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Field Study 1: Chapter 5
Assessment
and Reporting
Lesson 1:
Design, Selection,
Organization, and
Utilization of Assessment
Strategies
1
3
2
explain the meaning of the term assessment;
compare diagnostic, formative, and summative
assessment strategies; and
observe how teachers use different
assessment strategies inside the class.
Assessment is as old as education itself (Mitchell 1992).
Every day, teachers assess their students to ensure the quality of
instruction. This lesson will guide you in understanding the proper
procedures in designing, organizing, and using appropriate
assessment strategies. The objectives of this lesson are the
following:
As defined in DepEd Order No. 8, series of 2015,
assessment is a continuous process of identifying,
gathering, organizing, and interpreting quantitative and
qualitative information about what learners know and
can do. Indeed, the objective and subjective information
accumulated from various assessments is valuable. In
designing and utilizing an assessment strategy, the
teacher must know the purpose of assessment.
Education Theory
1. Diagnostic assessment - is given at the beginning of the school year or at the
beginning of a new unit of study. This assessment strategy attempts to quantify
what students already know about a topic.
2. Formative assessment - is given throughout the learning process. This
assessment strategy seeks to determine how students are progressing through a
certain learning goal.
3. Summative assessment - is given at the end of the year or unit. This
assessment strategy assesses the students' mastery of a topic after instruction.
There are three ways to assess students' learning
according to purpose (edudemic.com):
Through the use of various assessment strategies
in our learning episodes, that we hone not only the
cognitive domain but also the affective and
psychomotor domains, which will result in the
holistic learning and development of the students.
Lesson 2:
Monitoring and Evaluation
of Learner Progress and
Achievement
Objectives:
1 discuss the meaning of monitoring the
learners' progress;
3
2
observe how the teacher monitors
students' progress in class; and
observe how the teacher evaluates the
learners' achievement.
Continuous monitoring of the students' progress
inside the classroom has many benefits. By doing this,
teachers collect useful data, improve instruction, ensure
achievement of every learner, and identify students at
risk.
"Monitoring" is viewed by Cotton (1988) as
activities pursued by the teacher to keep track of student
learning for purposes of making instructional decisions
and providing feedback to students on their progress.
Education Theory
questioning students during classroom discussions to
check their understanding of the material being taught;
Teachers carefully monitor the students' learning
and progress through the following:
going around the classroom during seatwork and
engaging in one-on-one contact with students about their
work;
assigning, collecting, and correcting homework and
recording grades;
conducting periodic reviews with students to confirm
their grasp of the learning material and identify gaps in
their knowledge and understanding;
administering and correcting tests and recording scores;
and
reviewing student performance data and using these data
to make the needed adjustments in instruction.
In addition, Gutierrez (2007) believes that if the
instruction is satisfactory and acceptable, the teacher can
proceed to the next instructional objective. If the result of
instruction is unsatisfactory or unacceptable, he or she has
to reteach the same lesson using different strategies and
materials. On the next page is the goal-oriented
instructional model (GOIM) that teachers use as a
reference in monitoring the students' learning.
Goal Oriented Instructional Model
If formative test results are satisfactory, PROCEED
Specification of
objectives
Pre-assesment Instruction Evaluation
If formative test result is
not satisfactory,
RETEACH
Every learner’s achievement should be given worth and value.
The DepEd Order No. 36, series of 2016, reorganizes that all students
have their unique strengths that need to be identified , strengthened, and
publicly acknowledged. The table below shows the academic excellence
awards given to lerners who meet the following cutoff grades.
98-100
2. With High Honors / May mataas na Karangalan 95-97
3. With Honors / May Karangalan 90-94
Academic Excellence Award Average Grade per Quarter
1. With Highest Honors / May pinakamataas na
Karangalan
Lesson 3:
Feedback
and
Improve Learning
Learning is a two-way process. The teacher and the students both
learn during and after the instruction through feedback. This lesson will
guide you in understanding the importance of providing constructive
feedback in developing the students' learning and achievement. The
objectives of this lesson are the following:
1. discuss how constructive feedback improve students' learning:
2. critique teacher's feedback on a sample student work; and
3. observe how teachers give feedback to students' performance.
PPT下载 http://www.1ppt.com/xiazai/
Education Theory
Indeed, it is important that the teacher
encourages and supports each student by giving
constructive feedback. Feedback can be given as a
mark or grade, comments, or a mixture of the two.
You will know that if a mark is given, then it is
perhaps the first and only thing that is looked at.
The comments take time to write, but should be of
much greater benefit to the student in terms of
future improvements (Reece and Walker 2003).
