Self-Assessment

Guide (SAG):
Reflective
Assessment
An Honest Response is the best
outcome of Assessment

Denver T. Soriano
SHS Teacher II
San Josef National High School
What do you
see when you
look at the
mirror?
 Significant use of Self-Assessment Guide
and Reflective Assessment
1. It has been stipulated in one of the indicators in Classroom Observable in
COT under indicator number 9, which states that the teacher must
“Design, select, organize and use diagnostic, formative, and summative
assessment strategies consistent with the curriculum requirements. (Old
normal)

2. Under the new normal education, it cannot be measured and evaluated

on how teachers use effective assessment strategies during Classroom
Observations. However, it can be assessed how the teacher effectively
achieved the target objectives using the Self-Assessment Guide and
Reflective Assessment. It can be used as part of the MOVs under
Objective number 8. “Set achievable and appropriate learning outcomes
that are aligned with learning competencies.”

3. Further, the teacher can also maximize the use of SAG and Reflective
Assessment to elicit HOTS (Higher Order Thinking Skills) prior to the run
of the lesson under indicator number 3 of Content Knowledge and
Pedagogy.
 Significant use of Self-Assessment Guide
and Reflective Assessment
1. Indicator 3, Objective 4 –

Use effective verbal and non-verbal classroom communication strategies to support

learner understanding, participation,
engagement and achievement

2. Indicator 6 and Objective 7 –

Maintain learning environments that nurture and inspire learners to participate,

cooperate and collaborate in continued learning.

3. Indicator 7 Objective 8 –

Apply a range of successful strategies that maintain learning environments that

motivate learners to work productively by assuming responsibility for their own
learning
SELF-PACED LEARNING

SELF-MOTIVATION/
REFLECTION
 Learning
Competency

Self –
Reflective
Assessment
Assessment
Guide

Careful analysis of Learning Providing a congruent and

competency has to be considered.
Mapping the course ensures that
appropriate learning activity is
provided. Learners’ ability must be
put into consideration in preparing
the Self-Assessment Guide.
parallel learning assessment
tool would enable the learners
to see the connections of the
topic being taught and
competencies to be mastered.
PREPARATION OF SELF-ASSESSMENT GUIDE
1

Identify the Learning 3

Competency
Chunk the Competency
into achievable
Create a table where the
Learning objectives
learners can answer the
identified learning
objectives using a close
ended statement.
 SAMPLE PREPARATION OF SAG

Situate the creative work in Learning Competency

literary and or sociopolitical
context. (HUMSS_CWIIc-f-21)

Activity/ skill to master New concept to unfold

Learning Objectives:
At the end of the lesson the students are expected to:
1. Identify the major types of ‘Sociopolitical Approach’;
2. Determine the themes/ideals highlighted in each approach; and
3. Single out and recognize the issues transpired in each approach.
 SELF-ASSESSMENT GUIDE
LEARNING
OBJECTIVES
Today I Know and I Can
Tasks Yes No
A … identify the major types of
sociopolitical approach;
B… determine the themes/ideals
highlighted in each approach
C. … single out and recognize the social
issues transpired in each approach.

D. … perform the assigned (task with my

groupmates)
•The use of self-assessment allows my learners
to gauge whether they know the topic or context of the
discussion. Some teachers have found this shallow and cliché,
yet this is something that most teachers have been taking for
granted. 

•Upon maximizing this strategy, I was able to adjust to address

those learners who happened to be academically
challenged and it gradually impacted their performance.
Because of this tool, my learners provided honest responses,
which I used in creating and delivering the most
appropriate activities. 
 REFLECTIVE ASSESSMENT
Reflective Assessment
by Tryggvi Thayer, posted on May 23, 2018
Reflective assessment is when
students are included in the
assessment process by being Fostering student meta-cognition
asked or required to reflect has been shown to be one of the
individually or together with most powerful ways to improve
others upon their own learning student achievement .
experience, either in writing or
orally.

