Ten years ago I almost landed a teaching job. I envisioned teaching as a fall back profession when I resigned from my permanent and stable job for 17 years. My plan then was to have a masteral degree, put-up a business and have a part-time teaching job to share my actual job experiences to students inside the classroom and at the same time augment my income. My plan seems simple and feasible. I was confident on my plan but not confident enough in doing classroom teaching. There seems to be a hole that needs to be filled before I could confidently say that I can do effective teaching.

EDS 113 is my 5^th subject or my 15 units in Professional Teaching Certification (PTC) course. It opens my understanding on what is going on inside the classroom, the hidden mechanics at play inside the classroom, the intangible that guides, measures and determines student learning. I would say that my capabilities and arsenal in venturing into the noble teaching profession would be inadequate had I did not enrolled in PTC. The modules in Principles and Methods in Assessment are the missing link in my journey to become an effective and capable facilitator of learning inside the classroom.

Going forward, I could say that I am now better equip and better prepared to venture into teaching. My knowledge in EDS 113 builds confidence and basis to assist student in their learning journey. Hopefully, I could conduct my teaching like an orchestra that seamlessly connect each instrument to produce a melody that is pleasant to the ears.

Mistakes and failures, two different words but have similar effect, it could either make or break a person. One simple mistake could burry a person into depression and life-long regrets. Another simple mistake leads to a person’s discovery of fascinating things and marvellous inventions. Mistakes and failures are bound to happen, intentionally or intentionally, it is part of growing up and strengthening. Mistakes and failures could either be an ally or foe. It could affect a person positively or negatively.

For devoted students, it has an excruciating effect and translates to life and death situation. Students who are obsessed with grades and excellent performance succumb to negative effect while those who are making a stride in their lives will make mistakes and failures a stepping stone for a great achievement and performance.

Educators, teachers and mentors has a role to play in developing resiliency among students when mistakes and failures strike. They are the front liners when it comes to students’ holistic development. Teachers are not only confined to teaching academics but also bound to teach life’s intangible lessons. Acceptance of mistakes and failures is one area that teachers could emphasize to students, that it is okay to commit mistakes and failures because there are circumstances beyond our control, that we should give ourselves some leeway of errors, that when it happens we reflect and we move on.

The activities we had in Module 5 exposed us to the reality that assessment is not a trivial matter if we truly value the education of students. True Knowledge could not be measured through test scores and summative assessment. Students inside the classroom have varying intelligence, comprehension and knowledge absorption, thus, could not be measured in standard or one dimensional assessment.

One of the goals in education is to gain knowledge and new skills, be it in formal or informal setting. Students who are good in memorization and self-motivated are most likely the top performer in standard assessment while those who are less motivated and don’t like memory recall would most likely experienced hard-time in their studies. That is why in most schools only few achieved highest accolade while many are stuck in average performance.

Teachers should exert extra effort to discover the learning needs, learning difficulties and learning acumen of students to dispense the lesson in appropriate manner. Traditional assessment of pen-and-paper approach is being challenged because it does not satisfy the emerging learning needs of 21^st Century learner. Digital technology makes information available in finger tips, reliable and unreliable information exist in vast quantity in the internet, thus it requires qualities of discernment, critical thinking and sound personal judgement. These qualities could not be practiced and assessed when doing standard assessment, however it could be nurtured in non-traditional assessment.

Finally, traditional and non-traditional assessment should be employed inside the classroom to produce well-rounded students. I believe there is a win-win approach to fully exploit the benefits of having to employ proven and tested standard assessment and the emerging practice of non-traditional assessment. The important thing is to strike a balance between the requirements of schools, institutions, governing bodies and the learning needs of students as true owners of assessment.

Personally, I considered peer and self-assessment vital in our lives. It is one of the most desirable traits that a mature person should have and should be taught early in childhood or while still in formative years of learning. Our ability to do peer and self-assessment will help us in making sound decisions and lessen the risk of failure.

As adult we constantly do peer and self-assessment, we calibrate our moves; we make decisions based on assessment of our surroundings, circumstances and situations we are in. Where we live, the kind of jobs that we have, the circle of friends we have are all product of personal assessment.

Classroom is one of the ideal places to hone peer and self-assessment skills because learners are guided by able and capable teacher-mentors. I believe students will take ownership of the learning they have if they are allowed to take part in the formulation of peer and self-assessment criteria. It is one way to just fit-in or do what is demanded in the criteria and another way to contribute something in the criteria. In the latter case, criteria becomes personalize and could be taken by heart by the students, there will be sense of ownership of learning.

Peer and self-assessment could be introduced in K12 curriculum or at the very least could be practiced in every classroom. Teachers and students could design and agree classroom peer and self-assessment criteria before the start of formal class, something that is relevant to the students and classroom dynamics. In this way, students will become conscious on peer and self-assessment and it will be imbedded in their learning. This is aside from peer and self-assessment on essays, group performance and group activity in subjects that teachers would require them to do.

