Assessing Pedagogic Competence through Qualitative Inquiry: Insights from Evaluation Practices in Secondary Education

Abstract

This study investigates teacher pedagogic competence in evaluating student learning outcomes through a qualitative field approach. Data were collected via structured interviews, participatory observation, and document analysis in secondary education settings. Thematic analysis, guided by Miles and Huberman’s interactive model, was employed to identify patterns in evaluation practices. Credibility was ensured through triangulation of methods and sources, prolonged engagement, and peer debriefing. Findings indicate that teachers demonstrated high levels of pedagogic competence in aligning assessment tasks with learning objectives, utilizing formative and summative methods across cognitive, affective, and psychomotor domains. Evaluation practices incorporated differentiated instruction and contextualized learning tasks, though implementation was moderated by variations in student preparedness. Institutional collaboration and curriculum support emerged as key enabling factors. This study contributes to research on assessment literacy by elucidating how pedagogical competence is operationalized through real-world evaluation practices in secondary education.