MODULE No.

ALTERNATIVE
ASSESSMENT: SELF
ASSESSMENT
 Assessment in Learning 2

MODULE No. 1
ALTERNATIVE ASSESSMENT: SELF ASSESSMENT

A very important document that you must always have in hand is Department Order No. 8, series of
2015. If you don’t have this document in your file yet, please try to get one. YOU MUST HAVE A COPY
OF THIS! In Assessment of Learning 1, you have learned the differentiation of Assessment FOR,
Assessment AS and Assessment OF learning. If you haven’t mastered the terminologies, go back to the
DO No. 8 and review the terminologies. It is also well explained in Navarro, Santos & Corpus’ book
Assessment in Learning, pp. 15-16. Read the two- page explanation.

Self assessment is an essential process in assessment AS learning. Self-assessment (of your own
performance/work) should start with assessing yourself. So, this Module will ask you to do a couple of
exercises in assessing yourself.

I. Objectives: The readings and activities will enable you to:

1. Situate the course Assessment of Learning in the Teacher Education Program,
particularly as part of Professional Education;
2. State the importance of self-assessment or self-evaluation in developing management
strategies for self-improvement
3. Write a reflection about the activities performed in own journal.

II. Anticipatory Set

A. Read Attachment M-1 and locate where assessment is needed in instructional delivery.
Be mindful of the highlighted portions in ATTACHMENT M-1.
B. Note the terminologies in the Attachment that you did not understand and be sure to
search them online or in printed materials.
C. Review the concepts Assessment FOR, AS and OF learning in the book cited above.

III. Lesson Proper

A. Teachers are required to participate in the development and evaluation of behavioral

intervention plans to assist children to acquire skills in managing themselves and in helping
themselves attain maximum learning in the classroom. A teacher must first learn to acquire the
skills that he/she would like the learners to demonstrate, hence the activities provided in this
module for you to start learning how to do self-assessment

TASK 1
METACOGNITIVE EXERCISE
1. Do the metacognitive exercise in ATTACHMENT M-1-(1).
2. What is your total score?
3. What is your score on each part?
4. Which part are you weakest in?
5. Write a description of yourself in not more than 300 words based on the result of the
Metacognitive Exercise.
B. Writing about yourself narrating the events in your life is termed as autobiography. Writing an
autobiography is one way of reflecting on significant events in your life and a way of knowing
yourself. Another way of knowing yourself is writing journals.

Journals in which students write about their personal reactions to events and their experiences
are a good way for students to know more about themselves. Students can maintain a personal
journal or a dialogue journal. In the personal journal, students write about their own lives,
including such topics as family members, friends, feelings, hobbies and personal events. The
dialogue journal, in which the teacher and his/her students write confidential responses to each
other, can motivate students to write while promoting a good relationship between the teacher
and his/her students.
As students become more comfortable with writing in their journals, the teacher can
probe the meaning of their statements and seek more in-depth responses by using probing
questions, making comments, sharing observations, responding to students’ questions, and
asking for more detail.
Some words of caution: Students may choose to share some of their journal entries, but
they should have the choice of not doing so. If a student does not want the teacher to read a
journal entry, the student can be instructed to fold a page in half length-wise, and the teacher
will then not read the folded pages. Teacher should be careful not to correct grammatical errors
because this practice undermines the student’s confidence and may decrease the amount of
writing.
Journal topics can include: favorite places, favorite stories, things I like to do, thing’s I
don’t like to do, things that make me angry, things I do well, among others. For the exercise in
this module, you will write about your reaction to the Metacognitive Exercise. In Task 1, you are
asked to write a description about yourself based on the result of the exercise. You will make a
different journal entry in Task 2. Read the instruction in the Box.

TASK 2.
JOURNALING
After scoring yourself on each part of the metacognitive exercise, select one item that you scored
yourself “10” or “0” and write your feeling about it in not more than 300 words. If you want to
exceed 300 words go ahead.
Write journal entry in your notebook. I will collect your notebook at the end of the term.

