TEMPLATE:

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

Teacher: Grade Level: Grade 7 Learning Area: MAPEH HEALTH Date/Week:

Day 1/Week I
Reflective Learning
Student Learning Delivery MELCs Multimodal Rubrics for
Modality assessment Strategy Reflective
Reflection-in- Reflection-on- Learning
Action Action
Cheska Printed Modular Identifies the activities Using the printed The learner will Understand the Descriptive Criteria:
Athena Cunag related to the different modules the students identify if the dimension of health. Strong
dimensions of holistic will identify the activities are related Moderately strong
health. different activities that Learn and practice Improving
to physical, mental,
will enhance the healthy activities to Developing
social,moral-spiritual
dimensions of health. complete the
dimension of holistic dimension.
health. They will copy
and write the answer
inside the chart
provided in the
printed module.
Rubrics for Student Reflection
Score Descriptors Indicators
8-10 Strong You really know and understand the dimensions of health.

5-7 Moderately Strong You need to practice more healthy activities to complete the dimension.

2-4 Improving You are to learn and practice healthy activities to complete the dimension.

1 Developing There is still much room for learning about the concept of holistic health. Im sure you’re looking
forward to it.

INDICATORS
CRITERIA 4 3 2 1

Reflective Thinking
The reflection The reflection explains The reflection attempts to demonstrate thinking about T
explains the the student’s thinking learning but is vague and/or unclear about the personal h
student’s own about his/her own learning process. e
thinking and learning processes.
learning processes, r
as well as e
implications for f
future learning. l
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Analysis The reflection is an The reflection is an The reflection attempts to analyze the learning T
in-depth analysis of analysis of the learning experience but the value of the learning to the student or h
the learning experience and the value others is vague and/or unclear. e
experience, the of the derived learning
value of the derived to self or others. r
learning to self or e
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Making Connections The reflection The reflection articulates The reflection attempts to articulate connections T
articulates multiple connections between between this learning experience and content from other h
connections between this learning experience courses, past learning experiences, or personal goals, e
this learning and content from other but the connection is vague and/or unclear.
experience and courses, past learning r
content from other experiences, and/or e
courses, past future goals. f
learning, life l
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Portfolio-Rubric-for-Reflection.PRINT_.pdf
APPENDIX A.

SURVEY QUESTIONS AND LINK:

https://bit.ly/SRVEYMAS6
APPENDIX B.
NOTES ON IDEA LESSON EXEMPLAR BASED ON RO 10 s. 2020

A. In the I Phase, the teacher utilizes appropriate strategies in presenting the learning competency and the desired learning outcomes
of the day, expound on previous experiences and core knowledge of the learners, purpose of the lesson, core content and relevant
samples. This allows teachers to maximize learners’ awareness of their own knowledge as regards to the content and skills
required for the session.
B. In the D Phase, the teacher presents activities, tasks and contents of value and interest to the learners. Most of these activities and
tasks must simply and directly revolve around the concepts to develop and master the skills or the competency.
C. In the E Phase, the teacher allows the learners to be engaged in various tasks and opportunities in building their KSAVs to
meaningfully connect their learnings. This further requires teachers to engage and expose all learners to real life situations that
will ignite their interests to meet the expectations, make their performance satisfactory or produce a product or performance.
D. In the A Phase, the teacher brings the learners to a process where they demonstrate ideas, interpretations, mindset or values and
create pieces of information that will form part of their knowledge in reflecting, relating or using it effectively in any situation or
context. This also requires teachers to encourage learners in creating conceptual structures giving them the avenue to integrate new
and old learnings.

XII. Assessment (Multimodal Assessment Strategies)

46. The basic assessment procedures in dealing with the K to 12 LCs, MELCs and enabling and enrichment competencies should comply
with the provisions of DepEd Order No. 8, s. 2015 (Policy Guidelines on Classroom Assessment for the K to 12 Basic Education
Program). Teachers are encouraged to use a wide range of formative, summative, authentic and performance assessment tools and
approaches involving the use of multimodal assessment strategies to ensure that all learning competencies are well-assessed.
47. In using multimodal assessment, teachers should help learners in understanding the contexts of good performance by providing them
clear desired learning outcomes, criteria, expected outputs and engaging learners as active participants in the feedback process where
teachers act as responsible academic partners.
48. Weeks (2018) mentioned that the use of multimodal assessment is important to:
 (a) keep up with a society that is increasingly digital and ensure that
assessment mirrors current and future employment needs;
(b) be in tune with
learners’ expectations and literacy practices; and
(c) offer choice and
flexibility in assessment.
49. As an approach, multimodal assessment offers a significant amount of assessment strategies and techniques to teachers to carefully
assess learners’ performance in various manners relative to the context of the K to 12 LCs and MELCs. This involves the promotion of
reflective learning as one of the key agents of multimodal assessment. Thus, all teachers are encouraged to facilitate the development of
learners’ portfolio per week on any modality chosen by the learners and/or parents.
50. The use of reflective learning embedded in multimodal assessment should not only direct a feedback process but also promote
personal reflection processes where learners reflect more on their knowledge, skills, attitude/values, aspirations and actions as
contribution in making the society a better place for all. This allows learners to think about what they have thought, read, seen, done and
learned by relating these concrete concepts to their own lives. Through this, learners can make meaning on the significance and relevance
of what they are doing and learning in the classroom to their everyday lives.
51. As reflective learning emphasizes the importance of the role of the ‘self’ in personal experiences and social contexts, teachers should
engage learners into various reflective learning activities such as, but not limited to, Schon’s (1983) reflection-in-action (reflecting on
personal or social actions as they happen) and reflection-on-action (reflecting on personal or social action after their occurrence to review,
assess or evaluate the situation). From the long-list of reflective learning practices, teachers may choose any appropriate reflective
learning strategies relevant to the contexts and level of the learners.