DAVAO DEL NORTE STATE COLLEGE

Institute of Teacher Education

New Visayas, Panabo City, Davao Del Norte

A Coursepack in

Educ 311

ASSESSMENT
in
LEARNING 1

This is a property of:

Prepared by:
________________________________________
Full Name
ELLVAN M. CAMPOS, MST
ITEd Faculty
________________________________________
Course, Year Level & Section
Course: ASSESSMENT IN LEARNING 1

Course Overview

This is a course that gives you the principle, development, and utilization of
conventional assessment tools to improve the teaching-learning process. It emphasizes the use
of assessment of, as, and for learning in measuring knowledge, comprehension, and other
thinking skills in the cognitive, psychomotor or affective domains. It allows you to go through
the standard steps in test construction and development and the evaluation of test results.

The following diagram summarizes the concepts/topics that will be covered in this
course.

The Language of Educational Assessment

 Learning Standards, Outcomes, Objectives, and Indicators
 The K-12 Curriculum Guide
 Student Learning Outcomes
 Educational Measurement, Evaluation, Testing, and Assessment
 Principles and Ideas of Assessment
 The Relationship of Assessment to Learning and Teaching

Assessment for Learning Assessment of Learning Assessment as Learning

 Using Assessment to  Using Assessment as  Using Assessment to
Classify Learning and Support for Achievement Monitor One’s Learning
Understanding and Evaluation  Providing Evidence of
 Examples of Assessment  Examples of Assessment Independent and Strategic
for Learning of Learning Learning
 Feedback in Assessment  Results of the Tools in  Strategies and Tools of
for Learning Assessment of Learning Assessment as Learning

Developing and Using Tests

 Principles of Test Development
 Fundamental of Types of Test and their Purpose
 Qualities of Good Tests and Related Tools
 Considerations in Test Item Development
 Using Technology in Test Development

Analyzing, Interpreting, and Evaluating Test Results

 Test Results and Educational Decision Making
 Fundamental Analytical Techniques
 Fundamental Techniques in Interpreting and Evaluating Test Result
 Using Technologies Used in Test Analysis, Interpretation and Evaluation
Course Outcomes

Upon completion of the course, you are expected to manifest competence in:

1. point out the role of good assessment and its relevance to learners, teachers,
parents and other stakeholders;
2. apply assessment in planning learning goals;
3. indicate ways of making assessment to strategize your own learning;
4. demonstrate their skill in using assessment to determine effective ways to teach
and learn;
5. develop valid conventional assessment tools; and
6. describe the meaning and implication of the data gathered from the respondents.

Course Modules

In order to maximize your learning in this course, this course pack is organized in the
following modules.

MODULE 1: The Language of Educational Assessment

Lesson 1: Learning Standards, Outcomes, Objectives and Indicators
Lesson 2: The K-12 Curriculum Guide
Lesson 3: Student Learning Outcomes
Lesson 4: Educational Measurement, Evaluation, Testing, and Assessment
Lesson 5: Principles and Ideas of Assessment
Lesson 6: The Relationship of Assessment to Learning and Teaching

MODULE 2: Assessment for Learning

Lesson 1: Using Assessment to Classify Learning and Understanding
Lesson 2: Examples of Assessments for Learning
Lesson 3: Feedback in Assessment for Learning

MODULE 3: Assessment of Learning

. Lesson 1: Using Assessment to Plan Future Learning Goals
Lesson 2: Examples of Assessment of Learning
Lesson 3: Results of the Tools in Assessment of Learning

MODULE 4: Assessment as Learning

Lesson 1: Using Assessment to Monitor One’s Learning
Lesson 2: Providing Evidence of Independent and Strategic Learning
Lesson 3: Strategies and Tools of Assessment as Learning

MODULE 5: Developing and Using Tests and Related Topics

Lesson 1: Principles of Test Development
Lesson 2: Fundamental Types of Test and their Purpose
Lesson 3: Qualities of Good Tests and Related Tools
Lesson 4: Considerations in Test Item Development
Lesson 5: Using Technology in Test Development