After reading and watching various materials in Module 3, The Purpose of Assessment, I now understand and appreciate the value of assessment in learning. Back then, I had a narrow understanding of assessment, which is more on assessment OF learning.

The way I understand it, assessment should not be used against the learner; students’ learning progression should not be mark for or against him so that students’ views on assessment shall be positive. For example, if possible quizzes, seatwork and assignments should not be graded; it should not form part of the grading system because the learner is still in the process of absorbing, understanding, internalizing and making use of this new schema of learning.  Grading should be done in final test or summative test, final demonstration or final submission of the required product or output, after the teachers passionately use assessment AS FOR learning. The purpose of quiz, assignment and seatwork is to make students became familiar with the lesson, to do practice solving and gain new understanding. Isn’t it unusual to give them demerit if and when they’re not able grasp and understand the newly introduced learning? Learning which is progressing and on-going. The same is true with skills competency test; the participants are not graded or evaluated during their learning progression, competency is measured after they undergo several round of hands-on operation with the machine or equipment under the watchful eye of instructors of facilitators.

I may say that there is a contrasting understanding of assessment AS learning. For instance, in the YouTube video “Assessment FOR, AS, OF Learning/Measurement, Test, Assessment and Evaluation / Types of Assessment” posted by Matuto Academy (https://www.youtube.com/watch?v=6H3kc0OKXD0), the teacher/narrator pointed out that “Assessment AS Learning done for teachers to understand and perform well their role of assessing FOR and OF learning. It requires teachers to undergo training on how to assess learning and be equipped with competencies needed in performing their work as assessors.” It means the focus in assessment AS Learning is on the teacher to make them capable of doing assessment and became good assessors. However, in our Module 3 webcast, Rethinking Classroom Assessment with Purpose in Mind, (https://thelearningexchange.ca/videos/rethinking-classroom-assessment-with-purpose-in-mind/), Dr. Lorna Earl pointed out the importance of assessment AS learning that…“what you want actually are children that can self-assess, they become good reflective, good monitor thinkers”.  She also presented two Pyramids showing the placement of Assessment AS FOR OF learning. She said that in the Traditional Assessment Pyramid, teachers or schools focused more on assessment OF learning, she suggested that the focus should be working towards assessment AS learning… “Intentionally working with young people to help them get good at judging their own learning… that assessment AS learning occupies the big portion in the Assessment Pyramid.”

Lastly, I like the emphasis given to assessment OF learning as “basis for serious high stakes decisions for and about the students”. Assessment OF learning is a decision time for teachers, after doing assessment FOR AS learning. Finally, learning comes into conclusion… rewards, frustration or fulfilment will overshadow the student. Is it time for him/her to get the rewards or do it next time again? To join dream vacation, overseas travel or back to seclusion and blame teachers for their low grades and low performance in school?  And I think it boils down to assessment FOR AS OF learning.

After studying Assessment Frameworks I realized the far reaching implications of assessment. Assessment is not a trivial matter that has to be ignored. It affects the life of the learner, school policies, the course of action the school might undertake moving forward, and to the extent that it might trigger institutional reformation.

The assessment cycle is the catalyst for continuous improvement both in learning and teaching. It is the source of valuable information and data that will help teachers improve their knowledge delivery, pedagogy and self-assessment. The mundane classroom activities (if we could label it as such), should not be taken for granted because it is where the theories, policies and programs of the institution became alive.

However, gathering assessment evidence is crucial. Evidence should withstand detailed scrutiny or pass “beyond reasonable doubt” parlance. It is where the principles on assessment on validity, reliability, authenticity, current, safe and manageable, sufficient and fair come into play. It is categorically pointed out that evidence could be gathered directly or indirectly and should be collected from multiple sources but in most instances, teachers, assessors, evaluators and institutions tend to focus or rely on direct evidence because it usually has qualitative data to back it up. Suffice to say, students learn in various ways and in different ways.

Going through the reading materials in Module 1 alters my view and understanding about assessment. I was struck by the knowledge that simple conversation with students, with proving questions is already a form of assessment. My understanding of assessment before is so rudimentary that I relate the word assessment with school fees when used in school setting. Before, the word assessment seems simple, but in reality, to those who are in learning and in teaching profession it encompasses everything, in the context of skills and knowledge accumulation. At this early stage of learning the Principles and Methods of Assessment, I could already sense the overwhelming contribution it does to students and teachers to affect worthwhile and meaningful learning. For me, assessment is the gauge, the barometer, the guiding light and the “North Star” that dictates the phase and progress of learning.

