Webinar on Assessment of the Teaching and

Learning Process in the New Normal and Beyond

SY 2021-2022

Assessing S.I.M.P.L.E. Practices

This activity aims to make the participants determine and describe their learning assessment
practices in the remote instructional modalities that characterize the S.I.M.P.L.E. standards.

SIMPLE Instruction: Based on the descriptions of the SIMPLE assessment standards, kindly list down your
assessment practices from SY 2020-2021 to the present that manifest the standards.
Write “NONE” if you cannot cite any practice.

Assessment Past and current assessment

Description
Standard practices that manifest the standard
 The curriculum is based on individual differences – capacities, interests, Past: 1. Crafted weekly quizzes
abilities.
 Differentiation in the teaching and learning experiences is primarily
2. used performance-task based
Specialized evident. activities
Adapted from  It is also described as a contextualized curriculum where the content of Present: Provides Learning Activity
being instruction is specially designed according to learners’ circumstances, Sheets.
culture, interests, and fundamental knowledge.
“Specific” Provides Contextualized written
assessment

 Teachers and students can clearly visualize what they are expected to
learn.
Imaginable Sets objectives and informs the
 The goals of teaching are stated in concrete desired learning outcomes.
Adapted from learners the desired competencies they
 The learning experiences can be easily visualized as well as the
being outcomes of teaching when verified with the objectives. lesson plan, and are expected of them to acquire
“Measurable” activities.

 Learning activities are flexible according to the circumstances and

limitations. They can be easily tweaked, adjusted, and/or reformulated Past: let students work on groups
when abrupt situations warrant it.
Manageable collaboratively
 Both the teacher and the students can collaborate in the teaching and
Adapted from learning processes in real-time as guided by the curricular goals,
being program outcomes, course outcomes, and learning outcomes. Present: focuses on crafting individual
“Attainable”  Educational tools and learning resources are readily available for learning activities/performances
teachers and students in creating meaningful and relevant evidence of
learning.
 Learning is demonstrative and applicable to students’ daily lives and
future careers.
Practical  The curriculum is vastly intended to equip students with the necessary Both: contextualized lessons based on
Adapted from skills and competencies in practicing what they learn from the school as
the situations and experiences of
being applied in real-life situations.
learners.
“Realistic”  Teaching starts from knowledge learning and is verified by performance-
based tasks.

 Learning has no “time’s-up”. It evolves and continues throughout a

Lifelong lifetime.
Adapted from  Being the “guiding star” of Outcomes-Based Education (OBE), the The students are encourage to reflect
being “Time- lifelong learning principle propels the school leaders and faculty to and realize their learnings
design instruction in preparing the youth for their future and beyond.
bound”
 This is the “heart” of remote learning, the ability to understand the
learners, the learning circumstances, as well as the faculty and school
community.
Empathic  The teaching-learning experience adapts to the circumstances,
Simplifying understands the opportunities and restrictions of the situation and Conducts virtual kumustahan thru
SMART environmental threats and hazards (e.g. COVID-19 pandemic). video call or text messaging
Assessment  The compassion and empathy among the faculty prevail when doing all
the curricular tasks that are “Specialized, Imaginable, Manageable,
Practical, and Lifelong”.

Resource Person: Dexter M. Balajadia, Ph.D. (2021)

 Webinar on Assessment of the Teaching and
Learning Process in the New Normal and Beyond
SY 2021-2022
How contextualized have my assessment strategies been since the start of remote
teaching modalities? What do I plan to do to upgrade and adapt my assessment
techniques to resolve learning issues amid diverse circumstances?

Resource Person: Dexter M. Balajadia, Ph.D. (2021)