MODULE 6: Analyzing, Interpreting and Evaluating Test Results

Lesson 1: Test Results and Educational Decision Making
Lesson 2: Fundamental Analytical Techniques
 Lesson 3: Fundamental Techniques in Interpreting and Evaluating Test
Results
Lesson 4: Using Technologies Used in Test Analysis, Interpretation and
Evaluation

Each of the 6 modules above described above consists of three to six lessons. The
lessons are designed to be activity-based. In effect, you are expected to be actively involved in
the crafting of your own understandings and meanings pertinent to effective and quality
construction of varied assessment tasks and interpretation of assessment results.
 Module
4

Assessment as Learning

Module Overview

In this module

 Using Assessment to Monitor One’s Learning

 Providing Evidence of Independent and Strategic Learning
 Strategies and Tools of Assessment as Learning

On the course of the class, one worry of every teacher concerns on learners’
understanding of the lesson. The best way to manifest this is to elicit information from the
learners. This is to ensure that every learner follows the discussion and avoid confusion
throughout the lesson. But, carrying out these types of assessment activities has considerations
especially that it concerns more of polishing learners’ understanding of the lesson.

This module discusses the principles and ideas of assessment as learning, along with
some examples considering the learners’ ability to make self-reflection and feedbacking
techniques on how do information gathered for this helps the learners’ performance in the class.

After the completion of this module, you are expected to:

1. discuss how important is assessment as learning for learners to monitor their

learning;
2. justify why assessment as learning is used to provide independent and strategic
learning;
3. provide varied examples of assessment as learning for diverse learners; and
4. use learners’ results in assessment as learning as basis in of quality feedback.

Are you now ready? Let’s now proceed to the lessons!

 Using Assessment to Monitor One’s
Lesson 1
Learning

Objectives:
This lesson aims to discuss to discuss the scope assessment as learning (AaL) and the
teachers’ and learners’ role in AaL with an expectation that the students are able to:

 explain the nature of assessment as learning.

 describe the role of teachers and students in assessment as learning; and
 point out the gap between theory and practice in assessment as learning.

Introduction:

Welcome to Lesson 1 Module 4.

At the start of their school days, most of the learners, especially in the early stages of
education, are often thrilled of their progress and are used to enjoy while learning. As they
move towards the more complex stages of education, some fades away, leaving only minimal
number of learners who are consistently performing in the class. For many years, this has been
the case of learners’ educational progress. Most of the learners cannot really perform well in a
series of quizzes and summative assessments conducted in the class especially if the concepts
become more complicated to understand. Maybe this can be alleviated only if learners are not
exposed to competition with emphasis on quizzes and tests in general. Maybe learners just lack
understanding of what they can do and excel at. Assessment as learning (AaL) will offer a
different perspective of assessment that will emphasize what the learners can do in
consideration of their strengths as learners.

In this lesson, you will be able to learn how assessment as learning is used for learners
to monitor their learning.

Activity: “Your Research Journey”

Hi! It’s time to reminisce your research experience. Below are the guide questions
to help you reminisce your research experience when you are still on your high school days.
Answer these questions by doing a colorful and creative word cloud in the book on the next
page. Examples of a word cloud is shown on the next page above the image of a book.

1. How can you describe your experience when you planned for your output?
2. How can you describe the performance you have shown throughout the process?
3. How can you describe the output you have worked on?
4. How can you describe your growth after the accomplishment of your paper?
 Analysis:

After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.

