1. Utilization of Assessment Data in the Improvement of
Teaching and Learning in the Classroom
ROSEMARIE Z. BURAYAG
SDO NUEVA ECIJA
MAY 12, 2023
2. DEPARTMENT OF EDUCATION REGION III
▪At the end of the session, the instructional managers
will be able to deepen their conceptual and practical
knowledge about maximizing opportunities to improve
the quality of education brought by effective
assessment data utilization, analysis, and
interpretation.
TERMINAL OBJECTIVE
3. DEPARTMENT OF EDUCATION REGION III
• Determine the purposes of assessment;
• Deepen understanding on some of the ways to effectively utilize
data to support decision-making in relation to teaching and
learning processes; and
• Translate assessment data into technical assistance plans
focusing on designing learning programs for classroom
instruction.
SESSION OBJECTIVES
After the session, the participants are expected to:
4. DEPARTMENT OF EDUCATION REGION III
Share your most favorite assessment tool and
brieflyexplainwhyyoupreferitoverothertypes.
PRIMING ACTIVITY
My Favorite AssessmentTool
5. DEPARTMENT OF EDUCATION REGION III
What is our initial understanding when we
hearAssessmentData?
ACTIVITY
ActivatingWhatWe Already Know
6. DEPARTMENT OF EDUCATION REGION III
ASSESSMENT DATA
GRADE LEVEL REGIONAL DIAGNOSTICTEST REGIONAL MID-YEAR ASSESMENT
Grade 7 9.36% 42.76%
Grade 8 8.18 % 40.97%
Grade 9 8.04% 41.47%
Grade 10 10.49% 40.73%
Learning
Area
Science
9. DEPARTMENT OF EDUCATION REGION III
How can assessment data impact the quality of
instructionweprovidetoourlearners?
ANALYSIS
Share It!
10. DEPARTMENT OF EDUCATION REGION III
1. In your point of view, how important data is in
termsoffacilitating learning?
2. What are your initial ideas about the processes
involved to ensure the effective collection of
assessmentdata?
ABSTRACTION
11. DEPARTMENT OF EDUCATION REGION III
3. Do you think our agency, the Department of
Education, has been successful in utilizing assessment
data? Whyorwhynot?
ABSTRACTION
12. DEPARTMENT OF EDUCATION REGION III
PPST 5.5: Use of assessment data to
enhance teaching and learning
practices and programs.
LECTURE AND DISCUSSION
Alignment to National Professional Standards
13. DEPARTMENT OF EDUCATION
PPST 5.5: Use of assessment data to enhance
teaching and learning practices and programs.
PPST Career Stage 1:
Demonstrate an understanding of the role of
assessment data as feedback in teaching
and learning practices and programs.
14. DEPARTMENT OF EDUCATION
PPST 5.5: Use of assessment data to enhance
teaching and learning practices and programs.
PPST Career Stage 2:
Utilize assessment data to inform the
modification of teaching and learning
practices and programs.
15. DEPARTMENT OF EDUCATION
PPST 5.5: Use of assessment data to enhance
teaching and learning practices and programs.
PPST Career Stage 3:
Work collaboratively with colleagues to analyze
and utilize assessment data to modify practices
and programs to further support learner progress
and achievement.
16. DEPARTMENT OF EDUCATION
PPST 5.5: Use of assessment data to enhance
teaching and learning practices and programs.
PPST Career Stage 4:
Lead colleagues to explore, design and implement
effective practices and programs using
information derived from assessment data.
17. DEPARTMENT OF EDUCATION REGION III
SESSION 5: Utilization of Assessment Data in the Improvement of
Teaching and Learning in the Classroom
SESSION 5: Utilization of Assessment Data in the Improvement of
Teaching and Learning in the Classroom
PPSSH 3.5 Learning assessment
LECTURE AND DISCUSSION
Alignment to National Professional Standards
18. DEPARTMENT OF EDUCATION
PPSSH 3.5 Learning assessment
PPSSH Career Stage 1:
Demonstrate knowledge and understanding of
learning assessment tools, strategies and utilization
of results consistent with curriculum requirements.
