This document discusses assessment, reporting, feedback, and portfolios as tools to improve student learning. It defines assessment as gathering information about student progress and reporting as communicating this knowledge. Feedback is described as integral to assessment and reporting, as it helps students improve by indicating strengths and areas for growth. Effective feedback is specific, concrete, aligned with criteria, and provides recommendations. Portfolios that collect student work over time can showcase progress when reviewed with students and parents. Guidelines are provided for organizing meetings to communicate assessment results to parents and support student learning.

1. COMMUNICATING and REPORTING
of ASSESSMENT Data from
ALTERNATIVE Methods

2. Let’s first define:
ASSESSMENT and REPORTING
ASSESSMENT – refers to all the ways we gather
information about progress in a student’s learning.
Assessment tasks should reflect the objectives and
criteria to be meaningful and relevant. It may include
tests, observations, peer discussions, work samples,
presentations, performances and projects.

3. Let’s first define:
ASSESSMENT and REPORTING
REPORTING – is the process used to communicate
knowledge gained from assessing student’s learning.
The purpose of reporting is to provide relevant
information about a student’s progress to students,
parents, support staff and other teachers.

4. So,
ASSESSMENT REPORTING:
Assessment reporting are integral parts of the
teaching and learning program and important
aspects of the work of teachers and students.
Assessment reporting are combined to support
students to achieve high standards and to provide
the basis for guiding further learning, as well as
informing parents about their child’s achievements.

5. Significant Culminating Performance Task and
Success Indicators
You are considered to be successful in a performance
task if you have satisfied at least some of the
following indicators of success:

6. Performance Task Indicator of Success
Provide adequate feedback to
learners.
About assessment task and
corresponding rubrics to monitor the
progress of the attainment.
Communicate progress of learners
based on their portfolios.
Portfolio to inform the learners what
they can and cannot do.
Organize a meeting with parents
relaying the results of the learner’s
performance.
Guidelines in communicating to
parents.

7. Feedback and Learners’ Improvement

8. Why is Feedback a powerful means to help
learners improve?
It helps the learner/s improve their academic
performance.
Allows the learners to determine which part of their
performance needs improvement.
Provides specific information to learners on what they
need to do to revise/redo their task in a better way.

9. Contents of Feedback:
The part of the answer or response that need to be
corrected;
The specific strategy to be used to perform the task,
and the suggested procedure that need to be
undertaken by the learner;
A direction to the learner where to find the answer;

10. Contents of Feedback:
A challenge to the learner to think about the
appropriate response; and
A clarification on some misconception of the learner.

11. Feedbacks are either provided
DURING or AFTER a Performance
Feedbacks during performance can be verbal or
non-verbal.
Verbal feedback can be written in a big signage
visible to the learner. This is possible when a
performance cannot be stopped like when currently
dancing/singing. (ex. If you are watching got talents,
they are pressing buzzers)

12. Feedbacks are either provided
DURING or AFTER a Performance
The teacher can also provide segments of feedback,
(like a short reminder during performance) where the learner can
pause when performing drama/role playing.
Feedbacks during performance is useful to
immediately correct the performance to avoid
further mistakes. (ex. Some teachers are
understandable and let students correct their
mistakes

13. Feedbacks are either provided
DURING or AFTER a Performance
Feedback can also be given after the performance of
the task. This is appropriate when learners are
provided another opportunity to revise and show
again the performance. (ex. Reperform)

14. Feedbacks are need to be
SPECIFIC and CONCRETE
General Feedback Specific Feedback
This essay is good…
Note: Saying the essay is good does
not provide the idea to the learner
which part was good. The learner
might think that the essay is good in
all aspects
You started your 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 specific in
saying why task is good based on the
structure of the sentences in the
paragraph.

15. Feedbacks are need to be
SPECIFIC and CONCRETE
General Feedback Specific Feedback
The painting needs improvement..
Note: This is 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 so that we can
distinguish the objects…
Note: This feedback is specific in
giving a recommendation on what can
be done about the painting.

16. Feedbacks are need to be based on the
Agreed CRITERIA
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. (pertaining to the
criteria based on accuracy of
information)
The heading needs to be in a bold
font.
Add one more reference to support
further your claim on the benefits of
using organic fertilizers.
(pertaining to the criteria on
references)

17. Feedbacks should provide
Recommendations/Suggestions on how to improve
performance
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.

