GROUP 1 FIELD STUDY
"A Joyful Journey Towards the Center of Teaching"
DOMAIN 5:
ASSESSMENT AND REPORTING
"Assessment is today's means of modifying tomorrow's instruction."
Carol Ann Tomlinson, American educator
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DOMAIN 5:
Assessment and Reporting
Domain 5 focuses on Assessment and Reporting, which includes five strands: design, selection, organization, and use of assessment strategies, monitoring and evaluation of learner progress and achievement, feedback to improve learning, communication of learner needs, progress,achievement to key stakeholders, and use of assessment data to improve teaching and learning practices and programs. The importance of this coordinated domain use of assessment and planning activities is to ensure that teaching-learning activities are as relevant to students' present knowledge and learning levels as possible.
INTRODUCTION
Teachers play a vital role in assessment and reporting, beginning with the design and implementation of various assessment methods to evaluate students' understanding and skills. They interpret assessment results, identifying areas of strength and areas needing improvement for individual students. In reporting, teachers effectively communicate these results to students, parents, and stakeholders, offering constructive feedback and insights for further academic growth.
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Assessment and reporting are integral components of the educational process. They serve various purposes, including recording achievements and identifying areas of strength or difficulty of individual learners. Reporting communicates assessment results to stakeholders like students, parents, and educators. Effective assessment and reporting practices are essential for tailoring instruction to individual student needs and fostering a supportive learning environment.
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As future educators, we must understand that in developing a learning objectives, learning outcomes, assessments, and teaching and learning activities must all work together. Building alignment between assessment and learning outcomes also allows us to develop and communicate the pathway for student’s learning progression. Evaluation allows students to demonstrate their achievement of the intended outcomes while also demonstrating their improvement in knowledge and abilities.
FIELD STUDY 1
ACTIVITY 5 – Assessing Learning Outcomes and Reporting Feedbacks
LET'S ANALYZE!
Question #1
Why is there a need to evaluate learning?
Answer
There is a need to evaluate learning because we want to provide quality education to all students. Evaluation is a systematic method that assists in identifying the strengths and weaknesses of a student or a group of students. Knowing where our students stand out or struggle enables us to tailor our instructions to meet their diverse needs. We evaluate students’ knowledge and performance to determine whether the strategies or teaching methods that we are currently utilizing or employing could effectively improve the acquisition of information provided during the discussions with our students. Educators allow them to refine their approaches for better student comprehension and engagement. Moreover, evaluating learning can lead to the enhancement of teaching practices and guarantee the quality of education which contributes to the academic achievement of the learners.
Question #2
Do teachers need to record results of formative and summative assessments? Why or why not?
Answer
Formative assessments are not graded, only summative assessments. However, both of these assessments should be recorded as these results will serve as evidence of learning. Formative assessments are intended to assist teachers in identifying students' progress, strengths, and weaknesses during the discussion and there is immediate feedback occurs between the teacher and students. Whereas summative assessments should be designed to reflect the knowledge provided in the course and show what was previously acquired throughout a specific educational unit. This will be the basis for the overall evaluation of students’ performance – assignment grading and reporting academic achievements.
Question #3
In the assessment that was administered, do you think the teacher prepared a table specification. Elucidate your answer.
Answer
Yes, we believe that the resource teacher that we observed prepared a table of specification in his assessment. This shows his competence and reliability as a teacher. We find that designing a table of specification is necessary before administering an assessment to your students so that there is a correct alignment with your learning objectives that you want them to achieve. This makes the test items fair, valid, and reliable, providing meaningful insights into student understanding and performance. After all, preparing a table of specification before administering an assessment is a responsibility of every teacher in the service.
Question #4
How did the teacher align the task in the assessment tools with the intended learning outcomes?
The teacher aligned the task in the assessment tools with the intended learning outcomes by clearly defining the intended learning outcomes as this helps him in creating assessment tools that directly address these outcomes. He also recognized grade-level competence to ensure that the assessments were age-appropriate and developmentally suitable for the learners. Moreover, he assessed the students’ current knowledge level so that he can tailor his instruction and differentiate the tasks based on his students' current levels of understanding. Lastly, he considered lesson competence to also guarantee that the tasks in the assessment reflect the specific concepts, topics, or skills emphasized during instruction.
Question #5
Did the teacher used a scoring rubric to evaluate the students’ performance? Describe how it was utilized.
