Republic of the Philippines

Bulacan State University

City of Malolos
Tel. No. (044) 919-7800 to 99 Local 1022

ASSESSMENT OF STUDENT LEARNING 1

MODULE 2
ASSESSMENT IN BLENDED/FLEXIBLE TEACHING AND LEARNING
INTRODUCTION:
Everybody must stay at home. Workplaces, offices, and schools were closed
to prevent the spreading of the virus. There were no classes at all levels. At first,
students were thrilled without any thought that the lockdown will prolong. After two
weeks, the community quarantine was extended for another two weeks and another,
until it became months. Since then, life has changed around the world and had given
the term “new normal.” The ideal time for the school year to conclude came. Teachers
were at a loss on how they will assign grades to their students. At that point, the
standard school year opening came. However, the entire nation was in fear,
particularly the guardians, and were asking if they let their youngsters go back to
school.
Since then, the COVID-19 pandemic has changed the educational landscape
and system globally. But while schools were closed because of the community
quarantine, education has to continue, but this time it would be indifferent modalities.
DepEd termed it as “blended learning,” while CHEd called it “flexible learning.” Others
used the term distance learning, remote learning, etc. But what became very popular
is “online learning” since it was declared that there would be no “face-to-face” learning
until there is a vaccine.
The new normal set up brought uncertainties and obscurities among educators.
The closure of the schools coincided with the final evaluation of the students. As a
result, different schools issued different guidelines on how students will be graded. It
seems that these new practices shall continue and will be part of the new normal in
education. For sure, there will be some revisions that will be implemented in the
curriculum. Since the traditional way of face-to-face is impossible and will be replaced
by the new modalities, teachers are at a loss on how they will conduct teaching and
imbued learning to their students, as well as how they will assess students’ learning.
It is in this context that an additional lesson has to be added to this subject.
There is a need for future teachers and even the present teachers to acquire the
necessary skills and knowledge on how they will assess students’ learning in the new
normal set up with the adoption of the altered modalities.

DURATION: 3 Hours
LEARNING OBJECTIVES:
After finishing this module, students will:
1. differentiate terminologies associated with blended and flexible learning;
2. critique the different issues and challenges in assessing the learning of the
students in the new normal; and
3. compare formative and summative assessments being the significant types of
assessment approach appropriate for flexible, distance, and online learning.
 Let us now try to define and clarify those words to arrive at the full
understanding of this lesson.

LESSON I: Let Us Clarify the Terminologies

I.1 BLENDED LEARNING AND FLEXIBLE LEARNING
1.1.1 BLENDED LEARNING
We first heard “blended learning” from DepEd Secretary Briones, and since
then, it created a question mark on what it really means. To fully comprehend the
value and promise of blended learning, I think we first have to understand that the idea
of blended learning is not really new.
In other countries, especially in Western countries, blended learning or
sometimes being termed as blended courses has been in utilization for quite some
time. Several definitions came out of practice and experiences.
Blended courses (also known as hybrid or mixed-mode courses) are types of
classes where a portion of the traditional face-to-face instruction is replaced by web-
based online learning. McGee and Reis (2012) point out that while there is no absolute
agreement within higher education on the exact make-up of a blended course,
institutions generally use “blended” (or related terms) to refer to some combination
of on-campus class meeting and online activities.
The Sloan Consortium (a professional organization dedicated to postsecondary
online learning) defines blended learning as a course where 30%-70% of the
instruction is delivered online (Futch & Chen, 2020). While this is a useful guideline, it
may not be sufficient to cover every blended learning configuration.
With Horn and Staker (2014), blended learning is a formal education program
in which a student learns:
a. at least in part through online learning, with some element of student control
over time, place, path, and or pace;
b. at least in part in a supervised brick-and-mortar location away from home;
and
c. the modalities along each student’s learning path within a course or subject
are connected to provide an integrated learning experience.
Meanwhile, to Holden and Westfall (2010), blended learning is a process of
integrating the most appropriate learning and teaching strategies, technology, and or
media to provide meaningful, flexible learning experiences to achieve learning
outcomes.
Based on these definitions, blended learning is a combination of learning at
a distance and traditional on-campus learning (in a classroom or what is commonly
known as face-to-face).
1.1.2 FLEXIBLE LEARNING
If blended learning is the term used by DepEd, CHEd Commissioner Prospero
De Vera declared that universities and colleges in the country would use “flexible
learning.” De Vera said that flexible learning for higher educations or HEIs involves
a combination of “digital and non-digital technology.” He added that this does not
necessarily require connectivity. From there, it seems that there is no difference
between the two terms.