1. What can you say after feeling or doing the words you have written throughout your
research journey? Does it make you feel good or bad? Why do you say so?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. How did those words you experienced in research helped you in developing your
competence as a modern learner?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Do you think you can feel, do and develop those words from daily classroom
interaction? If yes, how? If no, what should be done to realize it?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
 Abstraction:
Nowadays, society expects people to be dynamic in dealing with real-life situations and
to be critical and innovative in solving real-world problems. This idea is what Learning How
To Learn (LHTL) theory says which adheres that people should develop metacognitive skills
to help them manage their learning, aside from being equipped with knowledge-based
understandings. So, it is expected that as learners competently tackle learning courses, they are
also expected to develop skills to help them apply their learning and overcome challenges they
encounter in their everyday life. As modern teaching started to embrace this concept of honing
learners, assessment practices in many schools are still very less effective than others in
implementing the learning outcomes needed by the learners today and in the future. The
observance of prioritizing learners’ level in assessment is still not fully realized.
To place learners in the center of the assessment process, assessment as learning (AaL)
stemmed out which provides continuous self-assessment for learners to monitor their own
learning as manifested by their adjustments to understand and progress towards deeper
development of thoughts. Understanding AaL in this modern world where information is all
around you helps you from being “knowledge-bearers” to “knowledge-guides” to your learners.
As you guide them to acquire credible and relevant knowledge, you must also lead them to
understand their metacognitive processes in order to monitor their own learning.
Because of the introduction of AaL in the educational curriculum, you, as a teacher,
can realize the purpose of formative assessment in the classroom by emphasizing the learners’
role of critical connector between the learning and assessment process. In this way, learners
serve the link between these processes. They are given the opportunity to be active and critical
assessors of their own learning. With the responsibility of their own assessment, they will be
engaged in making sense of information, utilizing prior knowledge, and mastering the skills
involved. In this way, AaL provides a regulatory process in learners’ metacognition.
Despite of this viewed importance of AaL, it is not yet given emphasis in most of the
classroom interactions. As a matter of fact, it is said that AoL is still the most used approach in
the teaching-learning process. In cases of progress, AoL is very useful to inform learners’
achievement of their attainment and compare these to others for the purpose of ranking and
promotion. However, one has to look if this
is the only purpose assessment is limited at
and will be used over and over again. This
notion of assessment gives a tradition
relationship among the three assessment
approaches, as illustrated in the first figure on
the right.
Recently, a reconfiguration of the
pyramid, shown in the second figure on the
right, provides a different kind of balance that
emphasizes the significant use of AfL and
AaL. In this, AoL has still a role in decisions
that require summative evaluation and in
looking the cumulative effect of learners’
work. However, this role is only a small part
of the process. In this new model, classroom assessment focuses mostly on learning as
contributed by the teacher (AfL) and by the learners (AaL). As AfL emphasizes the role your
role as a teacher in promoting learning, AaL placed special attention on the role of learners in
engaging themselves.
As classrooms transform to ready for AaL, learners’ roles are given much emphasis as
they establish the link between teaching and learning. Listed below are some the significant
roles learners has to remember in a classroom that applies AaL.

 Learners should work with an active mind to be able to relate prior knowledge and
make sense of information.
 Learners should be a critical assessor that deliberates the strategies and skills
involved to progress learning.
 Learners should take time to self-analyze, self-reference, self-evaluate, and self-
correct in the learning process.
 Learners should be aware of their skills in order to plan the learning strategies that
may work best.
 Learners should be oriented with the learning outcomes as communicated by you
and have to work it out.
Although learners’ roles are significant in AaL, your role as teachers are still inevitably
necessary. Below are some of the roles you have to portray in your class as you implement
AaL.

 You should encourage learners to be independent from you, that they should learn
to work by themselves.
 You have to ensure that the environment is conducive enough to facilitate
understanding of the learners so that they can practice what they have learned.
 You align teaching procedures for learners to move independently in the required
learning.
 You have to provide criteria on various tasks that they have to deliver after the
desired learning is attained.
 You should help learners to be critical in the information they gathered and develop
their understanding of what quality work looks like.
 You should provide detailed feedback on their progress and allow peer assessment
in the class.
Since AaL has had a discussion for quite some time, concepts are established regarding
its effective. With that, the AaL Framework was designed to be able to transfer these concepts
into actions, and will eventually bridge gap between theory and practice.
The AaL Frameowrk utilizes the terminology of contextual, societal, communication,
and action domains. They domains work interrelatedly to realize the effectivity of the
framework. The table below present the ideas of these domains used in the AaL Framework.

Domains Domain Principles

Contextual It stands for the what the heads of the government and other sectors
in the society have created. These became the policies that the
working personnel should address in the educational process.
Societal It represents the values, perceptions and expectation of the people
in the society. These acts as the beliefs and philosophies these
people adhere.
Communication It includes vocabulary, definitions and concepts used to
communicate a certain belief or idea. It is the language through
which principles are understood.
 Action It describes how activities are done and implemented in the society.
These activities may be simple or complex done in daily or regular
basis.
The contextual domain is the core of the framework. The information in the context is
utilized by other domains to deliver actions. The context domain, in turn, benchmarks from the
societal, communication and actions domains in order to monitor and update the information
stored. Below is the illustration of the basic structure of the four domains in AaL Framework.

