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Quarter I Proposed Multimodal Assessment Strategy On Reflective Learning Using The IDEA Instructional Process

This document outlines a proposed multimodal assessment strategy for a 9th grade English class that uses reflective learning. Students will reflect on proper communication through creating a comic strip. They will reflect both during and after creating the comic. Their reflections will be assessed using rubrics to evaluate their reflective thinking, analysis, and ability to make connections. The rubrics rate reflections on a scale from 1 to 4 based on criteria such as demonstrating thinking about learning and making connections to other experiences.

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Genna Estacio
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99 views3 pages

Quarter I Proposed Multimodal Assessment Strategy On Reflective Learning Using The IDEA Instructional Process

This document outlines a proposed multimodal assessment strategy for a 9th grade English class that uses reflective learning. Students will reflect on proper communication through creating a comic strip. They will reflect both during and after creating the comic. Their reflections will be assessed using rubrics to evaluate their reflective thinking, analysis, and ability to make connections. The rubrics rate reflections on a scale from 1 to 4 based on criteria such as demonstrating thinking about learning and making connections to other experiences.

Uploaded by

Genna Estacio
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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QUARTER I

Proposed Multimodal Assessment Strategy on Reflective Learning


Using the IDEA Instructional Process

Teacher: Genalie S. Estacio

Grade Level: Grade 9 Learning Area: ENGLISH

Date/Week: Day 1/Week I

LEARNING MELCS MULTIMODAL REFLECTIVE LEARNING RUBRICS FOR


STUDENT DELIVERY ASSESSMENT REFLECTION-IN- REFELCTIVE
REFLECTION-ON-ACTION
MODALITY STRATEGY ACTION LEARNING
Using picture, making a comic Criteria: Level:
MODULAR illustrations like strips showing a. Understand the Descriptive &
diagram and appropriate essence of proper Empathetic
infographics and conversation for conversation on a (2)
Employ the
printed text a specific specific situation
appropriate
explaining and situation b. Learned the proper Criteria:
communicative
showing different way to communicate Reflective
styles for various
types of on a certain situation. thinking
situations
communication c. Convey feelings and Analysis
(intimate, casual,
in various insight on a work. Making
conversational,
situation. A d. Achieve the criteria on connections
consultative and
diagram of a making a comic strip:
frozen)
communication Excellent – 20 pts. Total Points:
process is also Good – 15 pts. ________
shown. Fair – 10 pts.
Poor – 5pts.
Rubric for Student Reflections
Numerical Rating Descriptive Rating

4 Above Expectations
3 Meets Expectations
2 Approaching Expectations
1 Below Expectations
INDICATORS
CRITERIA 4 3 2 1

Reflective
Thinking The reflection explains the The reflection explains The reflection attempts to The reflection does
student’s own thinking and the student’s thinking demonstrate thinking about not address the
learning processes, as well as about his/her own learning but is vague and/or student’s thinking
implications for future learning processes. unclear about the personal and/or learning.
learning. learning process.
Analysis The reflection is an in-depth The reflection is an The reflection attempts to The reflection does
analysis of the learning analysis of the learning analyze the learning not move beyond a
experience, the value of the experience and the value experience but the value of the description of the
derived learning to self or of the derived learning to learning to the student or learning experience.
others, and the enhancement self or others. others is vague and/or unclear.
of the student’s appreciation
for the discipline.

Making The reflection articulates The reflection articulates The reflection attempts to The reflection does
Connections multiple connections between connections between this articulate connections between not articulate any
this learning experience and learning experience and this learning experience and connection to other
content from other courses, content from other content from other courses, learning or
past learning, life experiences courses, past learning past learning experiences, or experiences.
and/or future goals. experiences, and/or future personal goals, but the
goals. connection is vague and/or
unclear.

http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf

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