Module 3 and 4

How to Use This Module?

Welcome to the module in “Assessment in Learning 2”. This module contains

informations and activities which will enhance your knowledge and skills about
authentic assessment.
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner, either at home
or in school. To help you with this, this module comes with a Portfolio Assessment. This
module also serves as your PORTFOLIO and you will be given a privilege to organize the
portfolio in your own creative way.
The portfolio is a deliberate collection of works that highlight a learner’s effort that
would enable the him/her to see his/her growth and achievement, ability to reflect on
his/her own work and ability to establish goals for future learning. Vacant slots are allotted
to this module to write your reflections and ideas.
You are required to go through a series of learning activities in order to
complete each lesson obejectives of the module. It contains Informations for you to
read about the concepts and theories of the topic, Activities for you to determine if
you have already learned the concepts and theories. Follow these activities on your
own. If you have questions, you may contact your teacher via online or through
cellphone.
This will be the source of information for you to acquire knowledge and skills in
this particular course independently and at your own pace, with the help from your
teacher through online communication.
Remember to:
 Work through all the information and complete the activities in each section.
Suggested references are included to supplement the materials provided in this
module.
 Most probably your instructor/professor will monitor you via facebook messenger or
cellphone. Your instructor/professor is there to support you and show you the
correct way to do things.
 You will be given plenty of opportunity to ask questions and you may use internet
as you reference. Make sure to think critically on answering questions related to
this module. This way you will improve memory and boost your learning.
 When you are done answering all questions, you must inform your
instructor/professor for the process of submitting your output which is the
PORTFOLIO.

Assessment in Learning 2 (Educ.5) john manuel c. buniel 1

 You need to complete this module before you can move on to the next module.
setting.

What this module is all about?

Contents
1. Assessment of the Affective Domain
a. Affective Targets
b. Appropriate Methods
2. Communicating Authentic Assessment Results
a. Portfolio as a communication
b. Grading and Reporting
c. Reporting to parents

Intended Learning Outcomes:

At the end of this module, you should be able to;
1. Design and develop portfolios for authentic assessment of learning outcomes;
2. Report punctually and accurately, results of assessment of learner academic
performance and achievement in the form of grades, marks, descriptors or
narrative; and
3. Articulate to parents learning needs, progress and behavior of the learners
during a parent-teacher conference or other appropriate situation.

Assessment in Learning 2 (Educ.5) john manuel c. buniel 2

 What Do You Need to Know?

Read information carefully. Find out how much you

can remember and how much you learned by doing the
activity.

ASSESSMENT IN THE AFFECTIVE DOMAIN

The affective domain is a part of a system that was published in 1965 for
identifying understanding and addressing how people learn. This describes learning
objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or
rejection. It is far more difficult domain to objectively analyze and assess since
affective objectives vary from simple attention to selected phenomena to complex but
internally consistent qualities of character and conscience. Nevertheless, much of the
educative process needs to deal with assessment and measurement of students’
abilities in this domain.
For instance, it is often heard that certain people are “schooled” but not
“educated.” This simply refers to the fact that much of the processes in education
today are aimed at developing the cognitive aspects of development and very little or
no time is spent on the development of the affective domain.
The Taxonomy in the Affective Domain
The taxonomy in the affective domain contains a large number of objectives in
the literature expresses as interests, attitudes, appreciation, values, and emotional
sets or biases. The descriptions of step in the taxonomy was culled from Kratwohl’s
Taxonomy of Affective Domain:
1. Receiving is being aware of or sensitive to the existence of certain ideas,
material, pr phenomena and being willing to tolerate them. Examples: To differentiate,
To accept, To listen, To respond to.
2. Responding is committed in some small measure to the ideas, materials, or
phenomena involved by actively responding to them. Examples: to comply with, to
follow, to commend, to volunteer, to spend leisure time in, to acclaim
3. valuing is willing to be perceived by others as valuing certain ideas,
materials, or phenomena. Examples: to increase measured proficiency in, to
relinquish, to subsidize, to support, to debate
4. organization is to relate the value to those already held and bring into a
harmonious and internally consistent philosophy.Examples: To discuss, To theorize,
To formulate, To balance, To examine

Assessment in Learning 2 (Educ.5) john manuel c. buniel 3

 5. characterization by value or value set is to act consistently in accordance
with the values he or she has internalized.Examples: To revise, To require, To be
rated high in the value, To avoid, To resist, To manage, To resolve

