Assessment is the ongoing process of gathering, analyzing, and reflecting on evidence to make informed and consistent judgments to improve future student learning. (Victoria State Department, 2017, as cited in Bonito, 2018)

1. ASSESSMENT IN FLEXIBLE
LEARNING MODE
MARTIN L. NOBIS, JR.

2. ASSESSMENT IN
FLEXIBLE
LEARNING MODE
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Table of Contents
1. Whats & Whys
What is assessment and why do
we assess?
2. Forms of Assessment
Different forms and types of
assessment (including authentic
assessment)
3. Facilitating Assessment
Facilitating assessment in flexible
learning and different modes of
instructional delivery.
4. Issues & Concerns
Issues and concerns in online
assessment

3. LEARNING
OUTCOMES
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After discussion, you should be
able to:
• Select assessment methods
aligned with course objectives;
and
• Design a summative
assessment for a course.

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WHATs &
WHYs
What is
assessment
and why do we
assess?

5. DEFINITION AND PURPOSE OF
ASSESSMENT
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6. DEFINITION AND PURPOSE OF
ASSESSMENT
Assessment is the ongoing process of gathering, analyzing,
and reflecting on evidence to make informed and consistent
judgments to improve future student learning.
(Victoria State Department, 2017, as cited in Bonito, 2018)
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Forms of
Assessment
Different forms
and types of
assessment
(including
authentic
assessment

8. FORMS AND TYPES OF ASSESSMENT
Formative assessment are “tools that identify misconceptions,
struggles, and learning gaps along the way and assess how to close
those gaps; can include students assessing themselves, peers, or
even the instructor, through writing, quizzes, conversation, and
more.” (Poorvu Center for Teaching and Learning, Yale University)
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F o r m a t i v e v s S u m m a t i v e A s s e s s m e n t
From
Marcial , A. K. T. (2020). Assessment of learning
at the course level: Assessment tool options and
grading assignments [PowerPoint

9. FORMS AND TYPES OF ASSESSMENT
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F o r m a t i v e v s S u m m a t i v e A s s e s s m e n t
Summative assessment "sum up what a
learner has achieved at the end of a period of
time, relative to the learning aims (and the
relevant national standards)." (The National
Foundation for Educational Research in
England and Wales)
From
Marcial , A. K. T. (2020). Assessment of learning
at the course level: Assessment tool options and
grading assignments [PowerPoint

10. FORMS AND TYPES OF ASSESSMENT
Assessment for learning (formative)
Assessment for learning pertains to using
assessment as an investigative tool to find
out what the students know and can do,
and what confusions, preconceptions, or
gaps they might have.
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A s s e s s m e n t F O R , A S , O F L e a r n i n g
From Marcial, A. K. T. (2020). Assessment of learning at
the course level: Assessment tool options and grading
assignments [PowerPoint Slides].

11. FORMS AND TYPES OF ASSESSMENT
Assessment as learning (metacognition)
When we use assessment as learning, we
understand that learning is not just a
matter of transferring ideas from someone
who is knowledgeable to someone who is
not.
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A s s e s s m e n t F O R , A S , O F L e a r n i n g
From Marcial, A. K. T. (2020). Assessment of learning at
the course level: Assessment tool options and grading
assignments [PowerPoint Slides].

12. FORMS AND TYPES OF ASSESSMENT
Assessment of learning (summative)
Assessment of learning is basically adopting assessment
strategies designed to confirm what students
know, demonstrate whether they have met curriculum
outcomes or the goals of their individualized
programs, or to certify proficiency.
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A s s e s s m e n t F O R , A S , O F L e a r n i n g
From Marcial, A. K. T. (2020). Assessment of learning at
the course level: Assessment tool options and grading
assignments [PowerPoint Slides].

13. FORMS AND TYPES OF ASSESSMENT
1. e-Portfolio System
The e-Portfolio system is a repository
platform of learning that showcase
students' deeper perspective and self-
reflections wherein it is also an effective
venue for "learning by doing".
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A l t e r n a t i v e A s s e s s m e n t A p p r o a c h e s

14. FORMS AND TYPES OF ASSESSMENT
2. Blog or Web log
This is an alternative tool for formative
assessment and reflective learning. It's
advantages include 24/7 availability to
students and teachers. It is ideal for
interactive learning and enhances reflection.
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A l t e r n a t i v e A s s e s s m e n t A p p r o a c h e s

15. FORMS AND TYPES OF ASSESSMENT
3. Peer Assessment
"Peer assessment is giving informed feedback to one another
on an assignment. It normally happens during the learning
process; it is also applied in works-in-progress. This
method provides opportunities for students to use the
feedback they receive to revise their work."
(Brooke & Andrade, 2013; p.1)
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A l t e r n a t i v e A s s e s s m e n t A p p r o a c h e s

