Questions from the Participants for Module 1A

The responses to the questions of the participants have been prepared by the resource persons
for the module - namely : Dr. Marilyn U. Balagtas, Dr. Carlo Magno, and Dr. Adonis P. David.

Kindly make sure to click on the document outline symbol on the left to quickly navigate to the
section of your choosing. Thank you!

Table of Contents
General Questions on Assessment 2
Questions Re: Required Outputs 10
Questions Re: Pre-training Survey 18
Technical and Administrative Questions 20

Page 1 of 15
General Questions on Assessment
Question
1. I understand that
demonstration with rubrics is
more of a skill-type assessment.
However, in TLE, the result of
this assessment is often a
finished product. Should it not
be given more than 1 point?
2. Will the SOLO scoring system be
adopted/incorporated in the
provisions of DepEd Order 8, s.
2015 through a new DepEd
order?
Answer
The assigning of points in rubrics could vary depending on
the weight for the criteria set in evaluating any
performance-based task, whether that is a skill-type or a
product-type of task that is being evaluated. If you think
the work deserves more than 1 point, then go ahead as
long as the basis in giving the points is clear and could be
understood by whoever uses the rubric for objective
evaluation.
The current assessment policies do not say how scoring of
test items should be done. It only tells the bases for grading.
The SOLO Framework has been introduced in Module 1A as
it was used in structuring the options in the multiple-choice
items in the Teacher Assessment Literacy Inventory (TALI)
that teachers should take first before formal training on
assessment begins. It was also the proposed basis in
improving the usual binary scoring of the different options
in the multiple-choice items in a test. Please see the scoring
of the different options in the TALI and how the feedback
per option was crafted based on SOLO. The TALI illustrates
the possible improvements in our current practice in
designing a test, scoring responses in a test, and in
communicating assessment results to the students using the
SOLO Framework. These possible areas for improvements in
our assessment practice need not wait for a policy for
teachers to implement them. As the assessment standards
dictate, a teacher should be skilled in scoring tests, and
SOLO could be a good framework in guiding the scoring of
students’ responses in a test based on the quality of their
given response.
Page 2 of 15
 Question
3. How can we follow the budget
of work if we increase the
instructional time for a
particular competency? That is
one of the problems that I
encounter as a Math teacher.
4. What if the majority of my
students have difficulty
understanding text? What is the
best assessment that would fit?
The reading interventions being
done are not successful.
Answer
A discussion on the budget of work is not part of Module 1A.
As this might have been a question pertaining to one of the
items that you came across in the TALI, you are encouraged
to refer to the key to corrections of the TALI so you will
understand the explanations for the scores assigned per
option. Nevertheless, to answer the question on how to
increase the instructional time for a particular competency
where its prerequisites are not yet mastered by the
students, without affecting the budget of work, a possible
approach is by preparing effective self-learning materials
with feedback. These self-learning materials should be given
to the students for frequent practice even outside the
instructional time so that the budget of work is not affected.
The giving of immediate feedback should be practiced as
this is needed by the students to know if their
understanding of the lessons or skills they need to master
are right or wrong to inform further learning.
How to improve students’ reading ability is not within the
scope of Module 1A. Please reserve this question as this
could be covered in Module 3 when increasing reading
literacy is discussed.
Page 3 of 15
 Question
5. In the item analysis, negatively
discriminating choices are
eliminated. Isn't the
implementation of SOLO too
discriminative that it renders
the correct choices to be
eliminated? Thus, ineffective?
6.
a) If we decide to study better
assessment through
computer-based
assessment tools, e.g., MS
Forms, Google Forms, I
think it won't be very useful
in practice since most
students can only do print
modules
b) Can you suggest other ways
in particular assessment
forms for MDL?
7. During our orientation on
Assessment conducted by our
Division Office, it was
mentioned that a summative
test is not allowed for this
School Year. How can I have this
Answer
Items with negative discrimination index should be
eliminated as that means that the less able students are the
ones answering the items correctly than the more able
ones. This is not what we expect in a quality test. In a quality
test, whether items are scored binarily (0 for wrong answers
or 1 for correct answers) or using SOLO (i.e. differentiated
based on degree of correctness of the answers given) should
be answered correctly by more able students than the less
able ones. This means that SOLO does not affect the
discriminatory power of the test as the highest score is still