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 According to IGI Global (2020), flexible learning describes a learning design
perspective deeply rooted in students' needs, 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 environments to meet learners' needs, using both technological
and non-technological tools. Flexible Learning is closely related to
Blended Learning and Distributed Learning.
Farther, 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 learner's opportunity 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
out of many types of research. First, they shared the five categories of flexibility:
time, content, access/entry, requirements, pedagogy/instruction approach, and design
and delivery. Second, they had given the key elements of curriculum flexibility.
The mentioned authors added that curriculum flexibility (also called a flexible
curriculum, flexible learning, flexible education) could serve as a means to respond to
learner diversity. Central to a flexible curriculum are (1) choices and options, and (2)
the adaptation to/central position of individual student’s needs. Within this body of
researches, it came out that curriculum flexibility, in general, supports student learning
in diverse classrooms. But what is worth taking is the reality that this could be profitable
for all learners and even for specific groups of learners (e.g., for gifted learners, for
learners with special needs).
The flexibility of learning can become visible in terms of what knowledge entails,
how, where, and when it occurs, thus involving all curriculum elements.
Coming up with a generalization, IGI Global (2020) has given a clear
explanation about flexible learning as follows:

Figure 3.2

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 Given these definitions of blended and flexible learning, since DepEd declares
that there will be no face-to-face classes, it is more appropriate for them to also use
flexible learning rather than blended learning. Besides, DepEd recommended “Five
Learning Delivery Options.” Therefore, if there are options, the learners can choose
which among the options can be more viable for them, inciting the concept of flexibility.
The following are 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.

1.1.3 WHY FLEXIBLE LEARNING?

Maybe you are asking just like me, “Why flexible learning and not blended
learning for higher education institutions?”
Deakin University, Australia introduced flexible learning in 2009, and they gave
the following reasons for introducing this modality:
“Flexible learning is a pedagogical approach that is sound, purposefully
selected delivery approach resulting from fundamental moves and changes in
the socio-economic contexts of the times we live in and has been adopted by
higher education institutions for some reasons.”

Some of the reasons Deakin University had given which we could relate in
introducing this modality are:

Figure 3.3

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 Two other terms are taken to be synonymous with blended and flexible learning.
Those are remote learning and distance education. Let us try to find out if that is
real.

1.2 REMOTE LEARNING and DISTANCE LEARNING

1.2.1 REMOTE LEARNING
Remote learning 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 (Commonwealth of Learning, 2020).
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). This could only mean that for the students to
participate in group learning activities, they need to log in to the provided virtual
classroom environment at given scheduled times to join in lectures and discussion.
Sears (2020), on the other hand, gave the following comparison between these
two terms. According to him, remote learning occurs when the learner and instructor,
or source of information, are separated by time and distance and cannot meet in a
traditional classroom setting.

1.2.2 DISTANCE LEARNING OR DISTANCE EDUCATION

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 of education should be similar to that of a classroom environment, as long
as the educational institution is certified by an appropriate licensing board (Walter,
2020).
Distance learning is often a synonym with online learning, mainly because the
term has been used for universities and colleges to attract enrollees from different
parts of the world. The process became possible for many individuals to finish
schooling while at home or working and graduate from a known university in other
places or countries without physical presence. That is where the term has also given
the term distance education and universities were called “open university” just like
the University of the Philippines Open University (OPOU) as the best example in our
country.
Summing it up, distance learning is a way of learning remotely without being
in regular face-to-face contact with a teacher or instructor in the classroom.

