The Use of Integrative Assessment and the Results of the Mean Percentage Score (MPS): Basis for Learning Assessment Design

This study argues for the value of integrative assessment to help teachers know if students have learned what they intended to teach them and how the teaching and learning have changed both student and teacher. Considering teaching and learning as a partnership between students and their teacher, integrative assessment focuses on the learners, providing both written and performance tasks. It gives opportunities for teachers to be self-reflective and assess their teaching performance and its impact on student learning. Integrative assessment is framed by the ideas of Paulo Freire that teaching and learning are a partnership—and that learning takes place only when both teacher and student are changed. The purpose of this study is to develop an integrative assessment design for the learning areas of Inosloban-Marawoy Integrated National High School that is effective in Junior and Senior High School. Development of blended learning leads to reconceptualization of teaching methods, transformation of assessment tools and design. This study proves the relevance of the integrative assessment design regarding the use of distance modality through the results of Mean Percentage Score (MPS) in each learning area. The researcher introduces the learning assessment design for integrative assessment combining both written and performance tasks perspectives.