For School purposes only!

1. LESSON NO. 7
C O M M U N I C A T I N G A N D R E P O R T I N G
O F A S S E S S M E N T D A T A F R O M
A L T E R N A T I V E M E T H O D S
GROUP 6

2. a. Provide appropriate
feedback based on
alternative methods of
assessment
LEARNING
OUTCOMES

3. GUIDELINES IN GIVING
QUALITATIVE FEEDBACK
• a suggested procedure
• how to correct the errors
• the kind of thinking required to get the answer
• where to locate the answer
1. The contents of the feedback are based and within
the confines of the criteria.
2. The feedback should inform the students on what
to do to become better in their performance or
behavior. The recommendation can be:
GROUP 6

4. GUIDELINES IN GIVING
QUALITATIVE FEEDBACK
3. The feedback should be immediate to correct the error.
4. The learner needs to be provided with an opportunity to
redo and resubmit the task.
5. Detail the feedback if the learner needs more
information.
6. The feedback can be short if the learner knows what to
do.
7. Feedback can come in the form of verbal cues and
gestures so that the learner is not disrupted while
performing.
GROUP 6

5. WHY IS FEEDBACK A POWERFUL
MEANS HELP LEARNERS
IMPROVE?

6. WHY IS FEEDBACK A POWERFUL MEANS
HELP LEARNERS IMPROVE?
Feedback is a powerful means of helping the learners improve
their academic performance.
Feedback is a specific means
that allows the learners to determine which part of their
performance needs improvement.
Feedback provides specific
information to learners on what they need to do to revise or
redo their task in a better way.

7. THE CONTENT OF FEEDBACK
CAN BE:
• The part of the answer or response that needs to be
corrected.
• The specific strategy to be used to perform the task
• The suggested procedure that needs to be undertaken
by the learner
• A direction to the learner where to find the answer
• A challenge to the learner to think about the
appropriate response
• A clarification on some misconceptions of the learner

8. WHY IS FEEDBACK A POWERFUL MEANS
HELP LEARNERS IMPROVE?
Feedback is given every time students perform a
task whether it is a paper-and-pencil test or
performance task.
Feedback is provided either during or after the
performance.

9. 1. FEEDBACK DURING PERFORMANCE.
01
Feedback during
performance can
be verbal or
nonverbal.
02
Verbal feedback can be written
in a big signage (like a poster
or ahandy white board) visible
to the learner.
03
This is possible to do when
a performance cannot be
stopped like when one is
currently dancing or singing.
GROUP 6
04
The teacher can also pro
feedback in segments of the
performance where the learner
can pause like when performing
drama or doing some
presentations.
05
The feedback during
performance is useful to
immediately correct the
performance to avoid further
mistakes.

10. 1. FEEDBACK AFTER PERFORMANCE.
01
Feedback can also
be given after the
performance of
the task.
02
This is appropriate when
learners are provided another
opportunity to revise and show
again the performance.
03
This is applicable for writing
essay and compositions
where students submit the
completed work before a
full feedback is provided.
GROUP 6
04
Students in these tasks have the
opportunity to rewrite their work
and resubmit for another round
of feedback.

11. TO MAKE FEEDBACK A POWERFUL
MEANS TO HELP LEARNERS
IMPROVE, THE FOLLOWING CAN BE
CONSIDERED:
1. Feedback needs to be specific and concrete.

12. General Feedback Specific Feedback
The essay is good.
Note: Saying that the essay is good does not
provide idea to the learner might think that the
easy is good in all aspects.
You started the paragraph in your essay with a
topic sentence and supporting sentences were
provided after. This helped strengthen the
point you want to make.
Note: This feedback is good based on the structure
of the sentences in the paragraph.
The painting needs improvement. I can't see
any object!
Note: This is a broad feedback because it does not
say what specific part needs to be improved.
Perhaps you may want to use other colors in
your painting to that we can distinguish the
objects.
Note: This feedback is specific in giving a
recommendation on what can be done about the
painting.
The following are illustrations of general and specific feedback.

13. TO MAKE FEEDBACK A POWERFUL MEANS TO
HELP LEARNERS IMPROVE, THE FOLLOWING
CAN BE CONSIDERED:
2. Feedback needs to be based on the agreed criteria. The
criteria serve as a guide to provide feedback on the work.
For example, the criteria in writing a technical paper are as
follows:
• The parts are organized according to the guide questions.
• The ideas are well understood by the reader.
• The information included are accurate.
• More than 5 references are used.

14. Feedback NOT based on Criteria Feedback based on Criteria
There are several grammatical errors
in the paper.
Check again the idea conveyed by the
author in the journal because there
are discrepancies on page 3
(pertaining to the criteria on accuracy
of information)
The heading needs to be in bold font.
Add one more reference to support
further your claim on the benefits of
using organic fertilizers on page 5
(pertaining to the criteria on
references)

15. TO MAKE FEEDBACK A POWERFUL
MEANS TO HELP LEARNERS
IMPROVE, THE FOLLOWING CAN BE
CONSIDERED:
3. Feedback should provide recommendations
or suggestions on how to improve performance.

16. Bad Feedback Good Feedback
I cannot hear your voice. Make your voice louder.
Why are you looking at the
ceiling while speaking?
Look at your classmates
when you speak in front.