1.3 ONLINE LEARNING AND E-LEARNING

Since the term online learning was defined as the condition in remote and
distance learning, it is proper to clarify this term's difference from the others. But in
other cases, it is also being taken as a synonym to e-learning. So, let us try to see if
there is a difference between Online and e-learning.
1.3.1 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

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distance between the learner and the teacher. Lectures, assignments, tests are all
enabled by virtual platforms.
Willkomm (2020) explained that online learning is a pre-determined course
structure that is built on a learning management system (LMS) prior to the start of the
term. As the name says, classes are designed to be taught in an online format wherein
all course content, assignments, etc. are housed online. Also, lectures typically
include power points, and audio-visual lessons and assignments are scaffolded.
With Geneva College (2020), online learning or online education is truly flexible
and is entirely online. This is the form of internet-based education that allows learners
to work on their studies at their own time. Courses may use video lectures or self-
paced courses to take students through their learning experiences.
From our previous definitions, remote learning may also take place as online
but is different from online. So, what is the difference?
Remote learning has more accountability but requires scheduled class times.
Online learning has more flexibility but requires learners to be self-motivated. An
individual who is deciding to choose between the two must weigh both options.
However, both provide the benefit of learning from home, removing the commute to
school face to face mode, and providing a measure of flexibility.
Previously, we learned that distance learning is often taken to be a synonym
with online learning. Let us try to find out the differences.
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.

Figure 3.4
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 1.3.2 E-learning
E-learning is a type of learning that is enabled electronically as being defined
by future school.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 education method 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.
The terms online learning and e-learning are often used interchangeably.
According to Garrison (2011), e-learning represents a “paradigm shift from the ideal
of autonomy (independence) and the industrial production of pre-packaged study
materials (i.e., modules), which is a characteristic of mainstream distance education.
It represents a distinct educational branch with its roots in computer conferencing and
collaborative constructivist approaches to learning.” Furthermore, Garrison has
argued, “online learning integrates independence (asynchronous online
communication) with interaction (connectivity) that overcomes time and space
constraints in a way that emulates the values of higher education” (Koç et al., 2015).
From these arguments came two terms that we also need to clarify,
synchronous and asynchronous. We must learn the differences between the two since
there are synchronous and asynchronous forms within the online instructional
evaluation.

1.4 ASYNCHRONOUS AND SYNCHRONOUS MODES OF LEARNING

Terry Heick (2020) in Teachthought.com shared a clear comparison of these
two modes of learning; the asynchronous and synchronous learning as follows.

1.4.1. ASYNCHRONOUS LEARNING

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 in a blended learning
mode 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 done through
direct instruction, group activities, and teaching/literacy strategies.
The primary characteristic of asynchronous learning is that it is not dictated
by time, place, or collaboration, thus encouraging student’s independence and self-
motivation on self-learning where dependence on the teacher for learning is lessened.
There is no single form of asynchronous learning because another uniqueness
of this is that the teaching pace is less tied to curriculum layouts, pacing guides,
and even the sequence of the curriculum itself can be unique.

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 All of this means that differentiation is more natural in asynchronous learning.
It is less disruptive to the ‘rest of the class’ and less demanding of the teacher as there
is no ‘real-time’ teaching.
Heick emphasized that, like every other approach to learning, asynchronous
learning can be poorly done. He added, “Poorly done, asynchronous learning is often
little more than someone taking lessons designed for in-person delivery, then posting
them ‘online’ for students to access. Throw in a quiz and a ‘report’ and–well, the
learning was asynchronous, but at what cost? And what exactly was the gain?
In the exigency of the time, it is better to note asynchronous learning must be
designed with its strengths and limitations in mind.

