes to the growing body of knowledge on online science education assessment practices, offering insights for educators optimizing assessment strategies in digital environments.