Nothing Special   »   [go: up one dir, main page]
Scribd Logo
Upload

Welcome to Scribd!

  • 30 views

    Angelyn Natividad - TEMPLATE FOR MULTI-MODAL ASSESSMENT STRATEGIES

    Uploaded by

    Angelyn Taberna Natividad
    The document provides guidance for teachers on implementing the IDEA instructional process and using multimodal assessment strategies, including reflective learning. It recommends that teachers (1) clearly present learning objectives and engage students in activities connected to competencies, (2) allow students to apply their knowledge through real-world tasks, and (3) have students demonstrate their understanding through various assessment methods. It also suggests (3) using reflective learning to provide feedback and help students reflect on their own learning and growth. Teachers should facilitate weekly student portfolios and engage students in reflection-in-action and reflection-on-action.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Angelyn Natividad - TEMPLATE FOR MULTI-MODAL ASSESSMENT STRATEGIES

    Uploaded by

    Angelyn Taberna Natividad
    30 views9 pages
    The document provides guidance for teachers on implementing the IDEA instructional process and using multimodal assessment strategies, including reflective learning. It recommends that teachers (1) clearly present learning objectives and engage students in activities connected to competencies, (2) allow students to apply their knowledge through real-world tasks, and (3) have students demonstrate their understanding through various assessment methods. It also suggests (3) using reflective learning to provide feedback and help students reflect on their own learning and growth. Teachers should facilitate weekly student portfolios and engage students in reflection-in-action and reflection-on-action.

    Original Description:

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document provides guidance for teachers on implementing the IDEA instructional process and using multimodal assessment strategies, including reflective learning. It recommends that teachers (1) clearly present learning objectives and engage students in activities connected to competencies, (2) allow students to apply their knowledge through real-world tasks, and (3) have students demonstrate their understanding through various assessment methods. It also suggests (3) using reflective learning to provide feedback and help students reflect on their own learning and growth. Teachers should facilitate weekly student portfolios and engage students in reflection-in-action and reflection-on-action.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    30 views9 pages

    Angelyn Natividad - TEMPLATE FOR MULTI-MODAL ASSESSMENT STRATEGIES

    Uploaded by

    Angelyn Taberna Natividad
    The document provides guidance for teachers on implementing the IDEA instructional process and using multimodal assessment strategies, including reflective learning. It recommends that teachers (1) clearly present learning objectives and engage students in activities connected to competencies, (2) allow students to apply their knowledge through real-world tasks, and (3) have students demonstrate their understanding through various assessment methods. It also suggests (3) using reflective learning to provide feedback and help students reflect on their own learning and growth. Teachers should facilitate weekly student portfolios and engage students in reflection-in-action and reflection-on-action.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 9

    TEMPLATE:

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

    Teacher: ANGELYN T. NATIVIDAD Grade Level: Grade 11


    Learning Area: GENERAL MATHEMATICS Date/Week: Day 3/Week I
    Reflective Learning
    Student Learning MELCs Multimodal Rubrics for
    Delivery Modality assessment Reflective
    Strategy Reflection-in- Reflection-on- Learning
    Action Action

    JOSE Printed Module Performs addition, With the use of the With the Students need to Sample
    RIZAL subtraction, printed module or presented identify the Level:
    multiplication, division, digitized module, examples students similarities of Extending
    and composition of but not limited to will be able to operation on Consolidating
    Functions. this, the students understand and basic number Developing
    will be able to performs and functions. Beginning
    performs basic addition, Not evident
    operation on subtraction, With the given
    functions. multiplication, examples, Criteria:
    division, and students were Analyzing
    composition of able to Generalizing
    functions 1. identify the Justifying
    operations
    and steps in Total Points:
    performing ________/15
    operation on
    functions
    2. identify the
    wrong step
    in the
    process of
    performing
    operation on
    function

    Rubric for Student Reflections

    Numerical Rating Descriptive Rating

    5 Extending

    4 Consolidating

    3 Developing

    2 Beginning

    1 Not evident
    https://files.eric.ed.gov/fulltext/ED592421.pdf
    APPENDIX A.

    SURVEY QUESTIONS AND LINK:

    https://bit.ly/SRVEYMAS6
    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.

    You might also like