It is about assessment
Reflective assessment is a
primarily for the purpose of relatively simple and
improving learning. It is straightforward way to
further an active and implement formative assessment
empowering assessment in the classroom, and also makes
method since it engages the students ‘own’ their learning
student in self-evaluation and process to a greater extent.
self-reflection.
 REFLECTIVE ASSESSMENT
Today I/We Achieved the following
LEARNING
OBJECTIVES
Tasks Yes No
A. I am able to identify the three major types of
sociopolitical approach;

B. I am able to determine the themes/ideals

highlighted in each approach

C. I am able to single out and recognize the social

issues transpired in each approach.

D. I performed the assigned (task with my

groupmates)

• If most of your answer is YES, write a brief reflection on what you learned in this lesson.

• If most of your answer is NO, feel free to write what concept you found challenging to understand.
Use the language you are comfortable (Tagalog will do)
GOALS AND OBJECTIVE
BASED
 LEARNING CHECKER
POINTS OF Today I/ We Feel that…
LEARNING
A. The learning material (module, LAS, AS) is very useful. Yes No
B. The material that I used inspired me to learn better
through authentic situations and examples.

C. The material that I used was suited for my learning needs

and the language used is friendly and easy to understand.

D. The material that I used enabled me to discover new

things and apply them in real life.

E. The material that I used allowed me to work with others

through other learning modality intended for the learning
task.
• If most of your answer is YES, write a brief reflection on what you learned in this lesson.

• If most of your answer is NO, feel free to write what concept you found challenging to understand.
Use the language you are comfortable (Tagalog will do)
 Action Plan
(If it arose
Key Features of Reflective again what
Assessment would you
do?)
Conclusion
The identified factors would enable the Description
What else (What
learners to make learning more purposive could you Happened?)
in nature and develop a habit of have done?
synthesizing the learning that transpired
after the classroom discussion.

It would also provide a meaningful Feelings

impact on the retention of learning Analysis (What were
What sense you thinking
because of the reflective cycle.
can you and feeling?)
make of the Evaluation
situation? (What was
Thus, this process must be a routine good and bad
activity when a teacher prepares a about the
lesson plan or conceptualizing the experience ?)
lesson to be taught.
Gibbs’ Reflective Cycle
• Providing a parallel or congruent pattern of assessment, learners were able to see the
connections of the tackled lesson within the duration of the discussion to the given activities.
Their honest responses helped me navigate the lesson so they could understand it better.

Reflective assessment using the vernacular language helped me reach the learners so they
would feel cared for and accepted. However, this type of strategy should be regularly practiced
to ensure the importance of accommodating their honesty and trust in you. It is quite
challenging to make some adjustments to the lessons, but it is more fulfilling that all your
learners advance and progress together.

Learning is more
authentic Learning is more
interactive

Learning is more
transformative
I
NTEGRATIVE
A
SSESSMENT
MELCs Based- Skill Based
 IN
TE
R
C
O
N
N

LEARNING
E
CT
E INTEGRATIVE
INTEGRATION D
N ASSESSMENT
ES
S
 TYPES OF ● HORIZONTAL INTEGRATION
INTEGRATION ● VERTICAL INTEGRATION
VERTICAL ● WITHIN THE LEARNING AREA

INTEGRATIO
N
 KEY
CONCEPTS ● Within the
learning area
● Competencies
● Standards
● Breadth
● Depth
 Within the KEY FEATURES
Learning Area
 MELCS
• Weekly • Topical
• Quarterly • Skill
INTEGRATIV
E
ASSESSMENT
●Combining/unifying tasks or
activities at the same phase from
two or more learning areas.
PURPOS
E
• Allow learners to find and
make connections of their
learning.
• Lessen the burden of
performing and answering
bunch of assessments and
tasks.
• Develop the inquisitive side of
the learners (research-based)
• Enable learners to take roles.
 SAMPLE OF
INTEGRATIVE
PERFROMANCE TASK
Thank You
for
Listening
Kung ang KARAMIHAN
ay KINAIN na nang
SISTEMA,

HUWAG mo nang
IPASA sa IBA.