In the affective domain, and in particular, when we consider learning

competencies, we also consider the following focal concepts:

Attitudes: Attitudes are defined as a mental predisposition to act that is expressed by

evaluating a particular entity with some degree of favor or disfavor. Individuals
generally have attitudes that focus on objects, people or institutions. Attitudes are also
attached to mental categories. Mental orientations towards concepts are generally
referred to as values Attitudes are comprised of four components:
1. Cognitions – beliefs, theories, expectations, cause-and-effect beliefs,
perceptions relative to the focal point; statement of beliefs and expectations which
vary from one individual to the next
2. Affect – refers to feelings with respect to the focal object – fear, liking, anger;
color blue refers to loneliness); others as calm or peace
3. Behavioral intentions – our goals, aspirations, and our expected responses
to the attitude object
4. Evaluation – central component of attitudes; imputations of some degree of
goodness or badness to an attitude object; positive or negative attitude toward an
object; functions of cognitive, affect and behavioral intentions of the object; stored in
memory

Motivation. Motivation is a reason or set of reasons for engaging in a particular

behavior. The reasons include basic needs, object, goal, state of being, ideal that is
desirable. Motivation also refers to initiation, direction, intensity and persistence of
human behavior.
There are many theories that explain human motivation. The need theory is one
of these theories. Abraham Maslow’s
hierarchy of human needs theory is
the most widely discussed theory of
motivation. The theory can be
summarized as thus:

Assessment in Learning 2 (Educ.5) john manuel c. buniel 4

 Frederick Herzberg presents another need theory: the two factor theory, the
“Motivation-Hygiene Theory”. It
concludes that certain factors in the
workplace result in job satisfaction, while
others do not, but if absent lead to
dissatisfaction. Herzberg distinguished
between:

(Like hygiene, the presence of it

will make one healthier, but absence
cause health deterioration)

Clayton Aldefer expanded Maslow’s hierarchy of needs. He formulated the

ERG Theory (existence, relatedness and
growth). The existence category
(physiological and safety) are lower order
needs, followed by the relatedness
category ( love and self-esteem) as
middle order needs, and the growth
category ( self-actualization and self-
esteem ) as higher order needs.

Motivation in education can have several effects on how students learn and
their behavior towards subject matter. It can direct behavior toward particular goals
- lead to increase effort and energy; increase initiation of, and persistence in activities;
enhance cognitive processing; determine what consequences are reinforcing; lead to
improve performance;
There are two kinds of motivation: Intrinsic motivation brings pleasure, or make
feel people feel what they are learning is morally significant and extrinsic motivation
which comes when a student compelled to do something because of factors external
to him
Self-efficacy. Self-efficacy is an impression that one is capable of performing in
a certain manner or attaining certain goals. It is a belief that one has the capabilities to
execute the courses of actions required to manage prospective situations. It is also a
belief (whether or not accurate) that one has the power to produce that effect.

Self-efficacy relates to person’s perception of their ability to reach a goal, Research

shows that over-efficaciousness negatively affected student motivation, while under-
efficaciousness increased motivation to study

Assessment in Learning 2 (Educ.5) john manuel c. buniel 5

 What I have Learned

Activity 1: Discussion

1. Why there’s a need to assess the affective domain of a student?

2. what is an “attitude”? why is the study of attitude important? How will understanding
of attitudes and predisposition enhance teaching?
3. Give one example of a learning competency objective in the affective domain for
each of the levels in the taxonomy of Kratwohl et. Al. Assume that you are teaching an
English literature subject.

Assessment in Learning 2 (Educ.5) john manuel c. buniel 6

 What Do You Need to Know?

Read information carefully. Find out how much you

can remember and how much you learned by doing the
activity.

