This document identifies and describes the key stakeholders in student assessment. The main stakeholders discussed are policymakers, administrators, teachers and trainers, students, parents, and the external community. Policymakers set rules and standards and want information on school quality. Administrators are responsible for education delivery and improvement. Teachers can determine strengths and weaknesses of teaching methods. Students may provide feedback on their own and peer performance. Parents focus on individual student performance and progress. The external community can provide feedback on how the organization affects and is benefited by the community.

1. Botor, Catherine C.
BEED 3A-1
STAKEHOLDERS
OF ASSESSMENT

2. STAKEHOLDER
SStakeholders one who invested in
welfare and success of a school.
Also a parties that either directly
or indirectly affected by the
success of an education system.

3. WHO ARE
THE
STAKEHOLDE
RS?

4. • Policy Maker

5. POLICYMAKERS
• This Stakeholder, reviews the rules and
standards of a certain organization.
• This group desire information about
the quality of institutions of the
school.

6. • Policy Maker
• Administrator

7. ADMINISTRATOR
• These are the one who is responsible for
delivering and improving the education provided
to students in the aggregate. administrators are
likely to be more concerned with long-term
development of students’ intra- and interpersonal
competencies.

8. • Policy Maker
• Administrator
• Teachers and Trainers

9. TEACHERS and
TRAINERS
• They are able to determine the strengths
and weaknesses of the teaching methods
employed in terms of the student
learning outcomes.
• They may be able to revise instructional
approaches in keeping the balance
between the learning objectives and the
capacity of the learners to learn

10. • Policy Maker
• Administrator
• Teachers and Trainers
• Students

11. STUDENTS• They may be well-informed of their
respective performances as individual and
groups in a given lessons or task. They are
motivated to developed a study or learning
habit in excellently meeting the
requirements. They may obtain objective
bases and gauge of comparing the
performance against others, against set of
criteria and standards, and against self.

12. • Policy Maker
• Administrator
• Teachers and Trainers
• Students
• Parents

13. PARENTS(relatives)
• The common focus of families in all of these
cases is individual-level performance, that is, the
status or progress of a particular individual. Their
interests encompass both one-time events
(selection and/or placement, getting good
grades) and longer-term development and
support.

14. • Policy Maker
• Administrator
• Teachers and Trainers
• Students
• Parents
• External Community

15. External Community
people outside of the school or business may have the full
grasp of the picture on what they exist for and how they
perform. They may have the bases to present feedback in
ways they are benefited or affected by the operation, and
suggest alternatives for improvement in a manner that the
organizational objectives and public interests are not
sacrificed.

16. REFERENCES
Maam Obod’s Book
https://www.nap.edu/read/24697/chapter/6#130
http://www.cal.org/flad/tutorial/impact/5stakeholders.html
T H A N K
Y O U ! !