Assessment in
Blended/Flexible Teaching and
Learning
Blended Learning
Flexible Learning – According to IGI Global
(2020), flexible learning describes a learning design
perspective deeply rooted in the needs of students,
with the primary objective being to provide them
with the most flexibility about the learning content,
schedules, access, and learning styles as possible.
A flexible learning design customizes
learning environment to meet the needs of learners,
using both technological and non-technological
tools.
Flexible learning is a movement away from
a situation in which critical decisions about learning
dimensions are made in advance by the instructor or
institution, towards a situation where the learner has
a range of options from which to choose concerning
these key dimensions (Nikolov et al.,2018).
Moonen (2001) maintains that the
opportunity for the learner to make choices is one of
the essential characteristics of flexible learning.
Cheong (2013) follows the same line of thought,
arguing that “the nature of ‘flexibility’ revolves
around learners: what choices are available and how
they affect their learning.”
Nikolov et al. (2018) discussed further the
conceptualization of flexible learning. First they
shared the five categories of flexibility:
 time,
 content,
 access/entry,
 requirements,
 Pedagogy/instruction approach, and design
and delivery.
Coming up with a generalization, IGI Global
(2020) has given a clear explanation about flexible
learning as follows:
DepEd’s Five Delivery Options under its
‘Learning Continuity Plan for 2020 – 2021
depending on the health status of the locality:
1. Blended learning
2. Distance learning
3. Homeschooling
4. Apprenticeship; and if the vaccine is already
available, the possibility of
5. Face to face schooling.
Remote Learning
It is an emergency measure that attempts to
replicate the classroom teaching and learning
process in an online mode and can also be
considered a form of distance education.
Remote learning may also occur as online
but is different from online as it strives to re-create
the classroom environment as the student learns
through the computer (Geneva College, 2020)
Distance Learning
Distance learning is the process of taking
courses online from a college or educational
organization located anywhere. The distance makes
no difference, and the quality should be similar to
that of a classroom environment, as long as the
educational institution is certified by an appropriate
licensing board (Walter, 2020)
Online & E-Learning – Online Learning
Online learning refers to the idea of using
online tools for learning (Pop, 2020). The key
element here is the use of the internet. Basically, an
online course implies a distance between the learner
and the teacher. Lectures, assignments, tests are all
enabled by virtual platforms.
 According to Stauffer (2020), there are three
major differences between online and distance
learning. Those are according to:
1) Location
2) Interaction and
3) Intention.
E-Learning
It is a type of learning that is enabled
electronically as being defined by futureschool.com.
It is also the acquisition of knowledge that
takes place through electronic technologies and
media.
Sometimes, it is also referring to as online
learning.
E-learning is a new method of education
involving technologies that allow the students to
complete a course outside of the traditional
classroom. These technologies hinge on the internet
to reach students, many miles from a physical
school or university.
Asynchronous and Synchronous Modes of Learning
Asynchronous - Asynchronous learning occurs
when students learn the same thing at different
times and from different places.
The lessons are delivered in-person. In our
country, this will be done using modules in which
each school formulated its guidelines on how it will
reach the students or learners.
A distinct feature of asynchronous is that it
can be ina blended mode of learning where
sometimes a flipped-classroom approach can be
applied where physical and digital learning is mixed
to the entire class at once.
This is usually being done through a
combination of direct instruction, group activities,
and teaching/literacy strategies.
Synchronous - As a general rule, Synchronous
Learning occurs when students learn the same thing
simultaneously–online or offline (in our context, it
has to be purely online). The big idea is ‘together’
(a concept that often implies ‘same’) (Heick, 2020).
Heick expounded that synchronous learning
is when students learn the same thing
simultaneously–through a lecture (online or in-
person), for example. Synchronous learning is a
kind of ‘group learning’ that happens in a way that’s
unified by time and space–that is, students generally
learn the same or similar content at more or less the
same time an.