DEVELOPMENT OF ASSESSMENT TOOLS/STANDARD ASSESSMENT TOOLS

Assessment tools in the affective domain are those which are used to assess
attitudes, interest, motivations and self-efficacy. These include:
1. Self-report. This the most common measurement tool in the affective domain. It
essentially requires an individual to provide an account of his attitude or feelings
toward a concept or idea or people. It is also called “written reflections” (“Why I Like or
Dislike Mathematics”. The teacher ensures that the students write something which
would demonstrate the various levels of the taxonomy ( receiving to characterization)
2. Rating Scales refers to a set of categories designed to elicit information about a
quantitative attribute in social science. Common examples are the Likert scale and 1-
10 rating scales for which a person selects the number which is considered to reflects
the perceived quality of a product. The basic feature of any rating scale is that it
consists of a number of categories. These are usually assigned integers.
3. Semantic Differential (SD) Scales tries to assess an individual’s reaction to
specific words, ideas or concepts in terms of ratings on bipolar scales defined with
contrasting adjectives at each end
Good ___ ___ ___ ___ ___ ___ ___ Bad
3 2 1 0 1 2 3
( 3 – extreme; 2 – quite; 0 - neutral)

A number of basic considerations are involved in SD methodology.

a. Bipolar adjectives are a simple, economical means for obtaining data on
people’s reactions
b. Ratings on bipolar adjective scales tend to be correlated, and three basic
dimensions of response account for most of the co-variation in ratings
c. Some adjective scales are almost pure measures of the EPA dimensions:
good-bad (Evaluation), powerful-powerless (Potency), and fast-slow (Activity)
d. EPA measurement are appropriate when one is interested in an effective
domain response; multi-variate approach to affect measurement; generalized

Assessment in Learning 2 (Educ.5) john manuel c. buniel 7

approach applicable to any concept or stimulus, and thus permits comparisons of
affective reactions on widely disparate things.
4. Thurstone Scale
Thurstone is considered the father of attitude measurement and addressed the issue
of how favorable an individual is with regard to a given issue. He developed an attitude
continuum to determine the position of favorability on the issue.
5. Likert Scales
In 1932, Likert developed the method of summated ratings (or Likert scale), which is
widely used.
This requires an individual to tick on a box to report whether they “strongly agree”
“agree” “undecided”, “disagree” or “strongly disagree” in response to a large number of
items concerning attitude object or stimulus. Likert scale is derived as follows:

a. pick individual items to include. Choose individual items that you know
correlate highly with the total score across items
b. choose how to scale each item, or construct labels for each scale value to
represent interpretation to be assigned to the number
c. ask your target audience to mark each item
d. Derive a target’s score by adding the values that target identifies on each item.

6. Checklists
Checklists are the most common and perhaps the easiest instrument in the
affective domain. It consists of simple items that the student or teacher marks as
“absent” or “present” Here are the steps in the construction of a checklist:
a. enumerates all the attributes and characteristics you wish to observe
b. arranges this attribute as a “shopping list” of characteristics
c. asks students to mark those attributes which are present and to leave blank
those which are not

Assessment in Learning 2 (Educ.5) john manuel c. buniel 8

 What I have Learned

Activity 2: Discussion
A. Give examples of the following tools/instruments used in assessing attitudes(Cite
reference):
1. Self-Report
2. Rating Scales
3. Semantic Differential Scales
4. Thurstone Scales
5. Likert Scales
B. Construct a Rating Scale for each of the following situations
1. measuring attitude towards Mathematics
2. motivation to study instrument
C. Construct a checklist for each of the following activities:
1. classroom observation for a practice teacher
2. checklist for behavior demonstrating good manners and right conduct

Assessment in Learning 2 (Educ.5) john manuel c. buniel 9

 What Do You Need to Know?
Read information carefully. Find out how much you
can remember and how much you learned by doing the
activity.

PORTFOLIO ASSESSMENT METHODS

A portfolio is a purposeful collection of student work that exhibits the student’s
efforts, progress and achievements in one or more areas. The collection must include
student participation in selecting contents, the criteria for selection, the criteria for
judging merit and evidence of student self-reflection. (Paulson, Paulson, Meyer 1991)
Portfolio assessment is one of the several authentic and non-traditional
assessment techniques in education. The use of portfolio assessment that became
popular in the early to late 1980’s in response to the growing clamor for more
“reasonable” and authentic means of assessing students’ growth and development in
school.
Features and Principles of Portfolio Assessment
a. A portfolio is a form of assessment that students do together with their
teachers.
b. A portfolio represents a selection of what the students believe are the best
included from among the possible collection of things related to the concept
being studied.
c. A portfolio provides samples of the student’s work which show growth over
time.
d. The criteria for selecting and assessing the portfolio contents must be clear
to the teacher and the students at the outset of the process.
Purposes of Portfolio
1. Portfolio assessment matches assessment to teaching.
2. Portfolio assessment has clear goals. In fact, they are decided on at the
beginning of instruction and are clear to teacher and students alike.
3. Portfolio assessment gives a profile of learners’ abilities in terms of depth,
breadth, and growth.
4. Portfolio assessment is a tool for assessing a variety of skills not normally
testable in a single setting for traditional testing.
5. Portfolio assessment develops awareness of students’ own learning.
6. Portfolio assessment caters to individuals in a heterogeneous class.

