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The global health pandemic brought by COVID-19 has radically changed the teaching and learning process of today's education. Aside from the instructional process, classroom assessment is also greatly affected by the change in the mode of teaching and learning in the new normal. This study investigated the impact of professional development on the classroom assessment practices of the faculty of the College of Teacher Education in the new normal using a nonparametric approach. Hypotheses of thedoaj:1013c9dba0cb4efbaf9dd669cfa0c5fd fatcat:ja3x6euhlre5tbn5szoftb5ama