This document outlines a training session on utilizing assessment data to improve teaching and learning. The session objectives are to determine the purposes of assessment, understand how to effectively use data to support decision-making, and translate assessment data into instructional plans. Various assessment data is presented, and participants discuss how data can impact instruction. Ways to utilize data include planning interventions, developing strategies, setting goals, monitoring progress, and identifying professional development needs. The session aligns the topic to career stage standards and examines how participants can apply lessons to improve their technical assistance plans.
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
Describes the implementation of the Grade 4 Basic Competence Tests Programme in Zambia focussing on setting learning targets and training teachers in assessment. Also focussed on the develeopment of valid assessment materials.
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
Describes the implementation of the Grade 4 Basic Competence Tests Programme in Zambia focussing on setting learning targets and training teachers in assessment. Also focussed on the develeopment of valid assessment materials.
Managing technology integration in schoolsCarlo Magno
This session answers the following questions: (1) How do we integrate technology in teaching and learning? (2) Is technology integration effective? (3) How do we support technology integration in our schools? (4) How do we know we are in the right track on technology integration?
Comprehensive School-Level 3-Day Professional Development PlanDi.docxmccormicknadine86
Comprehensive School-Level 3-Day Professional Development Plan
Directions:The final signature assessment in this course is to write a comprehensive, school-level instructional leadership professional development plan. This plan includes multiple elements in which you have been working on throughout the weeks. This week you will focus on building your final 3-Day Professional Development Plan including your fourth element called Teacher: Improving Teachers’ Instructional Practices.
Each week throughout the course you prepared and submitted a draft of three out of the four elements of the plan. Use your readings, lectures, and exemplar examples of key components to build a strong more comprehensive plan. Use the feedback you received throughout Weeks 1, 2 & 3 to guide you in making improvements to your 3-Day Professional Development Plan. We should see growth from your previous draft submissions. You will submit this plan as your Signature Assessment for this course.
1. Four elements of the comprehensive professional development plan, include:
1. Initial Information: Professional Development
· Include topic, audience, date, time, resources, cost, and collaborative team that assisted in identifying the area(s) of need etc.,
2. Student Achievement: Evaluation of data sets that impact and identify the needs for content specific professional development and monitors professional improvement in the teaching and learning process.
· Goals: Statement of goals for school-sponsored and/or school-supported data to identify needs and drive instruction.
3. Content: Components of professional development plan that are content specific and address needs based on student needs information. Using curriculum alignment strategies, goals, curriculum mapping, research, and best practices. (e.g., using data to guide instructional content, curriculum alignment, facilitating implementation of rigorous content, content-based learning and assessment, evidence-based content to improve teaching and learning).
· Objectives: Statement of objectives for school-sponsored and/or school-supported content that provides an appropriate level of rigor to improve teaching and learning.
4. Teacher: Implementation of collaborative structures, professional learning communities, professional development processes, and use of tools and applications to facilitate and support teaching and learning. (e.g., using data to guide instructional practice, alignment of instruction to curriculum, facilitating implementation of rigorous instruction, instructional based learning and assessment, evidence-based strategies to improve teaching and learning).
· Focus of Topic: Description of focus that will be undertaken to achieve the professional development goals and objectives that address instructional improvement and promote student achievement.
Part 1, 2, 3, 4: 3-Day Professional Development Plan:
Directions:
A. Complete the table. Use 12 pt. black font: Times New Roman. The table cell ...
Data Driven Instructional Decision MakingA framework.docxwhittemorelucilla
Data Driven
Instructional Decision Making
A framework
Data –Driven Instruction
Data-driven instruction is characterized by cycles
that provide a feedback loop
in which teachers plan and deliver instruction, assess student
understanding through the collection of data, analyze the data, and
then pivot instruction based on insights from their analysis.