Assessment in Learning 2 (Educ.5) john manuel c. buniel 10

 7.Portfolio assessment develops social skills. Students interact with other
students in the development of their own portfolios
8. Portfolio assessment develops independent and active learners.
9. Portfolio assessment can improve motivation for learning and this
achievement.
10. Portfolio assessment provides opportunity for student-teacher dialogue.
Essential Elements of Portfolio
Every portfolio must contain the following essential elements:
1. Cover letter “About the author” and “What my portfolio shows about my
progress as a learner” (written at the end, but put at the beginning).
2. Table of Contents with numbered pages
3. Entries – both core (items students have to include) and optional (items of
student’s choice). The core elements be required for each student and will
provide a common base from which to make decisions on assessment. The
optional items will allow the folder to represent the uniqueness of each
student.
4. Dates on all entries, to facilitate proof of growth over time.
5. Drafts of aural/oral and written products and revised versions.
6. Reflection can appear at different stages in the learning process (for
formative and/or summative purposes) and at the lower levels can be written
in the mother tongue or by students who find it difficult to express themselves
in English.
Students can choose to reflect upon some or all of the following: 
 What did I learn from it?
 What did I do well?
 Why (based on the agreed teacher-student assessment criteria) did I
choose this item?
 What do I want to improve in the item?
 How do I feel about my performance?
 What were the problem areas?

Types of Portfolios
a. Documentation Portfolio. As the name implies, this approach involves a collection of
work over time showing growth and improvement reflecting students' learning of
identified outcomes. This portfolio is also called “growth portfolio” in the literature. It
can include everything from brainstorming activities to drafts to finished products.
b. Process Portfolio. It demonstrates all facets or phrases of the learning process. As
such, these portfolios contain an extensive number of reflective journal, think logs and
other related forms of metacognitive processing
Assessment in Learning 2 (Educ.5) john manuel c. buniel 11
c. Showcase Portfolio. It only shows the best of the students’ outputs and products. As
such, this type of portfolio is best used for summative evaluation of students’ mastery
of key curriculum outcomes.

What I have Learned

ACTIVITY 3 – DISCUSSION

Direction: discuss the following and write your answer on the space provided.
1. What is the importance of student-teacher conferences? Discuss its importance
in light of portfolio assessment.
2. What is the main philosophy behind portfolio assessment? Discuss this basic
philosophy.
3. How does portfolio assessment differ from traditional testing and from other
authentic assessment methods?

Assessment in Learning 2 (Educ.5) john manuel c. buniel 12

 What Do You Need to Know?

Read information carefully. Find out how much you

can remember and how much you learned by doing the
activity.

GRADING AND REPORTING

FUNCTIONS OF GRADING AND REPORTING SYSTEMS

1. Enhancing Students Learning
 Clarifying instructional objectives for them
 Showing students’ strengths & weaknesses
 Providing information on personal-social
 Enhancing students’ motivation (e.g., short term goals)
 Indicating where teaching might be modified. This can be achieved through
day-to-day tests, feedback, integrated periodic tests

2. Reports to Parents/Guardians •
 Inform parents/guardians on the progress of their child
 Communicate objectives to parents so they can help promote learning
 Communicate how well objectives are met so parents can plan better

3. Administrative and Guidance Uses •

 Helps to decide promotion, graduation, honors, athletic eligibility •
 Report achievement to other schools or to employers •
 Provide input for realistic, educational, vocational, personal counselling

Grades and Report Cards should promote and enhance learning rather than
frustrate and discourage students. Given to students and parents are asked to sign
this call for parent-teacher conferences such that report cards will effectively function
as motivation for further learning
TYPES OF GRADING AND REPORTING SYSTEMS
1. Traditional Letter- Grade system
 Students’ performance are summarized by means of letters
 Easy to understand but is of limited value when used as the sole report
 They end up being a combination of achievement, effort, work habits, behavior
 Difficult to interpret
 Do not indicate patterns of strengths & weaknesses

