Carlo Magno
Dr. Carlo Magno is presently working for the Center for Teaching and Learning at Mapua University. He was trained in Structural Equations Modeling in Berlin Germany. He received numerous awards in line with his research work such as the Natividad Fajardo Chair on Research methods, the Outstanding Scientific Paper in Social Science in 2008 by the National Academy of Science and Technology, Honorary Regional Adviser of Time Taylor International, SEAMEO INNOTECH Research Fellow, and the 2011 Outstanding Young Scientist in the Republic of the Philippines. He is one of the 200 renowned Global Scientist given recognition by the Global Young Academy. He published over 100 publications in scientific, refereed, and abstracted journals. He is ranked 54 in the Philippines for top citations of scholarly works by webometrics and Google with about 400 citations. He was also awarded by several research funding agencies such as the Australian Agency for International Development, Asian Development Bank, Japan International Cooperative Agency, and the National Commission on Indigenous Peoples. He is also an editor of eight international journals. Dr. Magno is included in the 2011 “Who’s who international” and 2012 “who’s who academics.” He is currently the President of the Philippine Educational Measurement and Evaluation Association. He is also a consultant to various Ministries of Education in developing countries in the Pacific. He also served as project consultant in different institutions such as the University of Bohol, De La Salle Santiago Zobel School, De La Salle-College of Saint Benilde, Far Eastern University, Malayan Colleges Laguna, Mapua University, and Department of Education.
Phone: +639176070823
Address: Blk 7 Lot 2 Ciudad de San Jose, Sta. Rosa Laguna
Phone: +639176070823
Address: Blk 7 Lot 2 Ciudad de San Jose, Sta. Rosa Laguna
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the gap between current learning and desired goals” (Heritage, 2010, p. 10). Formative assessment when implemented in teaching begins when the learner and teacher understands the target of the
learning. The present performance of the student is determined in relation to the goal. The students and the teacher then take action to move the learner closer towards the goal bringing about progress in their learning. This is done through constant feedback, continuous assessment and revision. The student in the process of feedback and constant revision satisfies their academic needs and starts regulating their abilities to further reach the goals of learning (Stigler, 2010). They start to become conscious about the quality of their work, use learning strategies to reach their goals, and they become in control of their own learning. In other words, self-regulation is developed in the process of strengthening students’ learning in formative assessment. The focus of this article is to highlight how formative assessment is explicitly manifested when students goes through formative assessment.
the gap between current learning and desired goals” (Heritage, 2010, p. 10). Formative assessment when implemented in teaching begins when the learner and teacher understands the target of the
learning. The present performance of the student is determined in relation to the goal. The students and the teacher then take action to move the learner closer towards the goal bringing about progress in their learning. This is done through constant feedback, continuous assessment and revision. The student in the process of feedback and constant revision satisfies their academic needs and starts regulating their abilities to further reach the goals of learning (Stigler, 2010). They start to become conscious about the quality of their work, use learning strategies to reach their goals, and they become in control of their own learning. In other words, self-regulation is developed in the process of strengthening students’ learning in formative assessment. The focus of this article is to highlight how formative assessment is explicitly manifested when students goes through formative assessment.