1.4.2 SYNCHRONOUS LEARNING

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 and generally the same place.
As opposed to asynchronous learning, synchronous learning is characterized
by togetherness (as class section, by major, etc.). All of the pros and cons that a large
group of people doing something together brings with it. All of the classroom activities,
such as lectures, group discussions, and collaborative activities, are all technically
‘synchronous’ (online).
Synchronous learning can be facilitated by having students and instructors
participate in a class via a web conferencing tool. These synchronous experiences
can develop and strengthen instructor-student and student-student relationships,
which can be a challenge in distance learning programs.”
WorldWideLearn.com and LearnUpon.com have given a more straightforward
comparison between asynchronous and synchronous learning, as shown in the figures
below.

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Figure 3.6

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1.5 OTHER TERMS
Other terms are associated with the words we defined previously. It is also
important for you to understand these terms for these belong to the DepEd suggested
modalities that can be used by different schools in this new normal learning set-up.

1.5.1 MODULAR INSTRUCTION/LEARNING

Modular instruction is an alternative instructional design that uses developed
instructional materials based on the students' needs. Students engaged themselves
in learning concepts presented in the module. They created a sense of responsibility
in accomplishing the tasks provided in the module.
With DepEd, they called this mode Modular Distance Learning
(TeacherPh.com). It involves individualized instruction that allows learners to use self-
learning modules (SLMs) in print or digital format/electronic copy, whichever is
applicable in the learner's context, and other learning resources like Learner’s
Materials textbooks, activity sheets, study guides, and other study materials. Learners
access electronic copies of learning materials on a computer, tablet PC, or
smartphone. CDs, DVDs, USB storage, and computer-based applications can all be
used to deliver e-learning materials, including offline E-books. The teacher takes the
responsibility of monitoring the progress of the learners. The learners may ask for
assistance from the teacher via email, telephone, text message/instant messaging,
etc. Where possible, the teacher shall do home visits to learners needing remediation
or assistance. Any member of the family or other stakeholders in the community needs
to serve as para-teachers.

1.5.2 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.
Home Schooling is an Alternative Delivery Mode (ADM) that aims to provide
learners with access to quality basic education through a home-based environment
facilitated by qualified parents, guardians, or tutors who have undergone relevant
training. It allows families to educate according to their personal faith, philosophy, and
values, and to adjust learning schedules around family schedules and circumstances.
However, there remain several issues in its implementation, including licensed
teachers' supervision and alignments with the curriculum. Thus, this modality will be
the subject of a later DepEd issuance before its expansion (TeacherPh.com).

LESSON 2: CHALLENGES AND ISSUES IN BLENDED/FLEXIBLE AND ONLINE

COURSES
Teaching and learning and even assessing student learning in the new normal
set up are facing new challenges and scenarios that could bring a lot of unprecedented
issues due to the pandemic crisis we are experiencing now.
The online environment is the call of the time since all the modalities in one way
or another shall indulge in online classes. This means that courses and curriculum

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must be designed to deliver the same or better quality that the physical face-to-face
course can provide. This could only mean that the assessments that worked better in
the traditional face-to-face classroom may need to be replaced to counteract the
issues and challenges in its implementation.
Team_Embibe.com had looked upon the challenges faced by students and
teachers. It would be beneficial to know all of these so that we could implement
assessment better.