19. DEPARTMENT OF EDUCATION
PPSSH 3.5 Learning assessment
PPSSH Career Stage 2:
Provide technical assistance to teachers in using learning
assessment tools, strategies and results consistent with
curriculum requirements to ensure accountability in
achieving higher learning outcomes.
20. DEPARTMENT OF EDUCATION
PPSSH 3.5 Learning assessment
PPSSH Career Stage 3:
Work with personnel involved in evaluating teachers’ use of
learning assessment tools, strategies and results
consistent with curriculum requirements to ensure
accountability in achieving higher learning outcomes.
21. DEPARTMENT OF EDUCATION
PPSSH 3.5 Learning assessment
PPSSH Career Stage 4:
Lead initiatives on the innovative use of learning
assessment tools, strategies and results consistent
with curriculum requirements to ensure
accountability in achieving higher learning outcomes.
22. DEPARTMENT OF EDUCATION REGION III
PPSS 1.6 Learning Outcomes
Assessment
LECTURE AND DISCUSSION
Alignment to National Professional Standards
23. DEPARTMENT OF EDUCATION
PPSS 1.6 Learning Outcomes Assessment
PPSS Career Stage 1:
Demonstrating knowledge and understanding in
the utilization of the results learning outcomes
assessment
24. DEPARTMENT OF EDUCATION
PPSS 1.6 Learning Outcomes Assessment
PPSS Career Stage 2:
Utilizing results of learning outcomes assessment in
developing intervention strategies to support the
division/ districts/ schools and learning centers.
25. DEPARTMENT OF EDUCATION
PPSS 1.6 Learning Outcomes Assessment
PPSS Career Stage 3:
Mentoring and coaching colleagues in the development and
implementation of an effective harmonized intervention
strategy based on analyses of results of learning outcomes
assessment to support the division/ districts/ schools and
learning centers.
26. DEPARTMENT OF EDUCATION
PPSS 1.6 Learning Outcomes Assessment
PPSS Career Stage 4:
Showing exemplary leadership skills in applying a wide
range of intervention strategies based on results of learning
outcomes assessment to support the division/ districts/
schools and learning centers.
27. DEPARTMENT OF EDUCATION REGION III
1. It drives instruction.
2. It drives learning.
3. It informs students of their progress.
4. It informs teaching practice.
LECTURE AND DISCUSSION
Purposes of Assessment
28. DEPARTMENT OF EDUCATION
1. Assessmentdrivesinstruction.
A pre-test or needs assessment informs
educators what students know and do not
know at the outset, setting the direction of a
course.
30. DEPARTMENT OF EDUCATION
3. Assessment informs students of their
progress.
Effective assessment provides students with a sense
of what they know and don’t know about a subject. If
done well, the feedback provided to students will
indicate to them how to improve their performance.
31. DEPARTMENT OF EDUCATION
4. Assessment informs teaching
practice
Reflection on student accomplishments
offers instructors insights on the
effectiveness of their teaching
strategies.
32. DEPARTMENT OF EDUCATION REGION III
Question:
From the four purposes mentioned in the discussion, which do
you think are the most relevant to your role as an instructional
schoolhead?
LECTURE AND DISCUSSION
33. DEPARTMENT OF EDUCATION REGION III
1. Plan individual instructional intervention
2. Develop Daily Instructional Strategies
3. Determine the targeted goals for the students
and teachers
4. Monitor and evaluate student and teacher
progress
5. Discover professional development gaps.
LECTURE AND DISCUSSION
Ways on How toUtilize Assessment Data
34. DEPARTMENT OF EDUCATION
1. Plan individual instructional
intervention
Assessment data gives teachers the
foundation for creating their own
individualized plan for struggling
learners.
35. DEPARTMENT OF EDUCATION
2. Develop Daily Instructional
Strategies
Knowing where each student is performing
helps teachers see the big picture when
developing their daily instructional strategies.