assigned to the best answer just like in a binary scoring and
the more incorrect answers are given lower scores or 0.
In the new normal, we need to administer an assessment
that is accessible to the students. If print-based assessment
is more accessible to the students than an online
assessment, then use print-based. The rule though is to give
the same test prepared online when you do it in paper-
based format. The feedback that can be given online should
be given as well in print-based format after the testing is
done. One common issue in home-based and online
assessment is cheating. To prevent this from happening,
design a test where answers are not easily found in the
books or the internet. Then have the students sign the test
to commit that they answered the test honestly and for the
parents to vouch that answers were provided by their child.
Parents should be oriented on their role in assessment that
is done at home so they will cooperate by being the
watchers as their child takes the examination.
If a summative test is not allowed this school year, then how
will you certify the students’ learning? Perhaps, what is not
necessary is a quarterly test that is graded. When this is
possible, then always prepare a Table of Specifications as
your guide in the preparation of your summative test.
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 Question
actual TOS and test
implementation?
8. Why is it important to assess
students?
9. How does teaching strategy
differ from assessment
strategy? The old practice is
that the assessment strategy is
embedded in the teaching
strategy.
Answer
There are various reasons why you need to assess your
students. Refer to formative and summative purposes of
assessment in DepEd Order No. 8 series of 2015 and DepEd
Order No. 31 series of 2020 for some policies that could
explain the need to assess the students in the classroom.
Some of the reasons why you have to assess the students
are as follows: Assessment FOR Learning- 1) To monitor the
progress of their learning, 2) To diagnose their learning
problems to inform needed intervention from the teachers,
3) To have basis in designing your instruction; Assessment
OF Learning- 4) To certify the attainment of the targeted
learning outcomes, 5) To have basis for grading students;
Assessment AS Learning- 6) to allow students to self-assess
their own growth and development based on their own
learning goals.
The teaching strategy is different from an assessment
strategy if the teaching is in the form of lectures, expository
methods, or any teacher-centered approach to teaching. If
this is the approach used for the students to learn, then
testing might be an appropriate assessment strategy to find
out if the students learned from what was taught by the
teacher. However, if the assessment strategy is more
performance-based or authentic, then the task for
performance-based assessment becomes the same task for
learning by the students.
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 Question
10. What is a growth mindset and
fixed mindset?
11. How can we validate that the
result of the learner is really
authentic knowing that they are
at home with access to help or
guidance from the people that
surround him/her?
12. How can we assure the validity
and reliability of the answers of
our learners if the modality we
are using is modular? There are
instances wherein parents are
the ones answering the test.
Answer
This is not within the scope of Module 1A. This will be
discussed in Module 1C.
The rule to ensure that students are the ones doing their
home-based assessment is to first orient the students and
their parents of the importance of assessment. They should
understand what they need to do in order to get the correct
results to gather what the students really know and can do
so that instruction could be adjusted to address their
individual learning problems. One technique to test if the
students are really the ones answering their work at home
is to triangulate results, meaning, you need to get
information from at least three or more sources. Try to
study the pattern of the students’ work outputs. If they are
consistent in their performance in home-based traditional
assessment and in performance-based assessments, then
you should trust the results. If you are still in doubt of their
true ability, then ask for proof of their process in doing their
assessments. Always ask the students to sign an Honesty
Form attested by their parents every time they submit an
assessment output, so you have a reason to trust their work
for assessment purposes.
Please refer to the answer in item 14 as this question was
also answered by the given response. Please remember to
engage the students and their parents when you do a home-
based assessment of the students to gather ideas of how the
student responded in the test. You can ask the students and
their parents to indicate their role in answering the
assessments and to sign an Honesty Form as well so you
have a reason to trust the assessment data you are getting
from the use of the modules. The next modules will provide
you with more information on how you can improve your
assessment practices including those that you can do in
home-based assessments.
Page 6 of 15
 Question Answer