Other Terms
Modular Instruction/Learning - Modular instruction
is an alternative instructional design that uses
developed instructional materials that are based on
the needs of the students. Students engaged
themselves in learning concepts presented in the
module. They created a sense of responsibility in
accomplishing the tasks provided in the module.
Home-Based - Home-based or homeschooling
provides learners with equal access to quality basic
education at home to be facilitated by qualified
parents, guardians, or tutors who have undergone
relevant training.
Lesson 02: Challenges and Issues in
Blended/Flexible and Online Courses
1. Adaptability
2. Technical Issues
3. Computer Knowledge
4. Time Management
5. Self-Motivation
6. Distraction
7. Learning Styles
8. Communication
9. Virtual Engagement
10. Feedback
Issues and Challenges in Assessment of Student
Learning in Blended/Flexible and Online Learning
Cheating is easier to do (and harder to detect) online
- Cheating can be defined as a transgression against
integrity, which entails taking an unfair advantage
that results in a misrepresentation of a student’s
ability and grasp of knowledge. From an online
source, copying from physical material, plagiarism,
and impersonations. Cheating in examinations is a
vice that must be discouraged because students who
cheat are not likely to have acquired skills necessary
for them to use in their future professions.
The Possibility of Online Impersonation - Another
issue that is bringing a challenge to online classes is
that of impersonation. Is the student really who they
say they are? A common problem in an online
examination is verifying that the person behind the
computer or a laptop is the actual student registered
or somebody answered the quiz/test on their behalf.
Impersonation is considered a fore most cause of
concern, and it is perceived as an even greater risk
by the academic community.
Plagiarism - Plagiarism has been very rampant in
traditional classrooms, and in this time of online
learning environment, there is a stronger possibility
for it to become a common practice and is posing to
be a big issue and challenge for teachers.
Plagiarism occurs when students use or copy-paste
somebody’s work and taking them as their own
without giving due credits to the one who originally
did the writing.
Fairness and Equity amidst a variety of contexts and
challenges
 The Leniency Error
 Pass or Fail System
 Quality over Quantity
Lesson 03: New Reality in Assessment of Student
Learning
Suggestions and recommendations on the
“New Reality in Assessment.”
Ensure the students’ digital literacy skills.
The need and focus for Formative
Assessment.
Even in low-resource and low-connectivity
contexts, formative assessment can happen.
Irrespective of how formative assessment is
communicated, it needs to be valid, timely,
constructive, and specific to the learning needs of
the child.
The need for Summative Assessment
This is why DepEd sought the help of the
educators and researchers of the University of the
Philippines in sizing their curriculum into the Most
Essential Learning Competencies (MELC) How
summative or the assessment of learning be fully
utilized:
1. Through assigning authentic performance
tasks and items.
2. Through reflective exercises.
3. Open-ended or essay-type questions.
4. Timed/Open book tests.
Revalidad as a Final Requirement
Integrity of Assessment - Dr. Marilyn Balagtas of
PNU suggested some points and possible solutions
on how teachers and schools can combat the issues
regarding the Integrity of Assessment, especially of
online testing being more prone to cheating.
Possible Solutions:
1. Revisiting of the student manual regarding the
rules on cheating and its consequences and updating
to include behavior in online assessment. (If the
school does not have one yet, there is a need to have
crafted one).
2. Design well the test with a clearly articulated
purpose.
3. Assess high-level thinking skills, so answers are
not easily found in books or internet sources
orassess even with the books open.
4. Shuffle items and choices so that students take
different forms of the test.
5. Time the administration of the test so students
will not have time to google answers or consult
books.
6. Let students take the test with their camera on.
7. Disable access to browsers and applications.
8. Let the students sign an Honesty Form where
they need to commit that the answers came from
them without relying on others and with knowledge
of consequences when caught dishonest, and
attested by parents, if possible.
9. Let the students sign a Non-Disclosure
Agreement to be signed by the students and attested
by the parents to minimize the spreading of the tool.