The four domains of AaL Framework in teaching and learning works in a dynamic
process, considering the evolving principles of social perceptions and plans of actions in various
contexts, with the aim to actively involve learners in the process. The context domain are the
policies which considered the principles of AaL in documents that continuously evolving so
that these policies will be able to observe the three underlying domains making in
understandable in the society and implementable in the educational process. The
communication domain presents the definition of AaL terminologies pertaining to the
assessment and active learning as what the framework is communicating. The societal domain
includes the various societal attitudes of the those involved in the education process, such your
perceptions and attitudes, learners’ beliefs, and relevance of learnings. This time, changes in
the framework language are observed on how learners gather information, analyze and make
inferences on it, and take appropriate actions for their own learning. With these, modern
changes in assessment are communicated, in which society are adaptive for these changes,
which reflects the action domain of the framework. This domain represents how learners and
you view your role and responsibilities in the process. This also includes your implementation
of AaL strategies.
In this framework, learners are oriented with what to do as active participants in the
process of assessment. Your help, as their teacher, will make them realize the understanding of
the desired goals. In this way, communication will be strengthened as understanding is
actualized in the process, and learners can make successful connections for societal significance
of their learning. Upon their greater understanding, your teaching pedagogies can help them
apply, change, and make actions regarding the learners’ knowledge. The figure below, which
is anchored on the the AaL Frameowrk above, present salient features on how learners become
active in the learning process.

.
Application:
As the domains discussed are new to the framework for learning, this can be well
understood using an example in the business industry. In the restaurant industry, more
specifically, there are considerations to observe on how to get big sales knowing that this
business requires tremendous preparation. The context domain revolves around the Filipino
foods that Filipinos find delicious. To determine the what will work best with the customers
and that will yield profit to the restaurant, the owner should know the target consumers, as the
restaurants in the BARMM has a different menu than in NCR (societal domain). At the same
time, the restaurant should use terminology that will click, apply unique presentation of
products, and incorporate marketing strategies, adhering to how it is communicated to the target
consumers so that they can relate (communication domain). Then, the action domain will now
play its role in realizing the plans with a good and high-quality service.
This time, it’s your task to related the AaL framework in the field of education,
specifically in your specialization.

Assessment:

Choose a learning competency in your specialized field and determine how can it be
accomplished using an AaL task by describing the four domains of the assessment task.
Specialized Field: _____________________ Competency Code: ____________________
Learning Competency: ________________________________________________________
___________________________________________________________________________
Assessment as Learning (AaL) Framework
 Contextual Domain
____________________________________________________________________
____________________________________________________________________
 Communication Domain
____________________________________________________________________
____________________________________________________________________
 Societal Domain
____________________________________________________________________
____________________________________________________________________
 Action Domain
____________________________________________________________________
____________________________________________________________________

CONGRATULATIONS!
You have just finished Lesson 1 of Module 4. In the next lesson, you will learn how
learners can become independent and strategic in their learning. If you are ready, you may now
start the Lesson 2 of Module 4.

Good luck! 😊
 Providing Evidence of Independent and
Lesson 2
Strategic Learning

Objectives:
This lesson aims to determine how independent and strategic learning has to do with
AaL with an expectation that the students are able to:

 determine one’s state as independent and strategic learner; and

 point out how one can be in control of his/her own learning.

Introduction:

Welcome to Lesson 2 Module 4.

At the end of every class, learners will be left one their own homes and will have to
work their class works by themselves. Moreover, learners will have to deal things alone after
finishing their school days. To realize efficiency with minimal guidance, they have to learn how
to work independently. Moreover, they should learn how to plan and strategize things to attain
what is required from them.

In this lesson, you will be able to discuss the effects of providing opportunities for
independent and strategic learning to the learners.

Activity: “What can I do?”

Hi! You are to explore what you can to a situation. Below are the situations that
you often encounter as a learner. Examine yourself and state how will you deal it. Write
your answers on the space below each situation.

