Abstract. Amidst the challenges posed by the COVID-19 pandemic in recent years, the Philippine educational system transformed, transitioning from traditional face-to-face learning to modular distance learning and returning to face-to-face learning. Consequently, teachers faced the task of determining the most effective assessment practices and their extent of utilization to enhance students’ academic achievement in mathematics. The main objective of this study is to statistically examine the relationship between the teachers' extent of use of mathematics assessment practices in modular distance learning during the pandemic and face-to-face learning and the students' academic achievement. A standardized survey questionnaire adopted from Nyunt et al. (2019) and Yan et al. (2022) was used as a research instrument to gather the participants' viewpoints. The survey comprised 200 respondents selected from Grade 9 Mathematics students who had undergone mathematics classes through modular distance learning and face-to-face learning. The results showed that summative assessment was the primary assessment practice used in modular distance and face-to-face learning. There is a significant relationship between the students’ academic achievement and the extent of use of mathematics assessment practices in both modular distance learning and face-to-face learning. Also, it showed a significant difference between the extent of use of mathematics assessment practices in modular distance learning and face-to-face learning. The implications of these findings emphasize the value of having an effective learning plan that includes appropriate assessment practices suitable for in-person and modular remote learning settings.

Keywords: Comprehensive learning plan; Face-to-face learning; Mathematics assessment practices; Modular distance learning; Summative assessment.