Moreover, the learners must be given feedback about their
performance. Feedback must be specific. "Good work!" is a positive
feedback and is welcome but actually is not a very good feedback since it is
not specific (Corpuz 2015). A better and more specific feedback includes
written observations and comments of the teacher on how the learners can
improve their works. The following is a checklist for giving feedback to
students (Gibbs et al. 1986):
1. Keep the time short between the student writing and the feedback. Where
possible, make feedback instantaneous.
2. Substantiate a grade or mark with comments both in the text for specific
aspects and with a summary at the end.
PPT下载 http://www.1ppt.com/xiazai/
3. Balance negative comments with positive ones and ensure that
negative ones are constructive.
4. Follow-up written comments with oral feedback and aim for a
dialogue.
5. Make the criteria clear to students when setting the work and give
them written criteria where possible.
6. Make further suggestions to further develop ideas.
7. Give periodic oral feedback on rough drafts.
PPT下载 http://www.1ppt.com/xiazai/
Lack of time is one of the biggest challenges that
teachers face on a regular basis and this especially
impacts feedback opportunities. You may know exactly
what you want to tell your students about their work,
but with time constraints and a potentially high volume
of students, it can be difficult to give them the
feedback they need. With this in mind, make it your
goal to work smarter, not harder. Do not try to spend
more time than you already do on feedback. Instead,
make the effort to optimize your time.
Lesson 4:
Communication of Learners’
Needs, Progress, and
Achievement to the Key
Stakeholders
PPT下载 http://www.1ppt.com/xiazai/
Effective communication of assessment results is one of the
essential components of assessment principles. This lesson will guide you
in understanding how to properly communicate the needs, progress, and
achievement of the students to their parents. The objectives of thislesson
are the following:
discuss the essence of communicating the students' needs to
their parents;
write a narrative report of a parent-teacher conference; and
explain how the teacher communicates the students'
achievement.
PPT下载 http://www.1ppt.com/xiazai/
Learning will not be successful without the help and
cooperation of the key stakeholders, the parents or
guardians. According to the Code of Ethics for Professional
Teachers, every teacher shall inform the parents, through
proper authorities, about the progress and deficiencies of the
learners under him, exercising utmost candor and tact in
pointing out the learners deficiencies and in seeking the
parents' cooperation for the proper guidance and
improvement of the learners.
In DepEd Order 8, series of 2015, the
summary of the learner's progress is shown
quarterly to the parents or guardians through a
parent-teacher conference, in which the report
card is being discussed. A parent-teacher
conference (PTC) is conducted every grading
period to ensure the effective communication of
the learners' needs and progress to the key
stakeholders.
Descriptor Grading Scale Remark
Outstanding 90 - 100 Passed
Very Satisfactory 85 - 89 Passed
Satisfactory 80 - 84 Passed
Firly Satisfactory 75 - 79 Passed
Did not meet
expectation
Below 75 Passed
The table below is used to determine the learners'
progress, which includes the grading scale with the
corresponding descriptor and remark.
The prospect of a PTC can arouse intense emotions in both
the teacher and the parent. New teachers can be especially anxious
about meeting parents for the first time. The reality is that most
parents really do want their children to have a positive school
experience and prefer to develop a cooperative home-school
relationship, Professionally conducted PTCs can prove a most
valuable strategy for improving student classroom behavior as well
as enhancing learning (Partin 2005).
Furthermore, the students' achievement can be communicated
to the parents or guardians through recognition programs conducted
by the schools. In DepEd Order 36, series of 2016, the following
awards may be bestowed on the deserving students: classroom
awards, grade-level awards, and special awards.
Lesson 5:
Use of Assessment Data to
Enhance Teaching and
Learning Practices and
Programs
The effectiveness of the teacher's classroom instruction reflects on the
students' performance. This lesson will guide you in understanding how to
use the qualitative and quantitative data of the students through assessment
to further improve classroom instruction. The objectives of this lesson are
the following:
1. determine the use of assessment data;
2. distinguish how assessment data can help in improving teaching and
learning; and
3. observe how teachers use the qualitative and quantitative data of the
students.
E d u c a t i o n a l T h e o r y
The assessment process should not stop after the
final paper has been scored and the last oral presentation
has been evaluated. It is important for teachers to
evaluate each assessment after it has been administered.
Doing so can help teachers interpret the assessment
results more accurately and use those results more
effectively in their instruction (Educational Testing
Service).
E d u c a t i o n a l T h e o r y
The assessment process should not stop after the
final paper has been scored and the last oral presentation
has been evaluated. It is important for teachers to
evaluate each assessment after it has been administered.
Doing so can help teachers interpret the assessment
results more accurately and use those results more
effectively in their instruction (Educational Testing
Service).
If assessments provide information for both
students and teachers, then they cannot mark the
end of learning. Instead, assessments must be
followed by high-quality, corrective instruction
designed to remedy whatever learning errors the
assessment has identified (Guskey 1997).