18. What is FEEDBACK??
Is an information about reactions on a product, a
person’s performance of tasks, etc., which is used as a
basis for improvements.
In classroom, feedback is given to the learner or
teacher about the learner’s performance relative to
learning targets or outcomes.
Aim towards improvement in students’ learning.

19. Purpose of FEEDBACK to learner’s
Improvement
Feedback is an essential part of effective learning.
It helps students understand the subject being
studied and gives them clear guidance on how to
improve their learning.
Academic feedbacks are more strong and
consistent related to achievement than other
teaching behavior.

20. Purpose of FEEDBACK to learner’s
Improvement
Feedback can improve student’s confidence, self-
awareness and enthusiasm for learning.
Effective feedback can aid the transition to higher
education and may support student retention.
Engaging students to feedbacks can enhance
learning and improve assessment performances

21. Different Forms of FEEDBACK
3 Areas to focus:
Focus on the product or performance;
Focus on the procedure;
Focus on the strategy to improve the work.

22. Different Forms of FEEDBACK
1. Focus on the product or performance
This kind of feedback describes how well the
performance or product was done.
Ex:
*all the parts of the paper are complete. You have used up-to-date
references in you paper.*
*include a definition of terms based on the main author*
*rephrase the findings by the author on page 30*

23. Different Forms of FEEDBACK
2. Focus on the procedure:
This kind of feedback focuses on the step-by-step
process that needs to be done by the learner.
Ex:
*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*

24. Different Forms of FEEDBACK
2. Focus on the strategy to improve the work:
Strategies refers to the different cognitive and
metacognitive actions that the learner needs to think
about in order to arrive at a better work or performance
Ex:
*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?*

25. Use of Portfolio in Improving Learning

26. How to use PORTFOLIOS to help Learner’s
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 learners is better communicated if
there is a good documentation of their formative
assessment.
The work that the learners have produced can be
collected and compiled in a portfolio.

27. Some Tips in making PORTFOLIOS a powerful
vehicle in communicating learning progress and areas
needing improvement
Schedule a time slot to sit beside each child to show
progress in learning;
Let the learners reflect on each entry in the portfolio;
Let the learners report their observation on the
transition of one work to another

28. Some Tips in making PORTFOLIOS a powerful
vehicle in communicating learning progress and areas
needing improvement
Let the learners to reflect on the other areas that need
to be continued and improved for the succeeding
work.
End the conversation with the learners with an
encouragement and a belief that they can improve
and are capable of mastering task.

29. Organizing Parents’ Conference

30. How to Organize Meeting with Parents?
Assessment results are also communicated to parents.
The parents are partners in the child’s learning
Information about the academic standing of their
child should be communicated with them.
Parents are needed to provide further support in their
child’s learning.

31. How to Organize Meeting with Parents
Assessments results are communicated through the
process of parent and teacher conference.
The school usually sets schedule and guidelines for
teachers to confer with parents.
These guidelines are communicated during the
parent’s orientation at the beginning of the school
year.

32. Guidelines than can be followed in Conducting Parent
and Teacher Conferences
Send a letter inviting parents for a meeting, indicate
availability for this meeting to happen;
Greet the parents in a positive tone, express how you
care about their child that is why you set a meeting
with them;
Let the parents talk, avoid interrupting them while
they are saying their concerns.

33. Guidelines than can be followed in Conducting Parent
and Teacher Conferences
When responding to parent’s concerns, you may want
to restate or clarify their ideas, report relevant
incidents, or ask further questions;
When reporting assessment results, avoid judging the
ability of the child.
Prepare the evidence of the performance and show
the parents how rating was done, and describe the
performance based on the rubric.

34. Guidelines than can be followed in Conducting Parent
and Teacher Conferences
When describing performance of the child, use words
that are understandable to the parents;
Avoid too technical terms, or explain the terms to the
parents;
Commit to the parents a course of action that you can
realistically do but to not guarantee a result.

35. Summary of our Report,
COMMUNICATING and REPORTING of
Data from ALTERNATIVE Methods
The purpose of communicating and reporting is to
provide relevant information about students’
progress.
To communicate to the parents of the learners about
the situation of their children in the classroom.
To guide well the development of the children to
prepare them in higher education.

36. Summary of our Report,
COMMUNICATING and REPORTING of
Data from ALTERNATIVE Methods
And also, to give proper feedback to learners to avoid
misconceptions when we give feedbacks to their
performance tasks.