TEMPLATE:

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

Teacher:
Grade Level: Learning Area:
Date/Week:
Student Learning Delivery MELCs Multimodal Reflective Learning Rubrics for
Modality assessment Strategy Reflective
Reflection-in- Reflection-on- Learning
Action Action
Rubric for Student Reflections
Numerical Rating Descriptive 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 explains The reflection The reflection does
explains the the student’s thinking attempts to not address the
student’s own about his/her own demonstrate thinking student’s thinking
thinking and learning processes. about learning but is and/or learning.
learning processes, vague and/or unclear
as well as about the personal
implications for learning process.
future learning.

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

Making Connections The reflection The reflection articulates The reflection The reflection does
 articulates multiple connections between attempts to articulate not articulate any
connections between this learning experience connections between connection to other
this learning and content from other this learning learning or
experience and courses, past learning experience and experiences.
content from other experiences, and/or content from other
courses, past future goals. courses, past learning
learning, life experiences, or
experiences and/or personal goals, but the
future goals. connection is vague
and/or unclear.

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.