The Panel presented key insights from their experiences in the implementation of Journaling in Chem-1 as a form of individual assessment and as an effective tool to enhance deeper learning of the different concepts by students during self-guided online classes.

Journaling as a continuous form of assessment promoted reflective learning by “owning the knowledge” through application of concepts in students’ daily lives, and in what goes on in society and the world. It promoted creativity as well as writing skills and took into consideration the interests/fields of study of Chem-1 students, as can be seen from the illustrative student journals presented. Qualitative assessment on the impact and usefulness of journaling in Chem-1, by relating students’ overall performance and journaling were presented for classes in UPD and UPB. Both sets of data showed a direct correlation of student journaling and student overall performance. Journaling was shown to be effective in student self-monitoring, specifically in identifying knowledge gaps and misconceptions. It further allowed for effective monitoring and feedback mechanism; the teacher was able to address common knowledge gaps and misconceptions in a timely manner, very crucial in a self-guided online learning setup. Journaling also served as an engagement tool since students were allowed to correct their mistakes and learn from these.

The path for collaboration between UP units like UPD and UPB through sharing of learning materials in General Education courses was described in Panel presentation 3. We do not need to “reinvent the wheel”, especially during the Covid-19 Pandemic. Faculty insights gained from students’ journal entries, and student’s feedback from student survey on class requirements, can guide planning for future lessons in updating to improve the course packs/learning materials and for better approaches to teaching and assessments. “Journaling in Chem-1 promoted the development of critical thinking in students which is one of the goals of General Education in UP” according to Prof Giron in her presentation of the UP Baguio experience.

For optimum benefit of journaling, a clear Rubric is needed to guide both teacher and students to manage expectations in grading and point system. Teacher’s feedback must be timely to be effective: “Feedback delayed is learning delayed” as Dr. Gregorio stated and “Feedback is not a one-way street; we should listen and pay attention to our students to develop more effective teaching and assessment methods” concurred by Dr. Castriciones.