1. I need to think what to respond to my teacher’s query.

____________________________________________________________________
____________________________________________________________________
2. I have to give feedback about my and my classmates’ works.
____________________________________________________________________
____________________________________________________________________
3. I want to make a very informative essay on COVID-19 pandemic.
____________________________________________________________________
____________________________________________________________________
4. I want to track my progress of the subject for the entire quarter.
____________________________________________________________________
____________________________________________________________________
 Analysis:

After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.

1. As you identify what to on the given situations, who had to involved in the process?
Why do you think so?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. What do you think should you exhibit in order to deal with those situations
successfully? What things won’t help you in this matter?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. What consideration/s should you have to consider in having effective feedbacking
strategies that will help learner improve?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Abstraction:
As discussed in the previous lesson, AaL emphasizes how learners can maximize their
participation in the teaching-learning process. Learners, through your guidance, can be able to
monitor their own learning and make adjustments as they progress in the realization of learning
outcomes. With the increasing role of learners in the process, they are encouraged to be
effective independent learners.
It has been discussed the independent learning is the ability of the learners to set, work
and evaluate their own academic progress, in order to establish their own motivation for
learning. According to the What is Independent Learning and What are the Benefits for
Students? (2008), independent learning can have good effects for the learners themselves.
 Improves academic performance
 Increases opportunity for creativity
 Develops motivation and confidence
 Facilitates social inclusion and cooperation
 Opens ways for completing various class tasks set by you
In order to see the abovementioned benefits of independent learning to the learners,
Mullings (2019) suggested ways on how to encourage independent learning, as presented
below.
1. Give opportunities You can assist the learners develop the use of peer and self
for self-monitoring assessment to see whether their strategies are effective in
attaining their goals.
2. Use questioning to You can develop effective classroom discourse by asking the
scaffold ideas learners higher-order questions and responding to their
responses to promote problem-solving and understanding skills.
 3. Model behaviors to You can show to your learners how behaviors are developed,
be developed such as categorizing information, and let them follow such
behaviors innovatively.
4. Facilitate language- You can help your learners share their ideas to orient them on
focused how they do well in their learning process and that they
communication understand their own learning style.
5. Incorporate feedback You can improve your learners’ confidence in working by
on classwork and themselves through limiting the use of grades and considering
homework their ideas and efforts.
6. Encourage You can let the learners collaborate with each other in order to
collaboration from learn what others can that they can’t and eventually develop
the class their own ideas and skills as well.
7. Provide options and You can encourage learners’ effective decision making when
let learners set goals you give them options to work on and with this, they can feel a
sense of ownership and empower their learning.
8. Involve the learners You can make learners feel their presence in the class when you
in planning the give them responsibility for and involvement in their own
lesson learning.
9. Have activities for You can increase their sense of self-guidance when they can
learners to reflect write what they think and track their own learning for constant
monitoring.

Independence will help learners progress by their own, but this will be more efficiently
done if they know how to strategize their learning. Strategic learning aims to teach learners the
strategies they need to acquire to effectively monitor and develop learning on their own in a
various learning environment.
As one of the essential strategies that learners should acquire, metacognition provides
a set of processes in monitoring and directing one’s own thinking. In this way, learners may
assess the demands of a learning task, evaluate their skills to work on it, plan their approach,
monitor their progress, and make adjustments if needed. Moreover, they can be capable to
reflect on and evaluate their strategies used for improvement.
Metacognition affects the general development of a learner. In the classroom setting, it
will be beneficial if they will be guided how to monitor their metacognition. Present below are
list of guide questions that will realize will help the learners on this matter.

What is the goal of learning these concepts and

skills?

What prior knowledge do I have about the topic?

What strategies do I have to help me learn this?

Do I understood the topic?

What should I observe for me to improve my

learning?

Do I attain the goals expected from me in this topic?

 Helping the learners develop strategic learning in their educational journey is a good
characteristic that every learner has to acquire. With that, strengthen strategic learning to your
learners will be efficiently facilitated if you know what behaviors to observe, as listed below.

exhibits positive
behavior for the
completion of class tasks

use help-seeking way

shows resourcefulness
from the people to
and diligence in class
solve problems and
tasks despite difficulties
cater difficultes

understands that
determines if they
learning is a systematic
have understand
and active process and
information or not
takes control of it

.
Application:
In you teaching experiences, you can make your learners to be independent and
metacognitive thinkers. The following situations presents how metacognition is used for active
learning.