13. To Dr. Balagtas: A student got 40
using SOLO. But when computed using a
binary system, he is 0 out of a 20-item
test. Is using SOLO giving teachers false
assumptions on the mastery level of
learners?
That is not possible. SOLO does not give point/s to wrong
answers. It only offers an improved scoring to represent the
true understanding of the students based on the degree of
acceptability of their responses to questions. Please see the
key to feedbacking of TALI so you will understand how
scoring is done in SOLO.

Questions Re: Required Outputs

Question Answer

1. Can we have a uniform template of the Please refer to the Guidelines in Accomplishing
Assessment Plan? the Individual Action Plan.

2. Why is the output too heavy? We have a
lot of things to do in school.
They are not supposed to be heavy as they are
the same tasks you do when you assess your
students. You just need to show proof that your
assessment practice has improved as a result of
your training.

3. When is the deadline for the submission Saturday, November 13, 2021
of the individual action plan form?

4. Where can we pass the individual action You may submit through the Google Form linked
plan? here.

Page 7 of 15
 Question
5. Do we also need to save the online form?
6. Do we need to save the assessment
online form for the portfolio?
7. Is the portfolio covered from module 1 to
the last module?
8. Are we going to do the Assessment Plan
Individually?
9. Would the organizers be providing
specific assistance once we write the
needs? If we write, we would need
training and seminars, should teacher
participants solely shoulder searching for
available means?
10. Are we going to use the SOLO in crafting
the TOS?
11. Is the e-portfolio we are expected to do
here different from the RPMS Portfolio?
Page 8 of 15
Answer
Yes, the one that you answered and the feedback
that you received after submitting your
responses.
Yes. Anything that you acquire from this training
could be a possible evidence of your learning.
Yes. It covers all your learning experiences in all
the training modules you take.
Yes but the evidence could be done in groups.
The five training modules that this professional
development program offers to you is already an
anticipated support to your needs to strengthen
your competency in assessing learning. Should
you need other training programs for other needs
not within the scope of the training, then you
should find a way to address them through your
school-based Learning Action Cells for example.
If you see its value of including SOLO Framework
in building your summative test aside from the
use of the Revised Bloom’s Taxonomy, then that
should be reflected as well in your Table of
Specifications (TOS).
Your e-portfolio in this training will be very
specific to your assessment competencies, which
are contained in Domain 5 of PPST. Your RPMS
requires Means of Verification not only of those
set in Domain 5 but also those set in other
domains in PPST.
 Question
12. Can we have a template sample through
Email or PDF File of Assessment plan,
Individual Action Plan for the Assessment, The sample e-portfolios can be found here.
and e-portfolio?
13. How to create an e-portfolio? Is there a
video tutorial on how to create the e-
portfolio?
14. We are implementing Printed Modular in
which SLMs are given to the students and
where all the activities for both written
and performance tasks come from. How
can I administer my own assessment?
15. We are almost done with the first
quarter. What will happen to our
portfolio in assessment?
16. Will making an assessment that fits
printed modular learning modality be
included in the program?
Page 9 of 15
Answer
Yes, there are guides provided for these outputs.
You may also refer to the Guidelines in
Accomplishing the Individual Action Plan.
The Guidelines in Developing an e-portfolio
provided to you should be able to guide you in
doing your own e-portfolio. The samples provided
in the guide can also give you an idea of how to do
it. There are usually available YouTube videos for
the common free e-portfolio platforms like
wix,com, MS Sway and Google Site. Sample e-
portfolios can be found here.
As a teacher, you should be able to determine if
there is a need to add more assessments to your
students aside from those that are provided in
your SLMs. You should be able to prepare your
own assessment that hopefully is parallel with the
quality of international-large scale assessments
like the Program for International Student
Assessment (PISA) so that your classroom
assessment practice is not far from international
practice.
You are expected to provide evidence doable
within the period of your training for your e-
portfolio assessment.
This is not within the scope of Module 1A, but you
are expected to prepare a good assessment tool
better than what you are used to doing after all
the five training modules are implemented.
 Question
17. Is it possible for the facilitators of this
training to group us according to our
subject area? To lessen the burden of the
outputs that you have given to us.
18. Are we going to be provided with all the
materials (forms/templates) being shown
in the presentation?
19. The modules already provide formative
tests together with the answers key at the more meaningful feedback is the least expected
back of the module. My question is: do
we have to give separate formative tests?
20. Can we have copies of the rubrics,
guidelines, or things that have been
discussed in making an e-portfolio? Thank
you!
21. When is the due date for all the outputs
that we need to submit?
22. What will happen if we cannot
accomplish the e-portfolio?
23. Can teachers in the same school
collaborate about the materials?
Page 10 of 15
Answer
This is not necessary yet in Module 1A.
Grouping you according to your subject area will
be done in the next modules.
Yes. They will be made available in the LMS and
will be emailed to you as well.
Maybe an improved formative assessment with
output from you after this training.
Yes. They will be made available in the LMS and
will be emailed to you as well.
The rubrics can be found here.
Please also refer to the Guidelines in
Accomplishing the Individual Action Plan.
For the Action Plan of Module 1A, the due date is
on November 13, 2021, but this will have to be
self-rated as well based on the rubric for self-
rating that is provided to you. Self-rating is better
done before the submission of your work.
You will miss the opportunity to document
evidence of your learning through this e-portfolio.
If you have one, then at least you know how to do
the same when you assess your students through
their portfolios.
Yes. If you see it better that you work together as
that is what is expected of highly proficient
teachers, that you are capable of mentoring or
working collaboratively with others.
 Question
24. To my understanding, the PISA e-portfolio
doesn’t appear to have a huge difference
with the e-IPCRF that every classroom
teacher creates annually, what does it
distinctively do to hone English teachers?
25. Can you clarify how authentic assessment
can be done through modular DL? Akamai
(2017) remarked how the PH is not ready
for ICT4E.
26. How do we know our proficiency level on
the pre-survey questions? Hope we can
maximize the suggested means because
of the context that our locality is having.
27. Would it be okay to present
MOVs/artifacts for the e-portfolio in
other grade levels like G7 or G10, which
we are currently teaching?
28. When it comes to MOVs, can I provide
material/tools from other levels like
grade 7 or grade 10? Thanks!
29. Is it okay to submit evidence from a
Grade 10 English subject, as an English 10
teacher?
Page 11 of 15
Answer
The e-portfolio in this training is just a repository
of your Means of Verification needed in your e-
IPCRF but more focused on your assessment
competencies.
This is not the focus of Module 1A but the rest of
the modules after this first day training should
enable you to gain knowledge on how to improve
your assessment practices including the use of
technology in distance learning.
At least 75% of the 75 points and that is 56.25% or
57 at least of the 75 items indicates proficiency
measured through this TALI.
Yes. If the evidence is based on your actual
practice in the grade level you are currently
teaching.
Yes. If the evidence is based on your actual
practice in the grade level you are currently
teaching.
Yes. If the evidence is based on your actual
practice in the grade level you are currently
teaching.
Questions Re: Pre-training Survey
Question Answer

