Student-Centered Assessment Repertoire for Modular Instruction

A 3-cycle action research on modular instruction employing the Community of Inquiry framework overarching the Plan-Do-Study-Act (PDSA) model, revealed the need for assessments in addition to the usual paper-and-pencil tests. This qualitative study explored the experience on various assessments of an intact BSE math calculus class to complement the nature of a modular instruction. The teacher-researcher administered peer, self, reflective, and democratized assessments. Data were collected through students’ unstructured interview and survey and teacher-researcher observation and reflection. The study revealed that peer and self-assessments were appropriate in determining students’ acquired competency in terms of knowledge and skills validated during group studies. Reflective assessment which enhances metacognition, proved to be a potent evaluation tool in determining the ability of learners to make deeper connections between the lessons and lived experiences. Democratized assessment allowed the students to showcase their understanding of a particular lesson as they desire. Calculus agency which is the ability to use calculus correctly, was demonstrated through included literary works, visual arts, and audio-visual presentations. Students felt empowered when given the opportunity to decide on how they can prove their understanding of any concept in calculus. The assessments administered throughout the semester complemented the usual paper-and-pencil tests and underscored the relevance of student-centered assessments in a fully modular class.