 After the session, an instructor handed out a sheet of paper for the learners to write the
“muddiest point” from their class. The next class, the instructor summarized the
confusing points identified by the learners and altered instruction to address these
points. Afterwards, the instructor asked the learners if the points still remained as
confusions.
 After receiving their grades in their essay assignment, the learners are asked to review
what they have done to accomplish their work and identify the list of most and least
effective methods. Lastly, they were asked some ways to improve their writing.
 The learners are asked to keep a weekly journal to document their study habits and
successes in their outputs. At the middle and end of each quarter, the learners are asked
to review their journals for them to assess what habits led them to their best
performances.
 An instructor grouped the class to make concept maps based on what has been
discussed. The groups are asked to share their maps, discuss the differences from the
other groups, and defend the ideas they have written.

Assessment:

Given the blank paper in the next page, write a short situation showing how you can
help your learners to be independent and strategic in your specialized field. Refer to the
rubrics below as basis of checking your output.
CONGRATULATIONS!
You have just finished Lesson 2 of Module 4. In the next lesson, you will be oriented
on the different examples of AaL that you can integrate in the class for your learners. If you are
ready, you may now start the Lesson 3 of Module 4.

Good luck! 😊
 Strategies and Tools of Assessment as
Lesson 3
Learning

Objectives:
This lesson aims to provide tools and way of how AaL is done in the class with an
expectation that the students are able to:

 enumerate different exemplars of assessments as learning; and

 describe reflective, inquiry-based and problem solving as independent and strategic
learning methodologies.

Introduction:

Welcome to Lesson 3 Module 4.

AaL is still new to the field of education. But due to its perceived advantage learners
can get from it, educational personnel are doing ways to integrate it in a classroom setting.
Learning different tools to be used and strategies that can be integrated in the class will help
you, as teachers, realize its use effectively.

In this lesson, you will be able to learn the different tools and strategies in AaL that
you can integrate in the class to facilitate independent and strategic learning.

Activity: “Share your Ways”

Hi! You are given share and learn something from your classmates. Write one way
on how you can improve your understanding by yourself. Write it in the bubble of the
learner with the same sex as yours. Then, ask one of your classmates of the opposite sex
and write his/hers in the other bubble.
 Analysis:

After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.

1. What is/are the similarity/es and difference/s of yours and your pair’s way of improving
personal understanding?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Is it helpful to learn others ways of improving their personal understanding? Why do
you say so?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. What elements and practices should be observed to effectively realize your ways of
improving your personal understanding?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Abstraction:
AaL is a valuable strategy that will activate learners’ own thinking as they strive to
construct understanding using their own experiences at their own pace. As a teacher, you can
help them work successfully by having a repertoire of strategies. Some of these strategies are
listed below.
60-second Think
60-second Think is a strategy that you can integrate
in the class to make the learners process information by
themselves. In this activity, 60 seconds will be given for the
learners to stop and think of their progress in their learning at
the moment. Learners can either write or share their thoughts
to share their understanding.
Learning Journal
Learning journal allows learners to reflect what they
have learned, compile their knowledge and review their
learning. In this activity, learners may express ideas, feelings
and plans they have regarding a subject through writing or
drawing illustrations. In this way, learners can personalize
their learning.
The ICE Tactic
The ICE tactic is a way of learners to
deepen their understanding about a certain topic.
Ice standards for Ideas (basics, details, facts,
terminology), Connections (relationships,
synthesis, patterns) and Extensions (transfer,
hypotheticals, creative adaptations, going beyond
the obvious). These are things they should think
and reflect to keep them focused on the big picture even while they are on the run, learning,
during any lesson.
Laminated Criteria
The criteria which are frequently used in your subject may be
laminated for learners to keep and review whenever needed.
English, it is better to make fixed criteria in writing essays and ask
them to laminate it as basis of checking their essay. The same goes
for problem solving, experiments and output-making tasks. In this
way, learners will have a chance to demonstrate mastery of the
criteria and progress will be evident. Criteria should be expressed
in simplest and friendliest way for learners to observe.
Self-Assessment
Self-assessment is an aspect of AaL which shapes
learning. It can be expressed using writing or oral discussion,
depending the intention of the assessment tasks. Self-
assessment will help the learners’ critical thinking and their
understanding of the concept before they assess and evaluate
ideas and outputs. In doing this, learners are given rubrics or
a set of criteria designed both by the learners and you as their
teacher. However, self-directed forms and means can also be
utilized in self-assessment. Presented below are some of the graphic organizers that your
learners can use in self-assessment, along with the description of when to use it.