The experienced of enrolling in online course for me is quite daunting. At the beginning I was a little bit confused and don’t know how to go about TID’s and journal writing. Thanks to some of our prolific classmates, they’ve shown the way and make me able to accomplish many tasks. Knowing the different theories of learning reinforced my beliefs that there is ended a scientific way of teaching and learning. I will be inspired to continue my online schooling in UPOU in the next trimester and God willing obtained my Professional Teaching Certificate (PTC). The feeling of relief and excitement overshadowed my writing on this final eJournal, knowing that I gave all my best and the FIC (Dr. Malou) will do the rest.

The presentation of lessons on theories of learning is really structured on what is being taught on this subject. From the explanation of what learning is, to the introduction of Behavioral, Intelligence, Social Learning, Information Processing and finally the Constructivist theories of learning, it shows progression on how people learn, how we acquire behavior, how we process information, and ultimately how we obtained knowledge. Our knowledge was being clustered as concepts and ideas are being build-up like bricks and mortars until it becomes a variety of knowledge to be used in appropriate settings and applications.

Even with these few knowledge about theories of learning, I could say that I already had the confidence to teach in the Academe. I have now a wider understanding and perspective about teaching and learning and hopefully I could apply certain principles that would help my prospective students achieved the desired learning outcome. It might not happen outright because it entails constant practice and application but the degree of awareness and timing of opportunities to affect worthwhile learning will be there.

Since we are in the Information Age wherein information is available in finger tips and students are hooked in smartphones and laptop, it is but proper to ride on this technological advancement and adapt to a changing landscape. Teaching and learning should evolve and go parallel with the latest discovery on how human brain processes, encodes, and retrieves information. Information per se is readily available but how to make information a personalized knowledge entails hard work and commitment on the part of students and teachers.

In the end, I would say that it has been a worthwhile decision to enrol in UPOU. Doing TID’s, making discussion comments, writing ejournals and doing online collaboration are the most memorable aspect in online education. Thanks to the able and friendly guidance of our FIC Dr. Malou and the harmonious collaboration with Team Ingenious, I could say that all is well that ends well.

Proud to be part of UPOU circle of learners!

Blessings to all!

Rogad B. Palangpang

To be honest it’s my first time to encounter constructivist theory of learning. I would say it is one the most fascinating learning theory I encounter, so far. Its principle is quite simple but as far as my experience is concerned it is commonly applied in seminars, trainings and team buildings. The principles on Zone of Proximal Development (ZPD), More Knowledgeable Others (MKO’s) and Scaffoldings are well-thought and found to be effective in maximizing the learning potential of the learner.

Realizing on how I handled subordinates in workplace and my children in our home, when it comes to imparting knowledge or skills, I am not a constructivist. My attitude is to readily help them when they ask for assistance, I’m doing the tasks and l let them observed and learned. I know I am an MKO but I don’t have the patience or creativity to guide them and let them discover for themselves the knowledge or skills they sought for.  

Knowing the principles of constructivist theory makes me become aware of my role as future educator, coach or mentor. I need further learning and exposure on how constructivist principles should be applied to maximize its usefulness in the classroom or in the workplace. Today’s learning environment is much different during the 80’s or early 90’s where Information and Communication Technology (ICT) was not yet available. There are many distractions in today’s learning environment where the learner’s attention and interest needs to be captured to make learning worthwhile and possible. Constructivist theory demands learners’ participation and engagement to personally grasp the embedded knowledge. Teachers in the 21^st century needs to be creative in designing instructional material to capture the interest of students or to align instructional material to the things that’s happening outside the classroom, otherwise learning in four-walled classroom becomes isolated and will not dwell in the consciousness of the learner.

Constructivism theories of learning and its principles make me realize how deprived we were in terms of knowledge accumulation in elementary and high school. I finished my elementary and high school education in barangay level where the sorry state of school facilities was glaring. Our school had no library, no laboratory, some buildings were dilapidated and no sports equipment. One textbook was shared by two students. The most heart breaking of all was during my high school when our school received some donated microscope but students were not allowed to use it for experimentation because accordingly it was expensive and might be damaged when students will use it. It was only for display and to show the students the actual parts of the microscope. Our teachers were dependent only in textbook in their teaching and most of our learning was only through rote memorization. No wonder none of my classmates enrolled in science or engineering courses, some of my classmates enrolled in Education courses while I pursued BS in Commerce.

Clearly, our teachers in Science subjects did not fully utilized constructivist theories of learning or participative learning. Constructivist principles on learning in ZPD through an MKO and scaffolding was rarely evident in our science subjects. My dream profession before when I was a child was to become an Engineer but my dreams died out maybe because I had little or no exposure on what it takes to be an engineer coupled with financial difficulties.

Knowing the constructivist theories of learning and other theories of learning we’ve learned so far makes me knowledgeable and aware of the learning potential of my students, and maybe I could create instructional material that would guaranty worthwhile learning outcome, be it in classroom, seminars or team building. Understanding the principles in ZPD, MKO and scaffolding is crucial to optimize learning potential and to make learning interesting.