2.1 CHALLENGES FACED BY STUDENTS IN BLENDED/FLEXIBLE AND

ONLINE LEARNING
2.1.1 Adaptability – Due to the sudden change to an online environment,
learners may not adapt immediately. Being accustomed to the traditional face-
to-face setting, it would not be that easy to change their mindset and accept
the new learning environment with an open mind and have a clear focus on
learning through the online platforms.
2.1.2 Technical Issues - One of the challenges teachers and students might
encounter in this new normal set up is the well-known fact of intermittent
internet connectivity in our country. No one has an immediate idea when there
will be poor connectivity that may affect how a student can attend the class
regularly and never miss any live sessions. Moreover, there is the possibility
of having some difficulty finishing the task, submitting them on time, and
completing online quizzes on the scheduled time, making videos blurred and
sporadic, and downloading some needed data related to the subject.
2.1.3 Computer Knowledge – Although our students nowadays are known
as the “millennials” and are considered to be “digital natives,” there are still
those who are not computer savvy and still cannot fully operate and manipulate
a computer and uncover the internet.
2.1.4 Time Management – Due to what the internet is offering and the social
media behind it, it is causing many distractions to the students that are giving
them some difficulties in adjusting and focusing on the time required for online
learning. For those who choose an asynchronous mode, the flexibility of time
they have might be compromised by procrastinating.
2.1.5 Self-Motivation – One of the characteristics of the Millennials is that
they quickly get bored and start losing hope when they find difficulty in online
learning and, significantly, in reading and answering modules. Lack of
motivation is a common challenge for many students.
2.1.6 Distraction– Even if in traditional classroom settings, noise distraction
can also be present, but since the students know that they are in school, the
mindset is there. Being at home, with the neighborhood's noise, the barking of
the dogs, and with parents and siblings around are a different story. You can
be easily distracted even by small things at home. Other students wanted a
quiet, solitary place without any interference while answering modules. In
online classes, an individual has to manage everything with the family around
having their activities.
2.1.7 Learning Styles – We all know that learners have different learning
styles. Some cannot cope up without a teacher discussing everything and will

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 find it hard to cope with self-learning through modules and online learning.
Others who need time, lack concentration when online, difficulty in creating
projects and assignments using technology. But some can make it to adapt so
quickly to these styles. These are giving teachers many challenges and are
posing challenges, especially in assessing learning with credibility.
2.1.8 Communication – There are those students who could not
communicate well in front of a camera and feel shy to share and speak with
classmates and teachers. Simultaneously, others lack interest and laziness
that cannot express themselves via live chats and respond in emails, group
chat, or text messages. Others also lack effective written communication that
found it challenging to construct appropriate and correct sentence structures
on their modules.
2.1.9 Virtual Engagement - Online classes help teachers to provide reading
material, assignments, communication via email, live chats or messages, and
delivering content by live sessions, presentations, recorded videos, or lectures
for the students. Despite all these activities, some students still do not find
engaging compared to a traditional one. Students find it challenging to
communicate in person who struggles with understanding concepts. Many
times these students do not even approach teachers to clear their doubts.
2.1.10 Feedback – many students are not used to reading and giving time to
teachers’ feedback. Every student needs feedback for their performance
during the learning process to improve their learning abilities. They are not
only observed during the tests or exams but also for each assignment and
project. Research reveals that the students hardly visit their assignments to
check the suggestions and comments.

2.2 ISSUES AND CHALLENGES IN ASSESSMENT OF STUDENT LEARNING IN

BLENDED/FLEXIBLE AND ONLINE LEARNING
As the education system is going on online, flexible, and blended, teachers face
many challenges despite the so-called benefits of online and flexible learning. With
all the challenges the students might be encountering, there is a corresponding
challenge that a teacher has to face, more so in assessing student learning.
The following are some of the compounded issues and challenges teachers
might be facing in assessing student learning in the new normal education set up.
2.2.1 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 (Kinoti,
2015). This includes obtaining inappropriate assistance from an online source, copying
from physical material, plagiarism, and impersonations in the online assessment
context. 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.
While it’s not clear whether online students do cheat more than face-to-face
students (Watson & Sottile, 2010), the truth is that it is more difficult to monitor who’s
taking a test and how they’re taking it online than it is in a classroom.

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 According to researchers, there are several aspects of online education that
increase the opportunity for cheating.

Figure 3.7

Since student cheating is a challenge that a teacher may face, it would be better
to know how they do it. Carin Ford (2009) presented five ways on how students do it
with the use of technology.
According to Ford, they can do it faster and more efficiently than ever before.
But what’s most worrisome: Today’s students may not think cheating is wrong. Based
on the recent survey by Common Sense Media, 35% of teens use their cell phones to
cheat, and these are the facts:

Figure 3.8

Ford (2009) had also given some strategies on teacher can limit the possibility
of cheating among their students:

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 Figure 3.9

If cheating’s gone high-tech, so have morals: 25% of teens consider the above
actions “helping,” not cheating.
When it comes to the Internet, 52% say they’ve engaged in some type of
cheating.
But again, they don’t see much wrong with it: 36% don’t view downloading a
paper as a serious offense, and 42% believe copying text from the Web is a minor
offense at its worst.
Educators are put in the difficult spot of trying to catch something hard to detect
in addition to dealing with students who seem to have a loose definition of
“collaboration.”
All these leads to the next issue, which is impersonation.