THANK YOU
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fs-1-report-chapter-5 Assessment and reporting.pptx

  • 1. Field Study 1: Chapter 5 Assessment and Reporting
  • 2. Lesson 1: Design, Selection, Organization, and Utilization of Assessment Strategies
  • 3. 1 3 2 explain the meaning of the term assessment; compare diagnostic, formative, and summative assessment strategies; and observe how teachers use different assessment strategies inside the class. Assessment is as old as education itself (Mitchell 1992). Every day, teachers assess their students to ensure the quality of instruction. This lesson will guide you in understanding the proper procedures in designing, organizing, and using appropriate assessment strategies. The objectives of this lesson are the following:
  • 4. As defined in DepEd Order No. 8, series of 2015, assessment is a continuous process of identifying, gathering, organizing, and interpreting quantitative and qualitative information about what learners know and can do. Indeed, the objective and subjective information accumulated from various assessments is valuable. In designing and utilizing an assessment strategy, the teacher must know the purpose of assessment. Education Theory
  • 5. 1. Diagnostic assessment - is given at the beginning of the school year or at the beginning of a new unit of study. This assessment strategy attempts to quantify what students already know about a topic. 2. Formative assessment - is given throughout the learning process. This assessment strategy seeks to determine how students are progressing through a certain learning goal. 3. Summative assessment - is given at the end of the year or unit. This assessment strategy assesses the students' mastery of a topic after instruction. There are three ways to assess students' learning according to purpose (edudemic.com):
  • 6. Through the use of various assessment strategies in our learning episodes, that we hone not only the cognitive domain but also the affective and psychomotor domains, which will result in the holistic learning and development of the students.
  • 7. Lesson 2: Monitoring and Evaluation of Learner Progress and Achievement
  • 8. Objectives: 1 discuss the meaning of monitoring the learners' progress; 3 2 observe how the teacher monitors students' progress in class; and observe how the teacher evaluates the learners' achievement.
  • 9. Continuous monitoring of the students' progress inside the classroom has many benefits. By doing this, teachers collect useful data, improve instruction, ensure achievement of every learner, and identify students at risk. "Monitoring" is viewed by Cotton (1988) as activities pursued by the teacher to keep track of student learning for purposes of making instructional decisions and providing feedback to students on their progress. Education Theory
  • 10. questioning students during classroom discussions to check their understanding of the material being taught; Teachers carefully monitor the students' learning and progress through the following: going around the classroom during seatwork and engaging in one-on-one contact with students about their work; assigning, collecting, and correcting homework and recording grades;
  • 11. conducting periodic reviews with students to confirm their grasp of the learning material and identify gaps in their knowledge and understanding; administering and correcting tests and recording scores; and reviewing student performance data and using these data to make the needed adjustments in instruction.
  • 12. In addition, Gutierrez (2007) believes that if the instruction is satisfactory and acceptable, the teacher can proceed to the next instructional objective. If the result of instruction is unsatisfactory or unacceptable, he or she has to reteach the same lesson using different strategies and materials. On the next page is the goal-oriented instructional model (GOIM) that teachers use as a reference in monitoring the students' learning.
  • 13. Goal Oriented Instructional Model If formative test results are satisfactory, PROCEED Specification of objectives Pre-assesment Instruction Evaluation If formative test result is not satisfactory, RETEACH
  • 14. Every learner’s achievement should be given worth and value. The DepEd Order No. 36, series of 2016, reorganizes that all students have their unique strengths that need to be identified , strengthened, and publicly acknowledged. The table below shows the academic excellence awards given to lerners who meet the following cutoff grades. 98-100 2. With High Honors / May mataas na Karangalan 95-97 3. With Honors / May Karangalan 90-94 Academic Excellence Award Average Grade per Quarter 1. With Highest Honors / May pinakamataas na Karangalan
  • 16. Learning is a two-way process. The teacher and the students both learn during and after the instruction through feedback. This lesson will guide you in understanding the importance of providing constructive feedback in developing the students' learning and achievement. The objectives of this lesson are the following: 1. discuss how constructive feedback improve students' learning: 2. critique teacher's feedback on a sample student work; and 3. observe how teachers give feedback to students' performance.
  • 17. PPT下载 http://www.1ppt.com/xiazai/ Education Theory Indeed, it is important that the teacher encourages and supports each student by giving constructive feedback. Feedback can be given as a mark or grade, comments, or a mixture of the two. You will know that if a mark is given, then it is perhaps the first and only thing that is looked at. The comments take time to write, but should be of much greater benefit to the student in terms of future improvements (Reece and Walker 2003).
