There are various methods of assessment.

Read Table 2 of DO 8, s2015 on Policy Guidelines on

Classroom Assessment to see examples such as games, quizzes, and interviews. These methods
that are commonly used in the classroom may be modified to be suitable for DL.

Which assessment methods can you adapt in DL considering the content area that you are teaching?
In your study notebook, recreate the following table and list five methods that you would like to try. For
each one, write how you plan to use it in DL.

Assessment
Method How to Adapt the Assessment Method in DL

Example: I will send a three-item quiz via text message before the lesson. Based on

Short quiz the responses, I will take note of the common misconceptions and clarify
them to the learners during our online session or via text message.
Send rubrics of the essay and tell them to achieve the standards given to get
1. Essay high points. Send it to group chat
The learners will send recorded performance through a given link. The teacher
2. Demonstration/ will give feedback to the learners individually through text / messenger.
Practicum/
Performance
Task
Teachers can use mechanism in Learning Management Systems to increase
3. Quarterly Test academic integrity. He/ she may use a link or use drop box for the submission of
the test in case the students do not have an access online
. Provide supplementary assessment materials to the learners aside from the
4. Weekly Test/ module which will be picked up in the designated drop box placed in barangay
Assessment hall and other accessible places. Students can submit short but weekly papers
to assess whether the students are understanding the material for that particular
week.
The teacher may provide a question via text or FB messenger for the learners to
5. Reflection ponder. Provide and discuss the rubrics to be used for the activity.

1. What assessment methods are common among the group members?

 The assessment that is common among group member is weekly test

2. What are the challenges in doing assessment in DL?
 Stable internet connection is a challenge in doing assessment in distance learning
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
 We make sure the digital tools we use for the assessment fit our purpose to collect
evidence of learning over time. Give them guides or checkpoints to let them know what
they need to submit and when they need to do so. Also, we need to provide timely
feedback, adjust instruction, and plan ahead.
ACTIVITY 5.

Sample learning outputs obtained from different assessment methods may be collected to build a
learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to find out how
to construct and use it.

After reading the references, answer the following quiz to check your understanding about using a
portfolio to assess the learner.

Questions True False

1. A portfolio mainly displays the academic achievements of the

learner. /
2. Testimonies of parents/guardians and learning facilitators
regarding the learner’s progress may be included in a portfolio. /
3. There is a fixed list of items that should be included in a
portfolio. /
4. The teacher can only comment on a learner’s portfolio.
/
5. For asynchronous learning, teachers allow learners to work on
their outputs during their own time. The latter will submit the
portfolio within the schedule that the teachers set. /
6. The learners may submit, store, and manage their portfolio via file
sharing programs or they may submit the actual softcopies of their work
saved on a CD/DVD/USB flash drive. /
7. Portfolios of DL learners with outputs in hard copies or physical
forms may be handed over to the teacher by the parents or learning
facilitators. /

Check out the Lesson 2, Activity 5 Answer Key to see how well you did.

Learners are different and have different abilities. For some topics, you can give students some
options or alternatives on how they will be assessed. Just make sure that these would show how
much they have learned.
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1.

Answer the simple check your knowledge below. Read and match the descriptions in column
A with the terms in column B. Write your answers in your Study Notebook.
Column A Column B
1. These are the knowledge, understanding, skills, and a. learning area
attitudes that learners need to demonstrate in
every lesson and/or learning task.
2. These are the formative learning opportunities b. mode of delivery
given to learners to engage them in the subject
matter and to enhance their understanding of the content.
3. This refers to the prescribed subject that learners take. c. learning competencies

4. This refers to the method of submission of learning d. learning task

outputs preferred by the learner/parent based on their context.

Check your answers using Lesson 3, Activity 1 Answer Key.

ANSWER
1. C
2. D
3. A
4. B

ACTIVITY 2.
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which discusses
what WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that, view the three Sample
Weekly Home Learning Plans.

Now, based on what you have read, create a WHLP for your class. Take note of the following
when creating your WHLP:

• For grade levels where learning areas are taught by different teachers, coordinate,
plan, and discuss the WHLP with the learning area teachers.
• Adjustments should be made on the timeframe for accomplishing the learning tasks if there are
any suspensions of classes due to calamities (DepEd, 2020).
• Enjoyable learning activities scheduled on Saturdays such as designing portfolios,
should also be reflected in the WHLP.
• Be guided by the recommended screen time for learners set by the American Academy of
Pediatrics (AAP) and the World Health Organization (WHO) which are as follows:
»» Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour to 1.5 hours for
Grades 1 to 3
»» Key Stage 2 (Grades 4 to 6) – up to two hours
»» Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up to four hours (two in
the morning and the other two in the afternoon) for Grades 9 and 10
»» Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the morning and the
other 2 hours in the afternoon)

Share your prepared WHLP during your LAC Session.

ACTIVITY 3.

Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After you

read the guidelines on creating an ILMP, copy and fill out the table below in your Study
Notebook to see how the ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning

(WHLP) Monitoring Plan (ILMP)

Purpose For Whom?

Components

Has to be communicated to
parents?

Check the Lesson 3, Activity 3 Answer Key to find out how well you did.

Remember also that in monitoring the progress of your learners, it is important to get in touch with
the household partner who provides assistance as needed while the learner is doing the learning
tasks at home.

Weekly Home Learning Individual Monitoring Plan

Plan (WHLP) (IMP)
Purpose
A tool to guide learners and A tool for monitoring learners
learning who lag
facilitators of household behind based on the result
partners in tracking of their formative
the subject areas to be and summative assessment
tackled and activities
to perform at home

For Whom? Learners and learning Teachers and learning

facilitator or facilitator or
household partner household partner

Component Learning areas, learning Learner’s need, intervention

competencies, strategies,
learning task, mode of monitoring date, learners’
delivery status

Has to be communicated YES YES

to parents?
ACTIVITY 4.

Assume that after going through the outputs submitted by your learners, one of them has problems completing
the learning tasks for the first two weeks. Think of a possible difficulty the learner may have encountered in
accomplishing the learning tasks. Apply what you have learned about ILMPs in Activity 3 and create an ILMP for
that particular learner who lags behind. Read and use the Individual Learning Monitoring Plan Template.
Consider the components of the ILMP that were described in Activity 3.

Share the ILMP that you made for that specific learner during your next LAC Session.

INDIVIDUAL LEARNING MONITORING PLAN

LEARNER’S NAME: JIMUEL SANCHEZ

GRADE LEVEL: 7- ISHMAEL

LEARNING AREAS LEARNER’S INTERVENTION/ MONITORING LEARNER’S STATUS

NEEDS STRATEGIES DATE
PROVIDED INSIGNIFICAN SIGNIFICANT MASTER
T PROGRESS PROGRESS Y

SCIENCE Difficulties Make the June 27, 2022 The learners

with instruction short improve his
following and clear provide comprehension
instruction or shows examples in following
in answering instructions
learning
tasks

INTERVENTIO Learner is not making significant progress in a timely manner. Intervention strategies need to be
N revised.

STATUS Learner is making significant progress. Continue with the learning plan- √

Learner has reached mastery of the competencies in learning plan