IV. Closure and Assignment

Self-assessment like the Metacognitive exercise and journaling are ways of assessment
different from the paper-and-pencil (True of False, Multiple-choice, Supply Type, Matching
Type) that you know. These are examples of alternative assessment, which refers to any
type of assessment in which students create a response to a question. It can include
short-answer questions, essays, performance assessments, oral presentations,
demonstrations, exhibitions, and portfolios. In your next module you will learn about
authentic assessment and portfolio assessment. You can look for these terms online or in
books. If you have the book cited above, turn to page 50 for a brief description of authentic
assessment and on page 50 to 52 for portfolio assessment.
ATTACHMENT M-1-(1)

ASSESSMENT OF LEARNING 2

METACOGNITION EXERCISE. Direction: Indicate by checking (/) under the appropriate column opposite
the statement that best describes yourself.
PART 1

Behavior Always Sometimes Never Your

(10) (5) (0) Score
1. I exert effort to find out why I need to do a
particular task.
2. I reward myself when I work.
3. I see to it that I give myself regular brakes
from work.
4. I am able to keep my concentration and
does not let my mind “drift away.”
5. I have ways of dealing with distractions.
6. I am willing to do the work I do not enjoy
because I see it as important.
7. I seek clarification from the teacher about
her/his expectations and standards.
8. I go to tutorials or seek someone’s help to
improve my school work.
Total _________

PART 2

Behavior Always Sometimes Never Your

(10) (5) (0) Score
1. I make a weekly timetable for the school
work I need to accomplish
2. I make a review schedule for examinations.
3. I plan to get the necessary resources and
equipment prior to starting work.
4. I submit all my assignments on time
5. I have a place to work where I won’t be
disturbed.
6. I have time for family commitments and
relaxation as well as studying.
7. I prioritize tasks which should be done first,
second and so on.
8. I make lists of things to do.
9. I make a list of valuable references with
bibliographic details, page numbers of
quotes and so on.
10. I review my work before submitting it.
Total _________
PART 3

Behavior Always Sometimes Never Your

(10) (5) (0) Score
1. I discuss work assignments with other
students.
2. I share resources with other students.
3. I keep cuttings from newspapers and
magazines which may be of help to me.
4. I make sure I watch TV programs which
may be useful.
5. I read the topic assigned before a session.
6. I ask questions and generally take part in
group discussions.
7. I listen out for key ideas when someone is
talking.
8. When I am listening to someone, I try to
anticipate what they will say next.
Total __________

PART 4

Behavior Always Sometimes Never Your

(10) (5) (0) Score
1. I get so worried about assignments that
they make me feel ill.
2. This worry about assignments makes me
feel depressed.
3. I feel miserable about doing assignments.
4. I let these concerns about the work get on
top of me.
5. When I need to work, others always
succeed in persuading me to go out.
6. I have difficulty in talking to others about
my worries.
7. I ignore my personal fitness through
worrying about assignments.
8. The stress of assignments causes me to get
behind and I never seen to catch up.
Total ___________
PART 5

Behavior Always Sometimes Never Your

(10) (5) (0) Score
1. My notes indicate the main ideas, rather
than merely repeat what has been said.
2. I listen for key ideas when listening to a
speaker.
3. I approach tutors/friends for help.
4. I organize or file my notes regularly.
5. I re-write my notes under key ideas,
headings, using numbering or lettering
schemes.
6. I have a shorthand technique of my own.
7. I underline or highlight key ideas so they
stand out.
8. I decide before reading a book whether it is
vital or background reading.
9. I go over a book before diving into chapter
one.
10. I look for summaries at the end of chapters.
Total __________
PART 6
Behavior Always Sometimes Never Your
(10) (5) (0) Score
1. I see to it that I understand what is really
being asked for in the assignment/project.
2. I read other references and read about the
topic.
3. I make an outline/plan before doing my
assignment/project.
4. I check for spelling mistakes.
5. My essays have clear introductions.
6. My essays have a conclusion.
7. I frequently check back to the title during
the writing of an essay.
8. My essay/research paper has a full set of
references and a bibliography.
9. I review project/assignment before
submitting it.
10. I request someone else to look at read my
project/assignment before submitting it.
Total __________
N.B. This self-assessment tool was adapted with minor modification from Bradford University.
ATTACHMENT M-1-(2)

