TEMPLATE:

QUARTER I
Proposed Multimodal Assessment Strategy on Reflective Learning
Using the IDEA Instructional Process

Teacher: Grade Level: Grade 3 Learning Area: MAPEH HEALTH

Date/Week: Day 1/Week I
Reflective Learning
Student Learning MELCs Multimodal Rubrics for
Delivery assessment Reflective
Reflection-in- Reflection-on-
Modality Strategy Learning
Action Action
Gamit ang printed or sa pamamagitang ng Pamantayan: Sample
Julienne Printed Modular Naipaliliwanag ang
pangunahing paksa at digitized module, pagbuo ng isang A. natukoy ko Level:
Tombay pantulong na ideya sa makatutlulong sa mag- maiksing sanaysay na ang isang Descriptive &
napakinggang impormasyon aaral na mapaunlad a kalagayng Empathetic
tumatalakay sa isyung
sa radyo o iba pang anyo ng ng kanyang kamalayan panlipuna (2)
napapanahon sa
sa mga isyung B. nakilala ko
nangyayari sa kanyang daigidig, na may Criteria:
ang kultura
sarili, pamilya, panimula, gitna, at ng bansa Clarity
pamayanan, lipunan, at wakas, na C. Nailahd ko Relevance
daigdig at kung paano gumamgamit ng ang aking Analysis
siya makatulong at pantulong na ideya sa pananaw Interconnections
mabuhay bilang isang D. masunod ko Self-criticis
pagpapadaloy ng
paraang ugnayan niya ang Total Points:
 hindi lamang sa sariling pananaw balangkas __________
kanyang lipunang ng isang
ginagalawan bagkus sanaysay:
maging sa global na napakahus
pangyayari ay 15-20
Mahusay 10
14
katmatama
ng husay 6-9
k

Rubric for Student Reflections

Numerical Descriptive Rating

Rating
 4 Above Expectations

3 Meets Expectations

2 Approaching Expectations

1 Below Expectations
INDICATORS

CRITERIA 4 3 2 1

Reflective
Thinking The reflection The reflection The reflection The reflection
explains the explains the attempts to does not
student’s own student’s thinking demonstrate address the
thinking and about his/her own thinking about student’s
learning learning processes. learning but is thinking and/or
processes, as vague and/or learning.
well as unclear about the
implications for personal learning
 future learning. process.

Analysis The reflection is The reflection is an The reflection The reflection

an in-depth analysis of the attempts to does not move
analysis of the learning experience analyze the beyond a
learning and the value of the learning description of
experience, the derived learning to experience but the learning
value of the self or others. the value of the experience.
derived learning learning to the
to self or others, student or others is
and the vague and/or
enhancement of unclear.
the student’s
appreciation for
the discipline.

Making The reflection The reflection The reflection The reflection

articulates articulates attempts to does not
Connections multiple connections articulate articulate any
connections between this connections connection to
between this learning experience between this other learning
learning and content from learning or experiences.
experience and other courses, past experience and
content from learning content from
other courses, experiences, and/or other courses,
past learning, life future goals. past learning
experiences experiences, or
and/or future personal goals,
goals. but the
connection is
vague and/or
unclear.
Portfolio-Rubric-for-Reflection.PRINT_.pdf
APPENDIX A.

SURVEY QUESTIONS AND LINK:

https://bit.ly/SRVEYMAS6
APPENDIX B.
NOTES ON IDEA LESSON EXEMPLAR BASED ON RO 10 s. 2020

A. In the I Phase, the teacher utilizes appropriate strategies in presenting the learning competency and the
desired learning outcomes of the day, expound on previous experiences and core knowledge of the
learners, purpose of the lesson, core content and relevant samples. This allows teachers to maximize
learners’ awareness of their own knowledge as regards to the content and skills required for the session.
B. In the D Phase, the teacher presents activities, tasks and contents of value and interest to the learners. Most
of these activities and tasks must simply and directly revolve around the concepts to develop and master
the skills or the competency.
C. In the E Phase, the teacher allows the learners to be engaged in various tasks and opportunities in building
their KSAVs to meaningfully connect their learnings. This further requires teachers to engage and expose all
learners to real life situations that will ignite their interests to meet the expectations, make their performance
satisfactory or produce a product or performance.
D. In the A Phase, the teacher brings the learners to a process where they demonstrate ideas, interpretations,
mindset or values and create pieces of information that will form part of their knowledge in reflecting,
relating or using it effectively in any situation or context. This also requires teachers to encourage learners in
creating conceptual structures giving them the avenue to integrate new and old learnings.

XII. Assessment (Multimodal Assessment Strategies)

46. The basic assessment procedures in dealing with the K to 12 LCs, MELCs and enabling and enrichment
competencies should comply with the provisions of DepEd Order No. 8, s. 2015 (Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program). Teachers are encouraged to use a wide range of formative,
summative, authentic and performance assessment tools and approaches involving the use of multimodal
assessment strategies to ensure that all learning competencies are well-assessed.
47. In using multimodal assessment, teachers should help learners in understanding the contexts of good
performance by providing them clear desired learning outcomes, criteria, expected outputs and engaging
learners as active participants in the feedback process where teachers act as responsible academic partners.
48. Weeks (2018) mentioned that the use of multimodal assessment is important to:
(a) keep up with a society that is increasingly digital and ensure that
assessment mirrors current and future employment needs;
(b) be in tune with
learners’ expectations and literacy practices; and
(c) offer choice and
flexibility in assessment.
49. As an approach, multimodal assessment offers a significant amount of assessment strategies and techniques to
teachers to carefully assess learners’ performance in various manners relative to the context of the K to 12 LCs and
MELCs. This involves the promotion of reflective learning as one of the key agents of multimodal assessment. Thus,
all teachers are encouraged to facilitate the development of learners’ portfolio per week on any modality chosen
by the learners and/or parents.
50. The use of reflective learning embedded in multimodal assessment should not only direct a feedback process
but also promote personal reflection processes where learners reflect more on their knowledge, skills,
attitude/values, aspirations and actions as contribution in making the society a better place for all. This allows
learners to think about what they have thought, read, seen, done and learned by relating these concrete
concepts to their own lives. Through this, learners can make meaning on the significance and relevance of what
they are doing and learning in the classroom to their everyday lives.
51. As reflective learning emphasizes the importance of the role of the ‘self’ in personal experiences and social
contexts, teachers should engage learners into various reflective learning activities such as, but not limited to,
Schon’s (1983) reflection-in-action (reflecting on personal or social actions as they happen) and reflection-on-
action (reflecting on personal or social action after their occurrence to review, assess or evaluate the situation).
From the long-list of reflective learning practices, teachers may choose any appropriate reflective learning
strategies relevant to the contexts and level of the learners.