 Venn Diagram: In this tool, learners can give

similarities and differences of the two ideas
being compared. Usually, this is used to
determine the logical relationship of two, or
more, objects and phenomena.

 Webs: In this tool, learners can arrange their

thought by linking details of the main idea.
They can do this by placing the major topic at
the center, and the things they learned will be
placed as branches of the ideas. It is similar to
a concept map and mind map.
 Triangles: In this tool, ideas are group as the
triangle is divided into four equal triangles
where learners can write their feeling and
learning in each part, e.g. what I have seen,
have heard, have done, and would ask now.
With this, the learners can add questions they
like to ask, can think ahead of the topic, and
can identify what impacts them to be
remembered.

 Ladder: In this tool, ideas will be placed for

every level of the ladder. The learners can
prioritize and sequence the importance of idea,
or what they have understood the least to the
best. In this way, areas of clarity and confusion
will be identified.

 PMI Diagram: In this tool, comments will be

grouped in the table with sections labelled as
plus, minus and interesting elements of a work
or performance. This encourages learners to
identify what has been achieved and not
achieved for learning.

 SWOT Analysis: In this tool, learners can be

able to plan and solve problems. SWOT stands
for strength, weakness, opportunities and
threats, that can be used to analyze and identify
the positive and negative internal (strength and
weakness) and external (opportunities and
threats) factors on a certain situation. This is
done by listing factors of a certain situation that
fall under each grid. Know oneself, planning
and implementation, and feedback are some of
the activities that uses SWOT Analysis.

 KWHL Chart: In this tool, learners can

track what they know, what they want
to know, how they will know and what
they know after about the lesson,
reading or research. It is used usually
to activate learners’ background
knowledge, plan on how they proceed
and use what they know as they
progress.
 Peer Assessment
Peer assessment is just similar to self-assessment,
only that the assessment process involves learners’ peers. In
this way, sharing of ideas and information regarding one’s
progress will be discussed. With the involvement of the peers
in assessment, learners get constructive criticism that will
likely improve their performance. Moreover, they get to learn
something from their peer which they do not know yet. Just like self-assessment, peer
assessment may be done orally or in written form. Some ways of doing this are listed below.

 Feedback Strips: This way of peer Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

assessment is used to assess oral Today, you did well on ...
presentations and performances. This is a
One thing you could work on improving is ...
direct and simple way of assessing other
Next time you could try ...
learner or peer on their strengths and
weaknesses based on their performance.

 Peer Feedback Protocols:

This is similar to feedback
strips, but ‘ground rules’ are
set for face-to-face or peer
feedback sessions. This can
be designed by the class and
be posted around their room
for accessibility of the basis
for assessment.

The strategies and tools listed above supports the integration of AaL in the teaching-
learning process. With the advancement of education, reflective learning, inquiry-based
learning and problem-solving methodologies may be efficiently facilitated in the classroom
using the AaL tools and strategies. In that way, the methodologies mentioned above will help
make the learners become independent and strategic as they progress. Below explains how these
methodologies support independent and strategic learning.

