Using assessment to inform instructional decisions

Using Assessment to
Inform Instructional
Decisions
Carlo Magno, PhD.
Asian Psychological Services and
Assessment

Assessment for learning
• How do we use assessment results to help
students learn better?
• Assessment is used to determine:
• What students can do and cannot do..
• What students know and do not know..
• Misconceptions of students
• Confusion
• Provide teachers information on what to do
next to bring students forward in their learning

Assessment Competencies of
teachers
• Using assessment results to make decisions
about:
• Individual student
• Planning for instruction
• Planning the curriculum
• School improvement

Using externally produced tests
•Results are made public with greater
accountability
•Performance are based on national and
international standards
•Ascertain that the assessment task is
aligned with the needed standards

Organizing the assessment results
• Looking at the school result
• Looking at the level result per per
subject
• Looking at the class result per subject
• Looking at individual total scores per
subject area
• Looking at the competencies of a
subject for each class
• Looking at the competencies of a
subject for each student
• We can think of more
intervention, the more specific
the results are

Standards
Country
School
Section
DELA CRUZ, JUAN A. 84 64 84 35 57 Proficient
DELA CRUZ, JUAN B. 76 33 52 6 10 Progressing towards standards
DELA CRUZ, JUAN C. 87 77 91 54 81 Proficient
DELA CRUZ, JUAN D. 80 50 71 16 29 Proficient
DELA CRUZ, JUAN E. 78 43 64 14 19 Progressing towards standards
DELA CRUZ, JUAN F. 84 64 84 35 57 Proficient
DELA CRUZ, JUAN G. 88 80 93 61 86 Proficient
DELA CRUZ, JUAN H. 84 67 87 38 62 Proficient
DELA CRUZ, JUAN I. 93 90 97 83 95 Highly Proficient
DELA CRUZ, JUAN J. 87 77 91 54 81 Proficient
DELA CRUZ, JUAN K. 83 61 82 28 38 Proficient
DELA CRUZ, JUAN L. 79 46 68 15 24 Progressing towards standards
DELA CRUZ, JUAN M. 82 57 79 22 33 Proficient
Name SAS
%ile Rank
Qualitative Description
Asian Psychological Services & Assessment Corp.
Algebra (School Performance Report)
Date of Test: February 05, 2003
XYZ High School
Section Year Level 1st
Distribution of Students Based on Proficiency Level
Proficiency Level freq % dist graph
Not met standards 0 0%
Progressing towards standards 5 24%
Proficient 13 62%
Highly Proficient 3 14%
Total 21 100%
Comparative Distribution Curves: Section, School, Country vs. Standards
50
.1
60
2.3
70
15.9
80
50
90
84.1
100
97.7
110
99.9
Scaled Ability Score
Percentile (%ile)
Legend:
- Section
- School
- Country
SchoolSAS
XYZ High School
School Performance Report (ScPR)
Sample Standards-Based Test Results
Standards
Country
School
Section
Name SAS
%ile Rank
XYZ High School
Proficient 13 62%
Total 21 100%
50
.1
60
2.3
70
15.9
80
50
90
84.1
100
97.7
110
99.9
Percentile (%ile)
Legend:
- Section
- School
- Country
SchoolSAS
XYZ High School
Standards
Country
School
Section
Name SAS
%ile Rank
XYZ High School
Proficient 13 62%
Total 21 100%
50
.1
60
2.3
70
15.9
80
50
90
84.1
100
97.7
110
99.9
Percentile (%ile)
Legend:
- Section
- School
- Country
SchoolSAS
XYZ High School

Organizing assessment results
• Arrange the results per competency of each class/student
• Example:
• Add similar fractions 30%
• Add dissimilar fractions 32%
• Differentiate similar and dissimilar fractions 90%
• Solve problems involving similar and dissimilar fractions 30%
• Which competency do students need more learning?
• How did I teach this competency?
• Did I cover this competency in my class?
• Which competency are the students good at?