17. WHAT ARE THE DIFFERENT
FORMS OF FEEDBACK?

18. WHAT ARE THE DIFFERENT
FORMS OF FEEDBACK?
"Include a definition of the term based on the main author."
"All the parts of the paper are complete."
"You have used up-to-date references in your paper."
"Rephrase the findings stated by the author on page 25."
1. Focus on the product or performance. This kind of feedback
describes how well the performance was done.
Examples of such feedback are:
GROUP 6

19. WHAT ARE THE DIFFERENT
FORMS OF FEEDBACK?
"Follow the guidelines stated in the workbook in conducting
the experiment to get accurate results."
"Try a different procedure in solving the problem."
"Use more adjectives to describe the main character in your
story."
2. Focus on the procedure. This kind of feedback
focuses on the step-by-step process that needs to be
done by the learner.
GROUP 6

20. WHAT ARE THE DIFFERENT
FORMS OF FEEDBACK?
"Given the criteria on delivering a speech, which parts did
you achieve well and provide evidence."
"Use a different method to check if your answers are
correct,"
"Compare your work with the model, which parts are
different? How can you improve these parts further?"
3. Focus on the strategy to improve the work. Strategies
refer to the different cognitive and metacognitive
actions that the learner needs to think about in order to
arrive at a better work or performance.
GROUP 6

21. HOW TO USE PORTFOLIOS TO
HELP LEARNERS IMPROVE?

22. HOW TO USE
PORTFOLIOS TO HELP
LEARNERS IMPROVE?
One of the important roles of the teacher is to communicate
the progress of the learners based on the learning targets.
Progress of the learner is better communicated if there is a
good documentation of their formative assessment. The
works that learners have produced can be collected and
compiled in a portfolio.

23. HOW TO USE
PORTFOLIOS TO HELP
LEARNERS IMPROVE?
This is a visual representation on what the learners have
achieved from their initial work to their improved work. For
example, their essay in an English class is collected from the
first draft to the revised draft. This progress is communicated
when the teacher creates an opportunity to sit beside each
learner to show progress in learning as evidenced in the
portfolio.

24. 1. Schedule a time slot to sit beside each
child to show progress in learning, The
teacher may focus on the first work to the
present work for one learning target at a
time (one objective). The teacher may need
about 5 minutes with each learner to show
evidences of attainment of each learning
target.
THE FOLLOWING ARE SOME TIPS IN MAKING PORTFOLIOS A
POWERFUL VEHICLE IN COMMUNICATING LEARNING PROGRESS
AND AREAS NEEDING improvement.
GROUP 6

25. 2. Let the learners reflect on
each entry in the portfolio.
This can be guided when the
teacher starts to ask
questions pertaining to the
learning strategy used.
THE FOLLOWING ARE SOME TIPS IN MAKING PORTFOLIOS A
POWERFUL VEHICLE IN COMMUNICATING LEARNING PROGRESS
AND AREAS NEEDING improvement.
GROUP 6

26. 3. Let the learners report their observation
on the transition of one work to another.
Ask questions for the learners to describe
and compare their previous work with their
present work by pointing at the differences,
things that are present and missing among
the entries, and the changes that happened
from one entry to another.
THE FOLLOWING ARE SOME TIPS IN MAKING PORTFOLIOS A
POWERFUL VEHICLE IN COMMUNICATING LEARNING PROGRESS
AND AREAS NEEDING improvement.
GROUP 6

27. 4. Ask the learners to reflect on the other
areas that need to be continued and
improved for the succeeding work. Make
the learners commit to their future plan of
strategy when engaging on the same task.
Help the learners focus on making specific
and achievable plans.
THE FOLLOWING ARE SOME TIPS IN MAKING PORTFOLIOS A
POWERFUL VEHICLE IN COMMUNICATING LEARNING PROGRESS
AND AREAS NEEDING improvement.
GROUP 6

28. 5. End the conversation with the
learners with an encouragement
and a belief that they can
improve and are capable of
mastering the task.
THE FOLLOWING ARE SOME TIPS IN MAKING PORTFOLIOS A
POWERFUL VEHICLE IN COMMUNICATING LEARNING PROGRESS
AND AREAS NEEDING improvement.
GROUP 6

29. HOW TO ORGANIZE
MEETING WITH
PARENTS?

30. HOW TO ORGANIZE MEETING WITH
PARENTS?
Assessment results are also communicated to
parents. The parents are partners in the child's
learning, and information about the academic
standing of their child should be communicated
with them. They are needed to provide further
support in their learning.

31. HOW TO ORGANIZE MEETING WITH
PARENTS?
Assessment results are communicated through
the process of parent and teacher conferences.
The school usually sets schedule and guidelines
for teachers to confer with parents. These
guidelines are communicated during the parents'
orientation at the beginning of the school year.

32. THE FOLLOWING ARE GUIDELINES THAT CAN BE FOLLOWED
IN CONDUCTING PARENT AND teacher conferences:
1. Send a letter inviting parents for a meeting. Indicate
availability for this meeting to happen.
2. Greet the parents in a positive tone. Express how you care
about their child that is why you set a meeting with them.
3. Let the parents talk. Avoid interrupting them while they
say their concerns.
4. When responding to parents' concerns, you may want to
restate or clarify their ideas, report relevant incidents, or
ask further questions.

33. THE FOLLOWING ARE GUIDELINES THAT CAN BE FOLLOWED
IN CONDUCTING PARENT AND teacher conferences:
5. When reporting assessment results, avoid judging on the ability of
the child. Focus on the performance based on the criteria. Prepare
evidence of the performance and show the parents how rating was
done. Describe the performance based on the rubric.
6. When describing the performance of the child, use words that are
understandable to the parents. Avoid too technical terms. If technical
terms cannot be avoided, explain the terms to the parents.
7. Commit to the parents a course of action that you can realistically
do but do not guarantee a result. Some course of action would be to
verify an incident further, check documents, and to try to ask the child
again.

34. THANK YOU
GROUP 6