Author
Carolene N. Cuaca
Cebu Normal University, College of Teacher Education
Cebu City, Philippines
Email: cuacacarolene@gmail.com
Abstract
This meta-synthesis explores the evolving landscape of assessment techniques in literature teaching, emphasizing the transition from traditional evaluation methods to innovative, technology-driven approaches aligned with 21st-century learning needs. The study systematically reviewed twelve qualitative and mixed-method studies published between 2018 and 2024 from reputable databases. Using Noblit and Hare’s (1988) meta-ethnographic framework, the findings reveal a significant shift toward formative and authentic assessments including portfolios, peer assessments, and digital tools that foster deeper comprehension, creativity, and learner autonomy. While technology-enhanced assessments have improved engagement, challenges persist regarding teacher preparedness, technological access, and training alignment with learning outcomes. The study concludes with the proposed Literature Engagement and Assessment Model (LEAM), which integrates preparation, instruction, and evaluation as core components of effective and inclusive assessment practice. The findings highlight the need for professional development, equitable access to digital resources, and structured instructional models that promote critical thinking and student empowerment in literature education.
Keywords: assessment in literature, authentic assessment, digital tools in teaching, meta-synthesis, literature pedagogy, formative evaluation
DOI: http://doi.org/10.69651/PIJHSS0404559
Recommended citation:
Cuaca, C. N. (2025). Assessment techniques in literature teaching: A meta-synthesis. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 6078-6084. http://doi.org/10.69651/PIJHSS0404559
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