2.2.2 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 foremost cause of concern, and it is perceived
as an even greater risk by the academic community (Ramu on Kinoti et al. 2015).
Some procedures have evolved to ensure authentication and lessen the act of
impersonation in online classes.

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 Figure 3.10

2.2.3 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. Dee and Jacob
(2012) said, “Over the past decades, cases of student plagiarism in higher education
have increased substantially.”
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 initially did the
writing. Being in front of a computer and using the internet, the temptation to plagiarize
may be greater. What has been evaluated and assessed is not the true capability of
the student.
While a teacher can’t fully control what students are doing online, but making
them informed that as a teacher you are reading and checking their written works
carefully and that you know when something is copied, might give them an idea that
you are serious about that aspect and might be a way for them to avoid doing such.
These issues of cheating, impersonation, and plagiarism are a deterrent in
assessing student learning. These are posing challenges, and flexible and blended
learning, are also putting a question on the reliability and credibility of online education.
These things may bring an additional lack of trust the people have in online education's
integrity, especially in the higher education context.
It is important to emphasize again that when we talk about the role of
assessment, there must be no difference between the quality and the philosophical
anchor of online and face-to-face environments. Though the “I can’t see you” factor
in online learning is troublesome to many educators, still the prevailing concern must
be how we will be an agent of trust promoting assessment integrity and blocking the
prevalence of academic dishonesty.
2.2.4 Fairness and Equity amidst a variety of contexts and challenges
May it be blended, flexible, or distance learning. All of these may employ online
learning and digital technologies that could offer new opportunities for learners' active
participation in a different aspect. Nevertheless, not every learner may likely take
advantage of such practices in similar ways for several reasons.
Many students might have technical issues. Some might have poor internet
connectivity during exams or quizzes, while others might have none. Besides,
how a teacher will evaluate students’ performance and deviate from the
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traditional practice between somebody who immediately submitted the
accomplished requirements compared to some individuals who have taken
some time before submitting something physically that is handwritten.
Grading for privilege. The shift to remote learning might be a prominence to
the deep-seated inequity integral in the traditional grading practices. There
might be a strong possibility for learners with more access to different resources
being affluent in life and with support coming from parents and other people
around them, compared to a learner without any of these and a parent who has
gotten a higher level of education, be given the afforded advantage. If this will
be the case, presumably, that can be called “a grade of privilege.”
Students have different learning styles and a grasp of understanding. Suppose
multiple intelligences were being emphasized among educators previously in
the traditional face-to-face classroom setting. In that case, there is an urgent
call now to encourage respect and concern for diverse talents and learning
methods. There is also an outcry to take a look at the teachers' diminishing
social presence during online classes, moreover, because of the lack of face-
to-face instruction. When teachers are using Google classroom and just leave
the instructions, tasks, projects, quizzes, etc. inside of it and evaluate those at
some time that the personal touch and proper feedback are not given on time.
Besides, putting a time constraint on the submission not considering the
needed additional flexibility of other class students because of their differing
circumstances. Teachers have to note that some students need
accommodations, and for any number of reasons, some might require
additional time or other resources to comply.
2.2.5 The Leniency Error
While the usual quantitative assessment practice is expected to be still the
dominant practice in the new normal, however, with the continuing global crisis,
there will likely be a propensity towards forms of error in the school assessment
systems. Considering the learners' difficult circumstances, the assessment
construct called leniency error is when the teacher tends to be too “generous,”
and all students are given high passing scores (Nitko & Brookhart, 2014 on
Cahapay, 2020). This reality already came to existence when schools were
suddenly closed in the middle of the semester and in basic education before
reaching the final grading. It is considered one of the threats to student
performance reliability, which some education stakeholders expressed worries.
The COVID-19 crisis is continuously reshaping instructional evaluation. The
massive migration of learner assessments online and the adjustments to
grading systems are inevitable. With these changes, educators are still being
encouraged to maintain high-quality assessment.
2.2.6 Pass or Fail System
When it comes to the grading system, it had also been observed that many
schools, when the community quarantine was imposed, have decided to
change their assessment scales from quantitative to qualitative such as pass
or fail system (Farrington, 2020 on Cahapay, 2020). This system's effects are
giving some worries to some educators, although the concept is also supported
by many. Just recently, CHEd voiced out their concerns that some CHEd
scholars might lose their scholarships if they received a qualitative grade such
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 as pass or fail because those kinds of grades cannot be included in the general
weighted average their standing is being based. According to some researchers
and educators, the advantages and disadvantages of using different
assessments are bringing much effect on students’ motivation. Cahapay added
the opinion of Dilanchyan (2020), quoting, “Within the argument favoring
quantitative over qualitative, (especially the dichotomous pass or fail), such
change would detach the motivation that students need to strive for high
grades.”
2.2.7 Quality over Quantity
Teachers must concern themselves with the quality of learning rather than the
quantity of material addressed in a teaching session. Two hours of lecturing,
cover very many points does not ensure two hours of learning. We must make
students engaged and tasks engaging, active, involved, authentic (real-world-
related), and participatory if we wish to promote learning. This is not to deny the
place of a short, well-placed, well-planned, well-delivered lecture; this can be
very efficient, but it has to be tempered by attention to alternative forms of
teaching and learning. Further, assessment and learning have to be integrated
and clearly communicated to students.