36. DEPARTMENT OF EDUCATION
3. Determine the targeted goals for
thestudentsandteachers
District and school leaders can analyze assessment
data and use the information to set goals for teachers
that are specific, measurable, relevant, and
attainable. In return, teachers can work to make sure
that student goals are aligned.
37. DEPARTMENT OF EDUCATION
4. Monitor and evaluate student and
teacher progress
Progress monitoring provides leaders with
valuable information regarding improvements in
critical thinking, reading and math skills as well
as classroom performance.
38. DEPARTMENT OF EDUCATION
5. Discover professional development
gaps
Education leaders are analyzing assessment
data and determining where students are
seeing the least amount of improvement.
39. DEPARTMENT OF EDUCATION REGION III
SESSION 5: Utilization of Assessment Data in the Improvement of
Teaching and Learning in the Classroom
SESSION 5: Utilization of Assessment Data in the Improvement of
Teaching and Learning in the Classroom
Kindly revisit your Technical Assistance Plan
regarding Classroom Assessment and answer the
following questions:
1. How will you improve it applying the concepts you have
learned and aligning it with your Career Stage
standards and your current division’s context?
2. Justify why you make those adjustments.
APPLICATION
40. DEPARTMENT OF EDUCATION REGION III
SESSION 5: Utilization of Assessment Data in the Improvement of
Teaching and Learning in the Classroom
SESSION 5: Utilization of Assessment Data in the Improvement of
Teaching and Learning in the Classroom
What new learnings have you acquired
regarding utilization of assessment data?
REFLECTION
TakeTime to Ponder
41. DEPARTMENT OF EDUCATION REGION III
SESSION 5: Utilization of Assessment Data in the Improvement of
Teaching and Learning in the Classroom
SESSION 5: Utilization of Assessment Data in the Improvement of
Teaching and Learning in the Classroom
“Assessment is today’s means of
modifying tomorrow’s instruction”.
- Harry Wong.
CLOSING
42. DEPARTMENT OF EDUCATION REGION III
SESSION 5: Utilization of Assessment Data in the Improvement of
Teaching and Learning in the Classroom
SESSION 5: Utilization of Assessment Data in the Improvement of
Teaching and Learning in the Classroom
▪ https://www.rpajournal.com/dev/wp-content/uploads/2014/06/A1.pdf
▪ https://files.eric.ed.gov/fulltext/EJ1112912.pdf
▪ https://files.eric.ed.gov/fulltext/ED588492.pdf
▪ https://nces.ed.gov/forum/dataqualitycourse/pdf/Improving_Data_Quality_for_Title1.pdf
▪ https://www.deped.gov.ph/wp-content/uploads/2016/06/DO_s2016_55-3.pdf
▪ https://research.acer.edu.au/cgi/viewcontent.cgi?article=1036&context=research_conference
▪https://inee.org/sites/default/files/resources/Using_Assessment_to_Improve_the_Quality_of_Education
.pdf
▪ https://learningportal.iiep.unesco.org/en/issue-briefs/monitor-learning/using-data-to-improve-the-
quality-of-education
▪ https://cdip.merlot.org/facultyteaching/purposeofassessment.html (discussion part - purposes of
assessment)
▪ https://blog.istation.com/5-ways-to-utilize-assessment-data-in-the-classroom (discussion part - ways
to utilize assessment data)
REFERENCES
“Good afternoon, dear colleagues in DepEd! I am ________________ from SDO _______________ and it is an honor and a pleasure to be here today.
At this point, let us see the objectives for this session. The participants will be able to:
Before we start our comprehensive discussion, let us first try to share our favorite assessment tool and to explain why you chose it. As you answer, please mention your name and division. RUBRIC, PORTFOLIO, SURVEY, MAPPING, INTERVIEWS, FG, KAHOOT, QUIZIZ, MENTIMETER, SLIDO, WORDWALL, EDULASTIC, CLASS KICK, GOOGLE FORMS
(Call at least five participants.)
Let us try to activate our prior knowledge. In one sentence, what is our initial understanding when we hear Assessment Data? Call at least three participants to answer this question.
