SESSION No.

5
SAMPLE Proposed Multimodal Assessment Strategy on Reflective Learning Approach
Using the IDEA Instructional Process

Teacher: Glen Tee Jay A. Jarito Grade Level: Grade 12

Learning Area:
Introduction to the Philosophy of the Human Person Date/Week: 1

Reflective Learning Rubrics for

Studen Learning MELCs Multimodal Reflective
t Delivery assessment Reflection- Reflection- Learning
Modality Strategy in-Action on-Action

A ODL Distinguish Authentic Sample I am

Holistic Assessment Narrative of motivated Level 4
Perpective in Assimilation Student: to create Metacognitive
from a Phase my own
partial point While song on https://brocku.c
of view Artifact/Substa listening to how to use a/pedagogical-
nce/Process the music the mind to innovation/wp-
Management video i feel generate content/uploads
excited to holistic /sites/53/Critical
Song use my mind perspective -Reflection-
Appreciation & to know in and Rubric.pdf
Analysis more of the about life I
world and can use
Mind as a how to Digital
weapon by create platforms
Alex Bruce holistic such as
https://www.yo perspective Youtube to
utube.com/wat in life. Also i share my
ch? enjoyed holistic
v=bbtohyL3bY creating my perspective
c youtube in about
reaction life..
video of the
Student is song.
directed to
watch with Narrative of
parents the parents
video lyrics
and Create a My
youtube son/daugthe
reaction video r was
highlighting motivated to
the lyrics that study more
shows both because of
holistic and the music
partial point of video.
views.

After watching
student are
asked to
answer the ff.
guide
questions
In his/her
online learning
Journal (in the
form of
Youtube
Reaction
Video):

1. What
did you
feel
after
listenin
g to the
song?
2. What
lyrics
strike
you the
most?
Explain
why?
3. How
can
your
Mind
be
used in
genera
ting
Holistic
percept
ion?
4. What
insight
did you
gained
from
creatin
g your
Youtub
e
 Reacti
on
Video?

Critical Reflection Rubric

The value of assessing reflection is that it signals to students the importance of
experiential learning and provides an opportunity for you to provide feedback on their
learning. Rubrics are valuable tool for students as they articulate the learning and
behavioural expectations of an assignment and demonstrate alignment between an
assignment and the learning outcomes for the course.

The critical reflection rubric below (adopted from Kember et al., 2008) provides a
framework for evaluating reflection. This rubric can be used on its own or as a
starting point upon which to layer course-specific expectations.

Habitual
Critical Reflec Understan
Action/
Reflectio tion ding
Non-
n
Reflectio
n

A: 80-100% B: 70- C: 60-69% D/F:

79% >60%

Reflect
ion on Makes use of
Active and existing knowledge Automatic/super
Existin
careful without an ficial responses
g
consideration attempt to with little
Knowle
of existing evaluate/appraise conscious/delibe
dge Critically knowledge;
knowledge and rate thought or
reviews
 existing articulates new demonstrates reference to
knowledge, understanding understanding but existing
questions of knowledge does not relate to knowledge;
assumptions, as a result of other experiences responses are
and articulates experience or offered without
new attempting to
perspectives personal reaction understand them
as a result of
experience

Connecti Demonstrates
superior
on to Demonstrates
connection
Academic clear
between
Concepts connections
experience
and class between
experience and Connects Connections
content
class content experience with are not drawn
(concepts/the
(concepts/theo class content between
ories) and
ries) (concepts/theori experience and
literature;
es) but remains class content
evidence of
superficial or (concepts/theo
application of ; evidence of abstract ries) or
theory and application of literature
reconstruction theory
of perspective

Evidence Articulates new

of understanding/
Articulates insig hts about Limited/superfici
Developm transformation al insight about
self or No evidence of
ent of their self or particular
particular insights about
perspective of issue/concept/ issue/concept/ self or
themselves or problem as a problem as a particular
about a result of result of issue/concept/
particular experience experience problem as a
issue/concept/ result of
problem as a experience
result of
experience

Kember, D., McKay, J., Sinclair, K., Kam, F., & Wong, Y. (2008). A four-category scheme for coding
and assessing the level of reflection in written work. Assessment & Evaluation in Higher Education,
33(4), 369-379.
https://brocku.ca/pedagogical-innovation/wp-content/uploads/sites/53/Critical-Reflection-
Rubric.pdf

Question 1
Having been exposed to the new normal and placed under community quarantine where
face-to-face formal classes are discouraged, what learning delivery modalities will you
plan to utilize this coming School Year?

Answer:
Blended Learning

ODL Online Distance Learning

MDL Modular Distance Learning

Question 2

Based on your reading about the Regional Order No. 10, s. 2020, what multimodal
assessment fits with the kind of learning delivery modality you and your learners are
inclined to?

In SHS in San Nicholas III, Bacoor City most of the learners cannot afford High
bandwidth online learning so probably the most efficient way of LDM would be MDL.