STRENGTHS AND WEAKNESSES
GRADE 1- SECTION A - ENGLISH
Associating picture to text 100%
Identifying the plural of a word 51%
Classifying nouns 67%
Arranging the words in alphabetical order 42%
Recognizing cause and effect relationship 71%
Recognizing cause and effect relationship 27%
Identifying the synonym of a word 38%
Using apostrophe to show possession 36%

Organizing assessment results
• Align the competencies in the test to the competencies
in the syllabus
• Competencies in the test and not present in the syllabus
needs to be added
• Indicate the percent of students with correct answer.
• Plan the time for competencies with low percentage

Example of syllabus for English
Grade 1
Listening
Comprehension Days
Viewing
Comprehe
nsion
Vocabualry
Development
Day
s
Literat
ure
Writing
and
Compositio
n
Oral
Language
Day
s
note important
details pertaining
to (66%) 4i X X X
a. character
b. setting
c. events
Use/Respond
appropriately
to polite
expressions 3i
Use words that are
related to self,
family, school,
community, and
concepts such as
the names for
colors, shapes, and

Listening
Comprehe
nsion Days
Viewing
Comprehe
nsion
Vocabualr
y
Developm
ent Days Literature
Writing
and
Compositi
on
Oral
Language Days
2. Give the
correct
sequence
of three
events 5i X x x
3. Infer
the
character
feelings
and traits
(80%) 5i x x
Use/Respo
nd
appropriat
ely to
polite
expression
s 5i
x x
Talk about
oneself
and one's
family 2i
4. Identify
cause
and/or
effect of
events
(49%) 7i x x x

Points to reflect on low marks
• How do I improve the quality of my instruction?
• How much more time do I need for students to attain
mastery?
• Did I prepare assessment tasks tapping directly the
needed competencies?
• Did I look at the national curriculum to guide me in
formulating my lesson plans?

Interventions
• IntentionalTeaching – teach directly the competencies
needed for the future assessment
• Assessment for learning – use assessment results to
help students
• Use formative assessment
• Feedback
• Create similar assessment tasks in the classroom
• Supervising curriculum and assessment

Intentional teaching
• Devote time on essential skills that are indicated in the
standards (teaching is aligned with standards)
• Established success criteria
• Use a subject-matter budget to see how many
standards can be mastered within a quarter

How assessment for learning help
you teach?
• Start with student friendly targets
• Models of strong and weak work
• Continous descriptive feedback
• Teach self-assessment and goal setting
• Teach one facet at a time
• Teach focused revision
• Teach self-reflection to track growth

Using Formative Assessment
Make learners
aware of the
learning goal
Determine
current status
of students
Move students
closer to the
goals

How is Assessment FOR Learning done?
• Understanding and articulating targets in advance of
teaching/learning (formative Assessment)
• Informing students about learning goals in terms that
students understand, from the very beginning of the
teaching and learning process (Formative Assessment)
• Becoming assessment literate and able to transform
expectations into assessment exercises and scoring
procedures that accurately reflect student achievement

How is Assessment FOR Learning done?
• Using classroom assessment to build students’
confidence in themselves as learners and help
them take responsibility for their own learning
• Translating classroom assessment results into
frequent descriptive feedback, providing students
with specific insights as to how to improve
• Continuously adjusting instruction based on the
results of classroom assessment

Feedback
Given after students complete a task
• After seat works, exercises, drill, board work,
demonstration
Given while students are conducting the task
• While students are writing, reminders, giving cues,
rechecking, point out the error, retell the criteria

Characteristics of Effective Feedback
1. Relates Student Performance to learning goals.
2. Help students with the strategies needed to meet the
learning goals.
3.Tells Student Progress (i.e. beginning, developing,
advanced)
4. Given Frequently and Immediately
5. Is Specific and Descriptive
6. Focuses on Key Errors (i.e. what when wrong)
7.Acknowledges Student Efforts

Characteristics of Effective Praise
• Praise can be helpful to students if it draws
attention to student progress and performance
in relation to standards.
• “Praise + Feedback Formula”
• Praise is most effective when it is delivered as a
spontaneous but accurate message.
• No more biting around the bush, praise them
directly!

Creating similar tasks
• Prepare assessment tasks in advance
• Diagnostic
• Formative
• Summative
• Assessment tasks are directly aligned with the
competencies and standards.
• Formative and summative assessment needs to be
parallel

Supervising Curriculum and
Assessment
• School leaders are accountable on quality of instruction
in the school
• Ensures that competencies are delivered and developed
• Observes and monitors instuction

Using assessment to inform instructional decisions

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