This study aimed to investigate the assessment practices of Chemistry teachers in the Visayas region of the Philippines, specifically in the new normal brought about by the pandemic. The research design utilized a qualitative approach, specifically narrative inquiry, to gather unique perspectives from 20 Chemistry teachers from public and private schools in the region. A semi-structured interview guide was used to collect data, and thematic analysis was applied systematically to analyze the data. The findings revealed that Chemistry teachers use pen-and-paper, performance-based, and computer-based assessments, with considerations given to alignment with curriculum standards, feasibility, and students' levels and capabilities in learning. However, challenges such as learners' behavior and cognition, school settings, and the assessment were also identified. Initiatives in classroom assessment were also identified, such as learning-teaching synergy, content delivery, and academic engagement. The impacts of assessment practices were enhanced self-esteem, low self-efficacy, and valuable information about students' learning. Overall, this study contributes to understanding the assessment practices used by Chemistry teachers in the new normal and the challenges and initiatives that come with it. The study highlights the importance of carefully designing, implementing and evaluating assessment practices to promote students' performance and achievement and create a quality curriculum. It also serves as an initial undertaking toward improving Chemistry education in the Visayas region.