Assessment data is a systematic information derived from assessment tools providing a means to look at student performance and student learning in the curriculum. This may also be used to provide information about a program’s strengths and weaknesses guiding curriculum implementers and policy makers in arriving at sound decisions.
Call at least five participants.
It is important to know the functions of the assessment tools so that we can generate the relevant data types. They should be able to provide examples of formative and summative assessments, performance tasks or other forms of assessments. Gathering, evaluating and storing.
Brilliant ideas from our instructional managers! Thank you for sharing! This really proves that we already have a clear understanding of the importance of effectively utilizing assessment data.
Data is extremely important in achieving our desired learning outcomes since it provides a glimpse of where the learners currently are and what are their current challenges – helping educators craft programs that address their learning needs.
One vital process involved in data collection is ensuring the validity of the assessment tools we provide to our learners because the quality of the information we can get will depend on the quality of these instruments. We have to ask reliable questions aligned with the target objectives or competencies. Next is designing a tool that is free from computational errors. It is important that raw and actual data are encoded and analyzed – not manipulated to please the higher ups.
It is both a YES and a NO. It can be observed that our department has always been data-driven whenever it makes any decision. However, sometimes, the complication and irregularity comes from the root – the school providing false data since it will affect their performance.
Assessment data is a systematic information derived from assessment tools providing a means to look at student performance and student learning in the curriculum. This may also be used to provide information about a program’s strengths and weaknesses guiding curriculum implementers and policy makers in arriving at sound decisions.
It is important to know the functions of the assessment tools so that we can generate the relevant data types. They should be able to provide examples of formative and summative assessments, performance tasks or other forms of assessments.
Possible Answers to the Questions:
Data is extremely important in achieving our desired learning outcomes since it provides a glimpse of where the learners currently are and what are their current challenges – helping educators craft programs that address their learning needs.
One vital process involved in data collection is ensuring the validity of the assessment tools we provide to our learners because the quality of the information we can get will depend on the quality of these instruments. We have to ask reliable questions aligned with the target objectives or competencies. Next is designing a tool that is free from computational errors. It is important that raw and actual data are encoded and analyzed – not manipulated to please the higher ups.
It is both a YES and a NO. It can be observed that our department has always been data-driven whenever it makes any decision. However, sometimes, the complication and irregularity comes from the root – the school providing false data since it will affect their performance.
For teachers, they are expected to use assessment data in designing learning programs for their learners.
For school heads, they must become aware of the different assessment tools and strategies that are aligned with the requirements of the curriculum in order to provide quality technical assistance to their teachers.
For supervisors, they must be able to use assessment data in designing and monitoring learning programs in the division.
As can be seen, this area is an integral competency across positions. The department highlights the importance of knowing how to properly use the preponderance of data we receive from the field and transform them into feasible and contextualized learning programs.
The major purposes of assessment are:
It drives instruction.
It drives learning.
It informs students of their progress.
It informs teaching practice.
There are some ways on how we can effectively utilize assessment data.
Plan individual instructional intervention.
Develop Daily Instructional Strategies.
Determine the targeted goals for the students and teachers.
Monitor and evaluate student and teacher progress.
Discover professional development gaps.
These are some of the ways on how we can maximize the potential of the data we gather. We should remind our colleagues, school leaders and teachers that all these pieces of information should not only be collected for reporting and compliance, but they must realize that these numbers can be translated into activities and programs that will greatly impact learner academic performance.
DO No. 42 s. 2017
How many domains? 7 strands? 37
1. Content knowledge and pedagogy 2. learning environment 3. diversity of learners 4. Curriculum and planning 5. assessment and reporting 6. community linkages and professional engagement 7. personal growth and professional development
Domain 5, Assessment and Reporting, is composed of five strands: 1. Design, selection, organization and utilization of assessment strategies 2. Monitoring and evaluation of learner progress and achievement 3. Feedback to improve learning 4. Communication of learner needs, progress and achievement to key stakeholders 5. Use of assessment data to enhance teaching and learning practices and programs
For teachers, they are expected to use assessment data in designing learning programs for their learners
DepEd Order No. 24, s. 2020
a. Leading Strategically, b. Managing School Operations and Resources, c. Focusing on Teaching and Learning, d. Developing Self and Others, and e. Building Connections.