LESSON 3: NEW REALITY IN ASSESSMENT OF STUDENT LEARNING

The Covid-19 pandemic had caused the world and even the education sector
to a sudden shift. Who would think that we have to end the school year virtually? The
pandemic undeniably caught the education system off guard and unprepared, causing
a sudden review and modification in the curriculum. With that, it is to be expected that
there will be a significant change in how the students' learning will be evaluated and
assessed. Then, it will follow that there will be modifications also on how the students
will be graded. The following will be some of the suggestions and recommendations
on the “new reality in assessment.”
3.1 Ensure the students’ digital literacy skills. It is a common notion and a
generalization that our young people nowadays are adept and skillful in technology.
As Mirriahi et al. (2015) advised, “We cannot assume that all students are familiar with
existing learning tools:
...yes, some of are, but this is an assumption...academics assume that
students are more advanced in terms of digital literacy...but the research shows
that they are literate in pockets, they are good at using Facebook perhaps, or
using their phones to send SMS messages but as far as using technologies for
learning or professional purposes maybe they’re not so literate.
Last semester, this was a reality that many college students have to bear with
hesitancy upon being subjected to Google classroom and exploring its features to
comply and finish the school year with passing grades.
In the manner of equity and equality in the assessment aspect, it is a must for
teachers to ensure that all his/her students are already familiar with whatever platform
the school has to use.