SCORING FOR METACOGNITION EXERCISE

Scoring for Part 1: Motivation
Score Description Feedback
10 for Always - Scores from 55 to 80 mean that you do not appear to have many problems for
5 for Sometimes getting down to work and keeping it.
0 for Never - Scores from 31 to 50 mean that you sometimes get down to work but you can be
distracted, you might not always be certain why you have to work. You probably would
benefit from learning some techniques that help you get down to work more
consistently and keep it.
-Scores of 30 and below signify that you really do have problems in getting to work.
Unless you develop skills in this area you are likely to have many unsatisfactory
experiences as a learner throughout your life. You need to take action.
Scoring for Part 2: Organizing and Planning your Work
10 for Always -Scores from 70 to 100 mean you are well-organized and plan ahead for your work.
5 for Sometimes - Scores from 40 to 65 mean you are not well-organized as you can be. Your time
0 for Never management may benefit from a closer analysis.
-Scores of 35 and below mean you have little organization, probably deal with things as
they happen, constantly doing things at the last minute, often not getting work
completed. You need to take action.
Scoring for Part 3: Working with others; Utilizing resources and feedback
10 for Always -Scores from 55 to 85 mean you make full use of resources available, listen well
5 for Sometimes and take an active part in seminars.
0 for Never -Scores from 35 to 50 mean you probably collect resources, but you need to ask
Yourself how to use them more effectively.
-Scores of 30 and below mean that are important resources around you that you are
ignoring. You may not be hearing much of what is being said. You need to know what
resources are available, and you need to find out where they are and what they have to
offer. You need to take action
Scoring for Part 4: Managing School Work Stress
10 for Never - Scores from 65 to 80 mean that although you sometimes get stressed and worried you
5 for Sometimes have the skills of knowing how to minimize problems and look after yourself.
0 for Always -Scores from 40 to 65 mean that you handle your anxieties and concerns moderately
well
but could develop skills to manage them more effectively.
-Scores of 35 and under mean that you are likely to get overwhelmed with your
problems
which will make you much less effective as learner. You need to acquire the skills at
managing stress more effectively. You need to take action.
Scoring for Part 5: Note-taking and Reading
10 for Always -Scores from 75 to 110 mean you prepare well and read efficiently, learning as you go.
5 for Sometimes You waste little time reading irrelevant materials.
0 for Never -Scores from 45 to 70 mean your reading and note-taking skills are adequate, but could
be improved.
-Scores of 40 and below mean your notes are more likely to be of little use to you, if
they exist at all. You spend a lot of your time reading or sitting in but come home with
very little. You need to become more selective in what you read or write down. You
need to take action.
Scoring for Part 6: Preparing and Assignment/Project
10 for Always -Scores from 70 to 100 mean that your essays are well thought out, researched and
5 for Sometimes cleanly written.
0 for Never -Scores from 40 to 65 mean that there is room for improvement although you do
demonstrate some skills.
-Scores of 35 and below mean that you probably wonder why your essays always get
such low marks. Resources and support are available to help you improve your essay
writing skills. Take action now,
ATTACHMENT M-1 (3)

Metacognition

If you teach a person what to learn, you are preparing that person for the past.
If you teach a person how to learn, you are preparing that person for the future.
Cyril Houte

The word “metacognition” was coined by John Flavell which means “thinking about thinking,” or
“learning how to learn.” It refers to higher order thinking which involves active awareness and control
over the cognitive processes engaged in learning. Metacognitive knowledge refers to acquired
knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell
further divides metacognitive knowledge into three categories: knowledge of person variables, task
variables and strategy variables.
Person variables – include how one views himself as a learner and thinker. Knowledge of person
variables refers to knowledge about how human beings learn and process information, as well as
individual knowledge of one’s own learning processes.
Task variables – include knowledge about the nature of the task as well as the type of
processing demands that it will place upon the individual. It is about knowing what exactly needs to be
accomplished gauging its difficulty and knowing that kind of effort it will demand from you.
Strategy variables – involves awareness of the strategy you are using to learn a topic and
evaluating whether this strategy os effective.
Related terms: meta-attention is the awareness of specific strategies so that you can keep your
attention focused on the topic or task at hand. Meta-memory is your awareness of memory strategies
that work best for you.
Omrod includes the following in the practice of metacognition:
- Knowing one’s limits of one’s own learning and memory capacities
- Knowing what learning tasks one can realistically accomplish within a certain amount of time
- Knowing which learning strategies are effective and which are not
- Planning an approach to a learning task that is likely to be successful
- Using effective learning strategies to process and learn new material
- Monitoring one’s own knowledge and comprehension
- Using effective strategies for retrieval of previously stored information.
- Knowledge is said to be metacognitive if it is keenly used in a purposeful manner to ensure that
a goal is met.
Huitt believes that metacognition includes the ability to ask and answer the following types questions:
- What do I know about this subject, topic, issue?
- Do I know what I need to know?
- Do I know where I can go to get some information, knowledge?
- How much time will I need to learn this?
- What are some strategies and tactics that I can use to learn this.
- Did I understand what I just heard, read or saw?
- How will I know if I am learning at an appropriate rate?
- How can I spot an error if I make one?
- How should I revise my plan if it is not working to my expectation /satisfaction?
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