Assessment in Learning 2 (Educ.5) john manuel c. buniel 13

2. Pass-Fail System
 Utilizes a dichotomous grade system Pass Fail
 Popular in some courses in college; not very much practiced in basic education
 Does not provide much information
 Students tend to work to the minimum (just to pass)
 In mastery learning courses, no grades are reflected until “mastery” threshold is
reached

3. Checklist of Objectives
 Objectives of the courses are enumerated
 After each objective, the students’ level of achievement is indicated
 Very detailed reporting system
 More informative for parents and students
 Time-consuming to prepare
 POTENTIAL PROBLEM: keeping list manageable and understandable

4. Letters to Parents/Guardians

 Useful supplement to grades

 Limited value as sole report: – Time-consuming to prepare – Accounts of
weaknesses are often misinterpreted by parents and guardians – Not
systematic nor cumulative

5. Portfolios
 A set of purposefully selected work, with commentary by student and teacher
 Useful for: – Showing students’ strengths & weaknesses – Illustrating range of
students’ work – Showing progress over time or stages of a project – Teaching
students about objectives/standards they are to meet

6. Parent-Teacher Conferences

 Mainly used in elementary school

 Requires parents of pupils to come for a conference with the teacher to discuss
the pupils’ progress
 Useful for a two-way flow of information and getting more information from
parents
 Limited value as a report because most parents do not come for such
conferences

DEVELOPMENT OF A GRADING AND REPORTING SYSTEM

Grading and Reporting
 Based on clear statement of learning objectives
 Consistent with school standards
 Based on adequate assessment
 Based on the right level of detail
 Providing for parent-teacher conferences as needed

Assessment in Learning 2 (Educ.5) john manuel c. buniel 14

ASSIGNING LETTER GRADES AND COMPUTING GRADES
Grades

 Must include only achievement

 Avoid the temptation to include effort for less able students – It is difficult to
assess effort/potential – It is difficult to distinguish ability from achievement
 If achievement and effort are combined in some way, grades would mean
different things for different individuals
 Grades reflected on report cards are number or numerical quantities arrived at
after several data on the students’ performance are combined

Guidelines
• Properly weight each component to create a composite •
• Normally agreed upon by school officials 30% 25% 30% 15% Quiz
Project/Assignment Class Participation Periodic Test
• Principal Components Analysis – more scientific approach; hardly practiced in
schools because of difficulty
• Put all components on same scale to weight properly: – Equate range of scores
– Convert all to T-scores or other standard scores

NORM OR CRITERION-REFERENCED GRADING

Norm-Referenced Grading System
• Grades may reflect relative performance – Score compared to other students
(rank)
• Grade depends on what group you are in, not just your own performance •
Typical grade may be shifted up or down, depending on group’s ability
• Widely used; most classroom testing is norm-referenced
• Grades may reflect absolute performance – Score compared to specified
performance standards (what you can do)
• Grade does not depend on what group you are in, but only on your own
performance compared to a set of performance standards
• Grading is a complex task
• Grades must: – Clearly define the domain – Clearly define and justify the
performance standards – Be based on criterion-referenced assessment
• Conditions are hard to meet except in complete mastery learning settings

Score Compared to Learning Potential

• Grades are inconsistent with a standards-based performance – Each child has
his/her own standard
• Reliably estimating learning ability is very difficult
• One cannot reliably measure change with classroom measures • Should only
be used as supplement

Assessment in Learning 2 (Educ.5) john manuel c. buniel 15

DISTRIBUTION OF GRADES AND GUIDELINES FOR EFFECTIVE GRADING
Norm-Referenced or Relative Performance
• Normal curve is defensible only when •
• When “grading on the curve” •
• When “grading on the curve”, any pass-fail decision should be based on an
absolute standard (failed the minimum essentials) •
• Standards and ranges should be understood and followed by all teachers
• Seldom uses letter-grade alone •
• Often includes checklists of what has been mastered
• The distribution of grades is not predetermined

Guidelines for Effective Grading

• Describe grading procedures to students at the beginning of instruction. •
Clarify that course grade will be based on achievement only.
• Explain how other factors (effort, work habits, etc.) will be reported.
• Relate grading procedures to intended learning outcomes.
• Obtain valid evidence (tests) for assigning grades
• Try to prevent cheating.
• Return and review all test results as soon as possible.
• Properly weight the various types of achievements included in the grade.
• Do not lower an achievement grade for tardiness, weak effort, misbehavior.
• Be fair. • Avoid bias. • When in doubt, review the evidence.
• If still in doubt, give the higher grade.