16. FORMS AND TYPES OF ASSESSMENT
4. e-Journal Writing
This is an approach that uses the journal method where
students keep their notes and execute their activity
sheets. Notes about assignments, posts, and
date of postings should be written down in this journal.
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A l t e r n a t i v e A s s e s s m e n t A p p r o a c h e s

17. FORMS AND TYPES OF ASSESSMENT
5. Oral Authentic Assessment
Oral authentic assessment in flexible mode is done via
teleconferencing or other platforms. It allows student to sit for
an oral examination based on a specific schedule.
Questions are formulated based on the objectives of the
course, mostly applied but theoretically-sound.
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A l t e r n a t i v e A s s e s s m e n t A p p r o a c h e s

18. FORMS AND TYPES OF ASSESSMENT
6. Network Analysis
This assessment approach can be used to assess interactions
among class participants. It maximizes interaction among
learners in an online learning community wherein it can
positively contribute to knowledge construction. An example
for this is through an online colloquium course.
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A l t e r n a t i v e A s s e s s m e n t A p p r o a c h e s

19. FORMS AND TYPES OF ASSESSMENT
7. Use of Rubrics
The use of rubrics in alternative assessment, just like in
traditional assessment, is used to guide student activity, and
provide basis of grading for instructor. In online discussions for
example the rubrics may include the following: number,
frequency, and manner of relating posts the student is expected
to make.
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A l t e r n a t i v e A s s e s s m e n t A p p r o a c h e s

20. FORMS AND TYPES OF ASSESSMENT
The technique in choosing the forms and types of assessment to use
in our courses is to use a variety of methods including evidence-based
assessment. Use different assessment methods and activities to
measure different processes and outcomes. The key to quality
assessment is to "Ensure that the right types of samples of a learner’s
work are gathered in order to accurately make inferences about the
extent of learning or achievement" (Arinto & Garcia, 2009).
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T r a d i t i o n a l A s s e s s m e n t A p p r o a c h e s

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Facilitating
Assessment
Facilitating
assessment in
flexible learning
and different
modes of
instructional
delivery

22. FACILITATING ASSESSMENT IN FLEXIBLE LEARNING AND DIFFERENT
MODES IN INSTRUCTIONAL DELIVERY
The key to selecting the summative assessment to use is
course alignment. According to Memorial University’s Center
for Innovation in Teaching and Learning, course alignment
means that the learning outcomes or objectives,
assessments, and activities are all interconnected. These
three support one another and are not independent from
each other. We note that the verb from the learning
outcomes can also serve as a basis when deciding what
assessment we can use to meet the learning objective.
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1. Select summative assessment method to use

23. FACILITATING ASSESSMENT IN FLEXIBLE LEARNING AND DIFFERENT
MODES IN INSTRUCTIONAL DELIVERY
2. Design the assessment
Here are some general principles that you can consider in designing the summative assessments
in your courses based on what has been recommended by the University of South Australia.
• Clarity – Assessments should have a clear purpose.
• Accuracy – Assessments should measure performance against a set of criteria or standards.
• Relevance and transferability – Assessments should address the skills that will be applied in
real-life contexts.
• Reliability – Assessments should yield uniform results when repeated by the students or
marked by multiple individuals.
• Validity – Assessments should measure what they intend to measure.
• Transparency – Clear, accurate, and consistent information on the assessment tasks should be
provided to the students.
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24. FACILITATING ASSESSMENT IN FLEXIBLE LEARNING AND DIFFERENT
MODES IN INSTRUCTIONAL DELIVERY
2. Design the assessment
Teaching Principles (Graham et al. )
Principle 1: Good practice encourages learner-faculty contact.
Principle 2: Good practice encourages cooperation among learners.
Principle 3: Good practice encourages active learning.
Principle 4: Good practice gives prompt feedback.
Principle 5. Good practice emphasizes time on task.
Principle 6. Good practice communicates high expectations.
Principle 7. Good practice respects diverse talents and ways of learning.
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26. ASSIGNMENT GUIDE
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T h e A s s i g n m e n t
G u i d e i s a
d o c u m e n t t h a t
c o n t a i n s t h e
d e t a i l e d
i n s t r u c t i o n s o n
t h e i n d i v i d u a l
a s s i g n m e n t s f o r a
s p e c i f i c c o u r s e .
It should include the following:
• Submission date
• Task
• Procedures or specific guidelines
• Evaluation criteria
Other things that you can include in
the assignment guide are:
• The percentage of the final grade the
assignment will account for;
• A definition of terms used especially in the
task overview; and
• A list of tools and resources to be used in
completing the assignment.