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 3.2 The need and focus for Formative Assessment
Remember how we differentiate formative from the three other approaches of
assessment. It is considered an assessment as learning where the students are the
assessors of their own learning. Self-assessment is at the heart of the matter (Earl,
2003), and its critical feedback function of learning assessment is the need for the
present set up we call the new normal. According to Liberman et al. (2020), the need
for formative assessment right now is particularly critical because learning needs to
take place outside of the physical classroom, and teachers and parents-turned-
teachers need to understand whether students are absorbing the content that is
delivered to them in formats that differ from business-as-usual. Besides, formative
assessment can be both administered in synchronous and asynchronous forms.
In synchronous form, teachers and students are working together via online
platforms such as Zoom, while in asynchronous, they are separated and working
through Google Classroom or Moodle.
Liberman et al. provided some reasons why formative assessment is critical and
vital in the context of flexible and online learning:
3.2.1 Even in low-resource and low-connectivity contexts, formative
assessment can happen. Teachers can provide feedback to students
through mailed or emailed instructions and tasks utilizing messaging platforms (such
as Messenger and WhatsApp) and through direct phone calls between teachers,
students, and parents. For those who have chosen modular modality, teachers can
write feedbacks directly on the modules.
3.2.2 Irrespective of how formative assessment is communicated, it
needs to be valid, timely, constructive, and specific to the child's learning
needs.
The validity element is linked to the alignment of assessment content with the
knowledge content the student should have acquired as part of the learning
process. This is now how the definition and concept of content validity will be applied.
The timeliness aspect refers to the practical use of the assessment to take
quick action and provide remedial support if needed.
The constructiveness element refers to the assessment's capacity to deliver
feedback to the student and for the student to gain information that helps him or her
identify misunderstandings, get guidance on how to improve, and understand the
learning process's goals.
Finally, the specificity of formative assessment implies its ability to inform
teachers and students about whether specific learning goals are being reached and
what is needed if in case they are not there yet.
Teachers and parents need to be empowered with resources and means to
conduct a formative assessment in line with these elements, even in low-resource
environments.

3.2.3 The need for summative assessment

For a short review, formative assessment is on-going. It occurs regularly
throughout a unit, chapter, or term to help track how student learning is improving and
how efficient a teacher is. On the other hand, summative assessment occurs at the
end of a unit, chapter, or term and is most commonly associated with final projects,
41
exams, and is usually heavily weighted and graded. Moreover, it evaluates what a
student has learned and how much they understand and is categorized as an
assessment of learning.
In the context of flexible, online, and distance learning, the idea of implementing
summative assessment has to be on the concept of “quality over quantity,” strategic
decisions about what is “need to know” over “what is nice to know.” This is about the
call on distilling the curriculum to the most essential learning and competencies. In our
present situation, we all know it will be harder to move through our curriculum.
This is why DepEd sought the educators and researchers of the University of
the Philippines to size their curriculum into the Most Essential Learning Competencies
(MELC). How summative or the assessment of learning be fully utilized:
Through assigning authentic performance tasks and items. In this distance
learning time, teachers must be designing assessment tools that will require
students to apply their knowledge in engaging real-world tasks and novel
situations.
Through reflective exercises. Reflective exercises such as logs, diaries, or
journals can serve as self-assessment activities. They encourage learners to
assess how well they’ve met the assessment criteria in other, more traditional
tasks such as essays and presentations. There are several ways aside from
what has been mentioned, where we can use reflections as an assessment tool
(see Module 6). This is important because teachers can implore critical thinking
to the students through well-designed reflective exercises.
Open-ended or essay-type questions are one of the most popular qualitative
summative assessment methods. They prompt learners to explore their
thoughts, feelings, and opinions while testing their overall comprehension of a
topic. This type of question encourages critical thinking and is best suited for
evaluating higher-level learning. Essay questions require a longer time for
students to think, organize, and compose their answers, and when given time
allotment, might lessen online cheating.
Timed/open book tests. It is better to reduce the amount of time to be given
to the students in finishing the test so that you can be assured that those
students who have the understanding and are familiar with the lesson are the
ones who can answer the questions in the allotted time. Make the items be
placed in random order. As much as possible, replace selected-response items
(multiple choice and T/F) with short-answer or essay questions that require
students to apply textbook facts to novel scenarios.

3.2.4 Revalida as a Final Requirement

Revalida is also known as the Participant/Student Verification Process. This
is a required interview that is being done as a form of summative assessment to 1)
validate if the learners themselves really make course submissions, and 2) determine
their course significant learning insights.

3.3 INTEGRITY OF ASSESSMENT

Dr. Marilyn Balagtas of PNU suggested some points and possible solutions on
how teachers and schools can combat the Integrity of Assessment issues, especially
of online testing being more prone to cheating.
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 POSSIBLE SOLUTIONS:
1. Revisiting the student manual regarding cheating rules 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 an articulated purpose.
3. Assess high-level thinking skills, so answers are not easily found in
books or internet sources or 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 knowing
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 tool's spreading.

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