1. In regard to question 26: Why is it that Please refer to the key to feedbacking provided for
Roman Numeral I is not included as a the TALI for the specific option you chose. The
relevant process? In my experience, I explanations are already provided there.
always consider the learning resources
my students have when I'm designing
performance tasks.

2. On question 9, if each question is timed Please refer to the key to feedbacking provided
separately and you answer the question for the TALI for the specific option you chose. The
before the time, I think you must still explanations are already provided there.
have that remaining time and privilege
for review of your answers specially as
learner

3. Is the usage of feasibility study applicable The question in the Pre-Training Assessment that
for JHS or Elementary? Or is option A asks you to identify an example of a product-
more attainable? based learning outcome where Feasibility Study is
the answer does not indicate what grade level it is
applicable. All the other options represent skills-
based or knowledge-based learning outcomes.
Nevertheless, the choice of Feasibility Study as a
learning outcome depends on the purpose of
assessment.

If the curriculum sees Feasibility Study as an

important evidence of learning for a certain grade
level, then this should be considered. Please refer
to the Pre-Training Teacher Assessment Literacy
Inventory that was shared with you as it shows all
the explanations to each item and option given in
the instrument that you answered.

Page 12 of 15
 Question
4. How can a feasibility study be used as an
appropriate assessment method since we are
teaching Grade 8 and Grade 9 learners?
5. How are the competencies chosen on the pre-
training survey?
6. As proficient/HP teachers, what is the ideal
score in the pre- training survey?
7. Will the participants receive a copy of the
rationalization of all the items in the survey?
Page 13 of 15
Answer
This question is not within the scope of our
session. Nevertheless, as a Grade 8 or 9 teacher,
you can tell if such work is doable to your students
if they have the research skills needed in doing it.
If research is not explicitly targeted in your grade
level, then do not give feasibility study as your
assessment task if this work is not attainable given
the pre-requisite skills that students should have
acquired to perform the task.
They were adopted from the National Council on
Measurement in Education, National Education
Association & American Federation of Teachers
(1990) that were aligned with the competencies in
the Domain on Assessment and Reporting in the
Philippine Professional Standards for Teachers.
At least 75% of the 75 points and that is 56.25%
or 57 at least of the 75 items.
Yes, including the copy of the Table of
Specifications of the test you took.
Technical and Administrative Questions
Question
1. How can we make use of MS Forms?
2. How can we put math equations in MS
Forms?
3. How can we make an assessment
using MS Forms?
4. Is there a setting in MS Forms to submit
only 1 response per account?
5. Can these MS Forms work offline?
Page 14 of 15
Answer
MS Forms is an application which allows you to
create shareable surveys, quizzes and polls in
minutes. It tracks participant responses, providing
real-time results and analytics for your survey.
1. In your web browser, navigate to
http://forms.microsoft.com, sign in with
your O365 Education account, and click
New quiz to begin creating your quiz.
2. Click Add question to add a new question
to your quiz, and pick Choice or Text type.
3. To display math equations, click the
ellipses button (...) and then click Math.
4. Click in Enter an equation text box and a
virtual math keyboard will be displayed
for you to input your equation.
Sign in to MS Forms with your Microsoft 365
school or work account. You may select the drop-
down arrow and click New Form, and then select
New quiz. You may enter a name for your
assessment and, if needed, you may add a
description for it.
Yes, there is a setting that restricts and allows
participants to submit only one response per
DepEd email account.
MS Forms is not available offline. It is purely web-
based and needs an internet connection to run.
 Question Answer

6. I am handling Grade 10 science this school The priority in this training are the Grade 8 and 9
year. Am I still qualified to participate in teachers to enable them to prepare their
the course/training? students as well to meet the expectations of PISA
as we will participate again in PISA 2022.

If you have been reassigned to Grade 10 only

after the registration phase, you may continue to
participate in this program. Kindly inform the
Program Secretariat via email
(assessmentpd.secretariat@deped.gov.ph) so we
can take note of your circumstance.

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