From: Teachers know best: Making Data Work For Teachers and Students
Bill & Melinda Gates Foundation
https://s3.amazonaws.com/edtech-production/reports/Gates-TeachersKnowBest-MakingDataWork.pdf
Data-Driven Decision Making Process Cycle
Data Planning
and
Production
Data Analysis
Developing
an Action
Plan
Monitoring
progress
Measuring
Success
Implementing
the Action
Plan
Data is used
From : Teachers know best: Making Data Work For Teachers and Students
Bill & Melinda Gates Foundation
https://s3.amazonaws.com/edtech-production/reports/Gates-
TeachersKnowBest-MakingDataWork.pdf
Data –Driven Instruction Feedback Loop
Data Planning
and
Production
Data Analysis
Developing an
Action Plan
Monitoring
progress
Measuring
Success
Implementing
the Action
Plan
Data –Driven Instruction Feedback Loop
Data Planning
and
Production
Data Analysis
Developing an
Action Plan
Monitoring
progress
Measuring
Success
Implementing
the Action
Plan
Instructors need to
facilitate this data –driven
instruction decision loop
in a timely and smooth
fashion
…and on an ongoing basis
• Per student
• Per class
• Per group
Data –Driven Instruction Feedback Loop
Roles Inherent in the Data-Driven Instruction
Decision Making Loop
• Planner
• Data Producer
• Data Analyst
• Monitor
• Reporter
• Data End User
• IT
• Operations and Logistics
Data Planning and Production Questions
• What questions are to be addressed in future data-informed
conversations? Which questions are more important?
• What information (metrics) are needed to answer these question?
• Is the information available and feasibly attainable?
• Are the necessary technology and resources available?
• How can current non-data based instructional decision making be
mapped to data-based instructional decision making process?
• What are the costs associated with this endeavor?
• What are the timelines ?
• How and when will the data be collected and stored?
Data Analysis Questions
• What relations exists between the metrics? What patterns do
the data reveal?
• How many levels of the metric are needed to answer the
questions?
• Do the original questions need to be revised or expanded?
• Do the original metrics need to be redefined or expanded?
• What analytical tools are currently available? What tools
need to be designed to support the analysis?
• What method of analysis or evaluation will be used?
• What are the data limitations, strengths, challenges, context?
Monitor Questions
• How are the metrics evolving as the learning and instructional
processes evolve.
Professional developmentDarius WashingtonGrand Canyon EADD.docxpauline234567
Professional development
Darius Washington
Grand Canyon EAD
December 2, 2022
Introduction
Hello everyone and welcome to today’s presentation. An outline of what is to be covered is as follows;
Learning objective
Agenda for the session
Activities aligned to mission and vision of school
Techniques for incorporating state and district standards
Accountability plan
Gagné’s 9 Events of Instruction
2
Outline
Learning objective
Agenda for the session
Activities aligned to mission and vision of school
Techniques for incorporating state and district standards
Accountability plan
Gagné’s 9 Events of Instruction
Learning objective
Learning objectives
Objective 1: To provide teachers with an opportunity to maximize time spent on quality instruction related to effective classroom engagement.
Objective 2: To provide teachers with an opportunity to discuss how to maximize time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission.
Objective 3: To provide teachers with the tools necessary for maximizing time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission.
3
Objective 1
Providing teaches with an opportunity for maximizing time spent on quality instruction for effective classroom engagement
Objective 2
Providing teachers with an opportunity for discussing how they can maximize time spend on quality instruction in relation to effective classroom engagement
Objective 3
Providing teachers with tools necessary for maximizing time spend on quality instruction
Agenda for session
The topics that will form the agenda is as follows;
Introductions
Objectives of the PD
Purpose of PD sessions
Discussion
4
Introductions
Objectives of the PD
Purpose of PD sessions
Discussion
Closing
Schedule
The schedule for the items t be discussed is as follows;
Introductions
8:30 am- 8:40 am
Objectives of the PD
8:40 am- 8:45 am
Purpose of PD sessions
8:45- 8:50 am
Discussion
8:50- 9:20
Closure
9:20 – 9:30
5
Introductions
8:30 am- 8:40 am
Objectives of the PD
8:40 am- 8:45 am
Purpose of PD sessions
8:45- 8:50 am
Discussion
8:50- 9:20
Closure
9:20 – 9:30
Activities aligned to mission and vision of school
Through engaging activities that encourage student participation, teachers play a crucial part in determining how students learn. This involves giving students the chance to practice skills and show mastery of subject matter through assessment activities, as well as employing guided discovery to encourage students to explore new ideas or concepts. In establishing standards for student performance on exams and utilizing the results of those exams as data points to judge how well students are progressing toward certain goals and objectives within their subject areas, teachers also play a crucial role. Teachers must be dedicated to establishing successful learning e.
Similar to RZBurayag-Utilization-of-Assessment-Data-in-the-Improvement-of-Teaching-and-Learning-in-the-Classroom..pptx (20)
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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, ande. 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.