For school heads, they must become aware of the different assessment tools and strategies that are aligned with the requirements of the curriculum in order to provide quality technical assistance to their teachers.
DO N0. 25 s. 2020
Domain 1: Supporting Curriculum Management and Implementation Domain 2: Strengthening Shared Accountability Domain 3: Fostering a Culture of Continuous Improvement Domain 4: Developing Self and Others
For supervisors, they must be able to use assessment data in designing and monitoring learning programs in the division.
As can be seen, this area is an integral competency across positions. The department highlights the importance of knowing how to properly use the preponderance of data we receive from the field and transform them into feasible and contextualized learning programs.
Ask the participants when do we assess our learners and how many time we asses them..Proper phasing of teachers in presenting the topics…..assessment before during and after and application which is the highlight of the topic. Curriculum entrance and exit,,,,ELNA
If done correctly, the information gathered will show the gap between where our learners are and where we want them to be academically. Successful teachers identify students' prior knowledge and use it as a springboard for creating new understanding. The same is true for data gathered through in-class evaluation. Outstanding teachers continuously adjust and improve their lessons to fit the various requirements of their learners by checking in with them throughout the course of instruction.
Assessment practices must send the right signals to students about what to study, how to study, and the relative time to spend on concepts and skills in a specific learning area. High expectations for learning result in students who rise to the occasion.
Assessments must clearly match the content, the nature of thinking, and the skills taught in a class. Through feedback from instructors, students become aware of their strengths and challenges with respect to course learning outcomes. Assessment done well should not be a surprise to students.
Educators might gain insights into the efficacy of their teaching methods by considering the achievements of their students. We may assess how effectively student learning aligns with our objectives / expectations for a lesson, unit, or class by methodically collecting, evaluating, and interpreting information. The feedback provides the teacher with information on how to enhance education, where to focus on teaching, and which topics are widely known and might potentially be cut back on in future lessons.
Call at least three participants who would like to share their insights. Process their answers.
The goal of delivering instructional intervention is the same: help students improve skills they struggle with.
Teachers can build their own tailored plans for struggling learners using the assessment results as a starting point. Personalizing a student’s plan can look very different each time but may include a few similar criteria, such as:
skills that need emphasis in the classroom;
additional support strategies for teaching the student; and
a way to track and monitor progress for the student, teacher, and families involved.
Keep in mind that a personalized instructional intervention plan remains flexible.
When formulating their daily educational strategies, teachers can view the larger picture better when they are aware of each student's performance. As a result, they can switch from assessing pupils to classifying them according to pertinent assessment data patterns.
It’s easy to feel overwhelmed when it comes to grouping students and you may hear teachers ask:
How many small groups should I teach?
How am I going to find the time to meet with them?
How do I manage the rest of my class while working with my small groups?
Where do I find resources to meet all the instructional needs of my students?
When conducting progress monitoring, consider using an all-in-one assessment tool for students. Having this type of assessment tool allows each student to be assessed in the area of content they need to show progress. When the tool adapts to the learner’s ability, the student becomes less discouraged and frustration levels are lowered. This ensures that the assessment data gathered during progress monitoring is more accurate.
Leaders in education are looking at assessment data to discover where learners are improving the least. They can use this information to identify the general gaps in teachers’ professional growth.
These are some of the ways on how we can maximize the potential of the data we gather. We should remind our colleagues, school leaders and teachers that all these pieces of information should not only be collected for reporting and compliance, but they must realize that these numbers can be translated into activities and programs that will greatly impact learner academic performance.
ask,.
As we end our session this afternoon, allow me to leave this quote, “Assessment is today’s means of modifying tomorrow’s instruction” by Harry Wong.
This statement encapsulates the very purpose of this session and I hope you keep in mind this message when we go back to our respective divisions.