CONDUCTING PARENT-TEACHER CONFERENCES

Parent-Teacher Conference
• Productive: – When carefully planned – When the teacher is skilled in handling
such conferences
• The teacher’s skill can be developed

Guidelines for a Good Conference

 Make plans
 Review
 your goals. »
 Organize the information to present.
 Make a list of points to cover and questions to ask
 If using portfolios, select and review carefully

 Start positive and maintain a positive focus

 Present student’s strong points first
 Be helpful to have example of works to show needs
 Compare early vs. late work to show learning progress

 Encourage parents to participate and share their ideas

 Be willing to listen
 Be willing to answer questions

Assessment in Learning 2 (Educ.5) john manuel c. buniel 16

  Plan actions cooperatively
 What steps you can each take?
 Summarize at the end
 End with a positive comment
 Should not be a vague generality
 Should be true

What I have Learned

Activity 4 - DISCUSSION

Direction: Discuss the following

1. In this time of crisis, what type of grading and reporting system is most
appropriate? Support your answer.

2. The closure of schools around the world due to the global pandemic posed
serious challenges on the delivery of quality basic education. As a teacher,
what do you think are the fundamental concerns in terms of curriculum
standards that need to be addressed in order to ensure learning continuity?
Cite a specific example. Do you think these concerns could be solved by
teachers alone? Why or why not?

3. What is/are the role of the parents and teachers in this pandemic time?

Assessment in Learning 2 (Educ.5) john manuel c. buniel 17

 GENERAL INSTRUCTIONS in making PORTFOLIO
1. Elements of portfolio
a. Cover Letter
b. Table of Contents and Introduction
c. Entries (these are your answer sheets or outputs)
d. Reflections (what have you learned in this course)
e. Appendices (Curriculum Vitae)

2. Follow this sequence in compiling your portfolio. Below are the guided
questions taken from your module.

3. Use expanded long folder (use blue color)

Activity 1: Discussion

1. Why there’s a need to assess the affective domain of a student?

2. what is an “attitude”? why is the study of attitude important? How will understanding
of attitudes and predisposition enhance teaching?
3. Give one example of a learning competency objective in the affective domain for
each of the levels in the taxonomy of Kratwohl et. Al. Assume that you are teaching an
English literature subject.

Activity 2: Discussion
A. Give examples of the following tools/instruments used in assessing attitudes (Cite
reference):
1. Self-Report
2. Rating Scales
3. Semantic Differential Scales
4. Thurstone Scales
5. Likert Scales
B. Construct a Rating Scale for each of the following situations
1. measuring attitude towards Mathematics
2. motivation to study instrument
C. Construct a checklist for each of the following activities:
1. classroom observation for a practice teacher
2. checklist for behavior demonstrating good manners and right conduct

Assessment in Learning 2 (Educ.5) john manuel c. buniel 18

ACTIVITY 3 – DISCUSSION
Direction: discuss the following and write your answer on the space provided.
4. What is the importance of student-teacher conferences? Discuss its importance
in light of portfolio assessment.
5. What is the main philosophy behind portfolio assessment? Discuss this basic
philosophy.
6. How does portfolio assessment differ from traditional testing and from other
authentic assessment methods?

Activity 4 - DISCUSSION

Direction: Discuss the following

4. In this time of crisis, what type of grading and reporting system is most
appropriate? How will you communicate the grades or marks to parents?
Support your answer.

5. What is/are the role of the parents and teachers in this pandemic time to
address the learning needs, progress and behavior of the students?

6. The closure of schools around the world due to the global pandemic posed
serious challenges on the delivery of quality basic education. As a teacher,
what do you think are the fundamental concerns in terms of curriculum
standards that need to be addressed in order to ensure learning continuity?
Cite a specific example. Do you think these concerns could be solved by
teachers alone? Why or why not?

Assessment in Learning 2 (Educ.5) john manuel c. buniel 19