SESSION No.

5
SAMPLE Proposed Multimodal Assessment Strategy on Reflective Learning Approach

Using the IDEA Instructional Process

Teacher: D. Mena                                                      Level:   Grade 9

Learning Area:       Health                                     Date/Week:  Week 2
Studen Learning MELCs Multimodal Reflective Learning Rubrics
t Delivery assessment for
Modality Strategy Reflection-in Reflection-on- Reflective
-Action Action Learning

A (Blended) describes After reading the risk Learners chose Learner learned that
Modular the drug and protective factors one scenario or people around us
Level:
printed scenario in of using drugs. The situation that he specially the family,
Descriptive &
learning the teacher will give encounter, , friends or peers
Empathetic
modality and Philippines situations about drug through that may become the
(2)
online use and abuse which experience he is reason or factors
 
you may encounter in able to make an why people used or
discusses Criteria:
real life. Choose one essay on how to abused drugs, or
risk and Content
and write an essay prevent or avoid they are the one
protective Organixation
about how you can such a situation.   who helped us how
factors in and Style
prevent or avoid such to prevent and
substance Grammar
a situation. Limit your become good
use, and Spelling
essay to 50-100 example in not
abuse  
words taking drugs
  Total Points:
(gateway drugs)
 
___16____

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  
Content  Content surmounts Content Content is near Content is  
anticipation. reaches the expected beyond the
Treatment of expected result. expected result.
details is advanced result. Treatment of Details are in the
and in-depth. Treatment of details with developing
details is of some shallow phase and very
good quality. ideas. shallow.

Organization The structure of the The structure of The structure of The structure of  
and Style essay is highly the essay is the essay is the essay is not
organized and organized and somewhat too organized
shows coherence. coherence is organized and and coherent.
There is variety in obvious. coherent.  There is little
style which makes variety in
the essay very There is variety There is structure and
impressive. in style which somehow a subject. 
makes the variety in style
essay which makes
impressive. the essay good.

Grammar There are no There are There are some There are many  
grammatical errors minimal grammatical errors found in
in the essay. grammatical errors found in grammar.
errors in the the essay.
essay. Editing is
suggested.

Spelling There are no There are 1-3 There are 4-6 There are 7-10
spelling errors in errors in errors in errors in
the theme. spelling. spelling. spelling.

 
                       

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

1. 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.
2.  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 k 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.
3. 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.