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3. ORGANIZE THE ASSESSMENT
Assignment Name
(use a descriptive title or
name)
Module/s Covered
Course Objective/s
Covered
Due Date
Assessment Task 1.2
M1: Development of
mathematics
in the ancient period
perform the mathematical
operations used in this
period.
September 30, 2021
Place content here Place content here Place content here Place content here
Place content here Place content here Place content here Place content here
Place content here Place content here Place content here Place content here
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Once you have well-designed assessment already prepared, you must
be careful to organize these assessment as well. Here is a table you can
use to plot out the assessment you will give out throughout the term:

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4. LET THE STUDENTS DO THE ASSESSMENT
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Online exam recommendations (Kansas State University, College of
Veterinary Medicine)
Creating the Exam
• If possible, randomize questions when creating your exam or quiz to
minimize the possibility of sharing answers.
• When setting a time limit, allow a 5-minute exception for all
students to help ensure that those who wait until the last minute to submit
their answers don’t get kicked off the system.
• Allow for only one submission of a completed exam to nullify the
ability of students to change answers once they have left the exam room.
• Create a password for the exam that will be given to the students
on exam day. This helps ensure that only students who come to exam room
can take the exam.

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4. LET THE STUDENTS DO THE ASSESSMENT
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Online exam recommendations (Kansas State University, College of
Veterinary Medicine)
Pre-exam Preparations
• Inform the students of the online exam in advance and ask them to be sure their tablets can connect to
the Internet.
Conducting the Exam
• Encourage students to show up early and log in […] before the exam start time.
• Ask that TabletPC screens be in the Tablet (face-up) position to minimize the urge to look at someone
else’s answers.
• Do not allow other mobile devices in the exam room.
• [If they will be using scratch paper ask them to take photo or show them to the video screen]
• Don’t allow late arrivals once the exam has started.
• Have students who leave before the exam time has expired check in with the instructor so that proper
submission of exam can be verified. This ensures that no student can leave the room and log back into the
exam to change answers.

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5. MARK ASSESSMENT, GIVE FEEDBACK
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Online exam recommendations (Kansas State University, College of
Veterinary Medicine)
Always make sure to give
feedback on assessment and
mark assessment especially
those summative in nature.

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6. EVALUATE/REEVALUATE THE ASSESSMENT
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Online exam recommendations (Kansas State University, College of
Veterinary Medicine)
It would be best to have certain evaluation periods where
you will evaluate or reevaluate the assessment activities
that you have given your students. This can be done at the
end of a term or even in the middle. Are the assignments
feasible? Are they enough in terms of quantity and
quality? What can be done to improve the assessment in
the next run of the course or even in the next half of the
course?

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Issues &
Concerns
Issues and
concerns in
online
assessment

33. ISSUES AND CONCERNS IN ONLINE ASSESSMENT
We have hinted on the “dark side” of online learning . Though in the
face-to-face setup, there are always issues and concerns when it
comes to academic integrity, it seems easier to do so online because
students will feel that they have less supervision, and more tools and
information are already available for them to use to do some form of
cheating.
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REFERENCES
Arinto, P. and Bonito, S. (2015). Module 5: Creating assignments. In Developing resource-based course packages. Los Baños,
Laguna: University of the Philippines Open University.
Arinto, P. and Garcia, P. (2009). Online teaching and learning (2nd ed). Los Baños, Laguna: University of the Philippines Open
University.
Bandalaria, M. dP. (2020). Facilitating Assessment | Dr. Melinda dP. Bandalaria [Video file]. Available at
https://networks.upou.edu.ph/30969/facilitating-assessment-dr-melinda-dp-bandalaria/
Bonito, S. (2018). Assessment of current and future learning in open and distance e-learning (Chap 1). In Assessment praxis in
open and distance e-learning: Thoughts and practices in UPOU. Los Baños, Laguna: University of the Philippines Open
University.
Crisanto, MAL. (2021, July). Assessment in flexible learning mode [course study guide]. University of the Philippines Open
University.
George Washington University, School of Medicine and Health Sciences (n.d.). Guidelines to Reduce the Risk of Cheating in
Online Examinations: https://smhs.gwu.edu/impact/sites/impact/files/Firmani_OCEPs.pdf
Kansas Sate University, College of Veterinary Medicine (2021). Recommendations for Conducting Online Exams.
https://www.vet.k-state.edu/academics/student-faculty-handbook/policies/online_exams.html
Lumanta, M. F. and Carascal L. C. (Eds) (2020) Assessment Praxis in Open and Distance e-Learning. Los Baños, Laguna:
University of the Philippines Open University.
Memorial University Centre for Innovation in Teaching and Learning. (n.d.). Learning outcomes: Alignment. Available at
https://blog.citl.mun.ca/instructionalresources/courses/learning-outcomes-alignment/
Marcial, A. K. T. (2020). Assessment of learning at the course level: Assessment tool options and grading assignments
[PowerPoint Slides].
University of South Australia. (n.d.). Assessing students. Available at https://lo.unisa.edu.au/mod/book/view.php?id=611284

35. THANK YOU
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