Problem Solving
Reflective Learning Problem solving is a systematic
Reflective learning a way to Inquiry-based Learning approach to learning which requires
make learners active in the extensive analysis of data in order to
learning process by letting them Inquiry-based approach to justify or negate hypotheses and come
learning gives emphasis on
examine their own thoughts as up with a sound and valid solution.
learners to explore the topic and
they explore explanation on a This process involves how learners take
ask questions as much as they
certain idea or phenomenon. the responsibility of in order to channel
Usually, this is done privately can, rather than just mere
personal actions to solve problems,
as learners relate their personal recipients of information. It
engages in active process to get resolve conflicts, narrow down
experiences or background on alternatives and identify what works
a deep first-hand experience of
the idea being studied. In this best. In this process, learners’ personal
the lesson.
process, critical thinking is experiences and real-life activities will
strengthened. assist them to work at higher levels of
thinking.
 Application:
Refer to the situation of a class session below using the AaL strategies mentioned in
the Abstraction part.
After Mrs. Teodoro discussed Marcos’ regime to her learners, she proceeded in
examining the extent of learning of her learners. In this process, she utilized the reflective way
of learning in doing this method. In their learning journals, Mrs. Teodoro asked the class to
organize their learning using a concept map like the webs. In this process, Mrs. Teodoro asked
the class the impactful and significant contributions of the Marcos’ regime in their and their
relatives’ lives. Moreover, she asked the class to write something to evaluate if the Marcos’
regime has been a good or bad phenomenon in the Philippines’ history.
After working individually, Mrs. Teodoro asked the class to share to their seatmates
and discuss important points. She also allowed the learners to take note other ideas which they
deemed important. After doing the sharing process, Mrs. Teodoro then gave her summary as
closure of the topic.
From the situation, AaL was done through reflective learning so that the learners can
deepen their knowledge, and at the same time, relate the events they have learned in their own
lives. Moreover, this process helped the class to improve their ideas through learning from their
classmates’ and Mrs. Teodoro’s inputs.

Assessment:

Choose a learning competency in your specialized field. Then, make a concise

discussion how you will conduct this competency along with an AaL strategy and/or tools
you will use in the process. Place you answer in the board below.
CONGRATULATIONS!
You have just finished all the lessons in Module 4. This time, you will take the
summative assessment for the fourth module to test your learning on assessment as learning.

Good luck! 😊
 MODULE SUMMARY
assessment.

 The Learning How To Learn (LHTL) theory says which adheres that people should
develop metacognitive skills to help them manage their learning, aside from being
equipped with knowledge-based understandings.
 To place learners in the center of the assessment process, assessment as learning
(AaL) stemmed out which provides continuous self-assessment and meta-cognition
for learners to monitor their own learning as manifested by their adjustments to
understand and progress towards deeper development of thoughts.
 Because of the introduction of AaL in the educational curriculum, a teacher can
realize the purpose of formative assessment in the classroom by emphasizing the
learners’ role of critical connector between the learning and assessment process.
 In a new view that gives more emphasis of AoL in the teaching-learning process, the
AaL Framework was designed to be able to transfer these concepts into actions, and
will eventually bridge gap between theory and practice.
 The AaL Framework has four domains in which an AaL task should embody –
contextual, societal, communication, and action domains. In this framework, learners
are oriented with what to do as active participants in the process of assessment.
 Learners, through teacher’s guidance, can be able to monitor their own learning and
make adjustments as they progress in the realization of learning outcomes. With the
increasing role of learners in the process, they are encouraged to be effective
independent learners.
 Independence will help learners progress by their own, but this will be more
efficiently done if they know how to strategize their learning.
 As one of the essential strategies that learners should acquire, metacognition provides
a set of processes in monitoring and directing one’s own thinking.
 The 60-second think, learning journals, the ICE tactic, laminated criteria, self-
assessments, and peer assessments tasks allow learners to activate learners’ own
thinking as they strive to construct understanding using their own experiences at their
own pace.
 In doing self-assessment, learners can choose graphic organizers to manage their
thoughts, and of these are Venn diagram, webs, ladder, PMI diagram, SWOT
analysis, and KWHL chart.
 With the advancement of education, reflective learning, inquiry-based learning and
problem-solving methodologies may be efficiently facilitated in the classroom using
the AaL tools and strategies.
 Module 4 Summative Assessment

For the chapter quiz, you will be notified for further instruction.

CONGRATULATIONS!
You have accomplished all the modules for the midterm. This time, you are on your
way to craft the term output that will integrate all your learnings of the entire term. If you are
ready, you may now proceed to the Term Output part.

Good luck! 😊