This document discusses the purposes and principles of reporting assessment data. It outlines eight types of decisions that assessment data can inform, including instructional, grading, diagnostic, selection, placement, counseling, curriculum, and administrative decisions. The document also discusses different methods of reporting assessment results to parents, including individual conferences, written reports, parent group meetings, and newsletters. Overall, the key purposes of reporting are to provide information to improve student learning and help students and parents make educational decisions.

1. Lecturer: Yee Bee Choo
IPGKTHO

2. Reporting of
Assessment
Data
Purposes of
Reporting
Principles of
Reporting
Reporting
Method

3. 8 Different
Types of
Decisions
(Kubiszyn & Borich, 2000)
•1. Instructional
decisions
•2. Grading decisions
•3. Diagnostic decisions
•4. Selection decisions
•5. Placement decisions
•6. Counseling and
guidance decisions
•7. Program of
curriculum decisions
•8. Administrative
decisions

4. 1. Instructional Decisions
 Based on test results, teachers decide to
change or maintain their instructional
approach.
2. Grading Decisions
 As grades are indicators of student
performance, teachers need to decide
whether a student deserves a high grade –
perhaps an A – on the basis of some form of
assessment.

5. 3. Diagnostic Decisions
 Sometimes, we give tests to find out the strengths
and weaknesses of our students.
4. Selection Decisions
 It relates to whether or not a student is selected for a
programme or for admission into an institution based
on a test score.
 Tests such as TOEFL and IELTS are often used by
universities to decide whether a candidate is suitable,
and hence selected for admission.
 A qualifying test is needed for students after SPM to
be selected for the programmes in Teacher Education
Institute (IPG).

6. 5. Placement Decisions
 It deals with where a candidate should be placed based on
performance on the test.
 A clear example is the language placement examination
for newly admitted students commonly administered by
many local and foreign universities.
 Based on their performance on such a test, students are
placed into different language classes that are arranged
according to proficiency levels.
4. Counseling and Guidance Decisions
 Counsellors often give advice in terms of appropriate
vocations for some of their students.
 These advice is likely to be made on the basis of the
students’ own test scores.

7. 7. Program of Curriculum Decisions
 It reflects the kinds of changes made to the
educational programme or curriculum based
on examination results.
8. Administrative Decisions
 Administrative policy decisions that need to
be made which are also greatly influenced by
test scores.

8. Other Purposes of Reporting:
 To recognise, acknowledge and give credit
for what students have achieved.
 To contribute to students personal
development and progress.
 To assist schools and system in identifying
the potential of their students.

9. Other Purposes of Reporting to Parents:
 By knowing what the school is attempting to
do, parents are better able to co-operate with
the school in promoting their children’s
learning and development.
 Information concerning their children’s success,
failure and special problem enable parents to
give them the emotional support and
encouragement they need.
 Knowing their children’s strengths and
weaknesses in learning provides a basis for
helping them make more sound educational
and vocational decisions.

10.  Has clear, direct links with
syllabus outcomes
 Is integral to teaching and
learning
 Is balanced,
comprehensive and varied
 Is valid
 Is fair
 Engages the learner
Values teacher judgement
Is time efficient and
manageable
Recognises individual
achievement and progress
Involves a whole school
approach
Actively involves parents
Conveys meaningful and
useful information

11. i. Norm - Referenced Assessment and Reporting
 Assessing and reporting a student's achievement and
progress in comparison to other students.
ii Criterion - Referenced Assessment and Reporting
 Assessing and reporting a student's achievement and
progress in comparison to predetermined criteria.
iii An outcomes-approach
 An outcomes-approach to assessment will provide
information about student achievement to enable
reporting against a standards framework.
 Acknowledges that students, regardless of their class
or grade, can be working towards syllabus outcomes
anywhere along the learning continuum.

12. 1. Individual Parent/Teacher Conferences
 Provide a good opportunity for teachers to
explain assessment results to parents.
 Teachers can communicate the results of
each individual student as well as the
performance of the school as a whole.
 Teacher can also explain initiatives that have
been undertaken to improve student learning.
 Parents can ask teachers questions about
assessment.

13. 2. An Individual Written Report Sent Home
 A written report does not provide the face-to-face
interaction of a parent/teacher conference,
but it can be an effective method for distributing
assessment information.
 It includes information concerning how parents
can actively participate in a plan of action to
address the instructional needs of their child.
 Teachers must be sure that the report carefully
describes the assessment process and clearly
explains how to interpret the results.
 The report should also include a phone number
that parents can call if they have any questions.

14. 3. Parent Group Meetings
 Assessment by the teacher is made in
general.
 Parents can voice concern as a team.
 Teacher has to be careful about giving advice
to a group of parents.
 Be willing to accept parents’ feelings.

15. 4. Parent Newsletter Articles
 Articles in such a newsletter can describe the
assessment process, the scoring procedures, the
school’s placement on an overall level, and any
initiatives that are being undertaken to improve
future learning.
 Some articles can be written in the form of
frequently asked questions, along with answers.
 The newsletter should convey that the real
purpose of assessment is to improve teaching
and learning.