  • 18. Moreover, the learners must be given feedback about their performance. Feedback must be specific. "Good work!" is a positive feedback and is welcome but actually is not a very good feedback since it is not specific (Corpuz 2015). A better and more specific feedback includes written observations and comments of the teacher on how the learners can improve their works. The following is a checklist for giving feedback to students (Gibbs et al. 1986): 1. Keep the time short between the student writing and the feedback. Where possible, make feedback instantaneous. 2. Substantiate a grade or mark with comments both in the text for specific aspects and with a summary at the end.
  • 19. PPT下载 http://www.1ppt.com/xiazai/ 3. Balance negative comments with positive ones and ensure that negative ones are constructive. 4. Follow-up written comments with oral feedback and aim for a dialogue. 5. Make the criteria clear to students when setting the work and give them written criteria where possible. 6. Make further suggestions to further develop ideas. 7. Give periodic oral feedback on rough drafts.
  • 20. PPT下载 http://www.1ppt.com/xiazai/ Lack of time is one of the biggest challenges that teachers face on a regular basis and this especially impacts feedback opportunities. You may know exactly what you want to tell your students about their work, but with time constraints and a potentially high volume of students, it can be difficult to give them the feedback they need. With this in mind, make it your goal to work smarter, not harder. Do not try to spend more time than you already do on feedback. Instead, make the effort to optimize your time.
  • 21. Lesson 4: Communication of Learners’ Needs, Progress, and Achievement to the Key Stakeholders
  • 22. PPT下载 http://www.1ppt.com/xiazai/ Effective communication of assessment results is one of the essential components of assessment principles. This lesson will guide you in understanding how to properly communicate the needs, progress, and achievement of the students to their parents. The objectives of thislesson are the following: discuss the essence of communicating the students' needs to their parents; write a narrative report of a parent-teacher conference; and explain how the teacher communicates the students' achievement.
  • 23. PPT下载 http://www.1ppt.com/xiazai/ Learning will not be successful without the help and cooperation of the key stakeholders, the parents or guardians. According to the Code of Ethics for Professional Teachers, every teacher shall inform the parents, through proper authorities, about the progress and deficiencies of the learners under him, exercising utmost candor and tact in pointing out the learners deficiencies and in seeking the parents' cooperation for the proper guidance and improvement of the learners.
  • 24. In DepEd Order 8, series of 2015, the summary of the learner's progress is shown quarterly to the parents or guardians through a parent-teacher conference, in which the report card is being discussed. A parent-teacher conference (PTC) is conducted every grading period to ensure the effective communication of the learners' needs and progress to the key stakeholders.
  • 25. Descriptor Grading Scale Remark Outstanding 90 - 100 Passed Very Satisfactory 85 - 89 Passed Satisfactory 80 - 84 Passed Firly Satisfactory 75 - 79 Passed Did not meet expectation Below 75 Passed The table below is used to determine the learners' progress, which includes the grading scale with the corresponding descriptor and remark.
  • 26. The prospect of a PTC can arouse intense emotions in both the teacher and the parent. New teachers can be especially anxious about meeting parents for the first time. The reality is that most parents really do want their children to have a positive school experience and prefer to develop a cooperative home-school relationship, Professionally conducted PTCs can prove a most valuable strategy for improving student classroom behavior as well as enhancing learning (Partin 2005). Furthermore, the students' achievement can be communicated to the parents or guardians through recognition programs conducted by the schools. In DepEd Order 36, series of 2016, the following awards may be bestowed on the deserving students: classroom awards, grade-level awards, and special awards.
  • 27. Lesson 5: Use of Assessment Data to Enhance Teaching and Learning Practices and Programs
  • 28. The effectiveness of the teacher's classroom instruction reflects on the students' performance. This lesson will guide you in understanding how to use the qualitative and quantitative data of the students through assessment to further improve classroom instruction. The objectives of this lesson are the following: 1. determine the use of assessment data; 2. distinguish how assessment data can help in improving teaching and learning; and 3. observe how teachers use the qualitative and quantitative data of the students.
  • 29. E d u c a t i o n a l T h e o r y The assessment process should not stop after the final paper has been scored and the last oral presentation has been evaluated. It is important for teachers to evaluate each assessment after it has been administered. Doing so can help teachers interpret the assessment results more accurately and use those results more effectively in their instruction (Educational Testing Service).
  • 30. E d u c a t i o n a l T h e o r y The assessment process should not stop after the final paper has been scored and the last oral presentation has been evaluated. It is important for teachers to evaluate each assessment after it has been administered. Doing so can help teachers interpret the assessment results more accurately and use those results more effectively in their instruction (Educational Testing Service).
  • 31. If assessments provide information for both students and teachers, then they cannot mark the end of learning. Instead, assessments must be followed by high-quality, corrective instruction designed to remedy whatever learning errors the assessment has identified (Guskey 1997).