Answer
Yes, the teacher used a scoring rubric to evaluate the student’s performance. The teacher first explained and discussed the details of the activity. He highlighted each important criterion to be assessed which are the skills they needed to demonstrate, followed by the other minor information on the activity. After that, he presented the table where the criteria are listed and then discussed how their outputs were going to be graded using the created scoring rubric. In essence, scoring rubrics contribute to transparent and constructive assessment practices that support both grading and student development.
Question #6
Did the learners encounter difficulty in answering the teacher’s questions? Expound your answer.
Answer
Based on the classes that we observed, some students could catch up on the lesson easily while others encountered difficulty. During the recitation, there were only a few students who raised their hands to share their answers, but the teacher still tried to force others to share their answers, too in the class. In the evaluation part, some students found it difficult to answer some specific items but despite these difficulties, the teacher was there to guide his students and help them to get the correct answer. The teacher also allowed his class to collaborate with their peers while answering the activity so that they could help each other in getting the correct solution and answer.
Question #7
Did the teacher encounter challenge(s) during the computation and reporting of grades to parents? Justify your answer.
Answer
Based on the interview with our resource teacher, he didn’t encounter any challenges during the computation and reporting of grades to parents of section 9-STE, however, on section 9-Luna, yes, he encountered challenges. This is because some of the 9-Luna students are always not present in the class, and they didn’t submit their remaining outputs or final requirements. These factors then lead to failing grades. What the teacher usually do in this kind of scenario is that he contacts the parents of these students and communicate well the behaviors and progress of their child in the class.
FIELD STUDY 1
ACTIVITY 5 – Assessing Learning Outcomes and Reporting Feedbacks
LET'S REFLECT!
Question #1
As a millennial would-be teacher, how can the assessment process help you make learning more fun and more meaningful?
Answer
As millennial would-be teachers, the assessment process would help us to make learning more engaging by integrating interactive methods that embrace technology, gamification, and collaborative activities. In addition, involvement of students in every lesson is crucial for learning since students’ learning is effective when they experience what they are learning. Thus, incorporating project-based assessments that involve real-world applications and collaborative projects, making the learning more meaningful by connecting theoretical knowledge to practical and hands-on experiences, encourages creativity and critical thinking, making learning both enjoyable and relevant. Furthermore, By providing timely feedback and allowing students to track their progress in assessment process, assessments can create a more meaningful learning journey, empowering students to set goals and take an active role in their education.
Question #2
As a future teacher, how can you eliminate fear of assessment to your students?
Answer
We can eliminate the fear of our students by, firstly, creating a supportive classroom atmosphere where students feel comfortable asking questions and seeking help. In this, we will explain the purpose of assessments to them, emphasizing that they're not just about grades but about understanding and progress, and then encourage an open dialogue, letting students know that mistakes are part of learning and that assessments are opportunities to learn, in the classroom. With these, formative assessments will be a habit for the aim of making them prepared in summative assessments. Secondly, we will encourage self-reflection and celebrate successes since these contribute to a positive attitude towards assessments, promoting an environment where students feel supported and confident in their learning accomplishments. Furthermore, we will apply differentiation in our classroom to maximize each student’s growth since this recognizes that students have different ways of learning, different interests, and different ways of responding to instruction. Ultimately, we will strive to build trust with our students, ensuring that they know we are here to guide and support them through assessments rather than judge them solely on their grades.
Question #3
If you are the teacher, what solution(s) could you offer to address the challenges in evaluating students’ performance and giving feedbacks?
Answer
If we were the teacher, the solutions we would offer to address the challenges in evaluating students’ performance and giving feedbacks are the following:
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build a deeper understanding of students' interests
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actively integrating students' interests into class discussions
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create opportunities for students to express their preferences and interests in the learning process.
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facilitate peer learning by fostering a collaborative learning environment where students can share their interests and learn from each other.
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encourage peer or self-assessment
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combine formative evaluations, projects, and presentations to get a more complete picture of students' ability.
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use technology to expedite the evaluation process by assigning grades and giving prompt, tailored feedback via online platforms.
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use technology to streamline grading processes, making it easier to record and calculate scores accurately.
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place a high value on having open lines of communication with students
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encourage them to ask questions about feedback and have regular one-on-one meetings to discuss their unique learning objectives and requirements.
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implement diverse assessment methods tailored to different learning styles and abilities
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establish regular one-on-one sessions or online platforms for personalized feedback discussions (this can offer targeted support and enhance the effectiveness of feedback mechanisms)
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establish clear and consistent grading rubrics for each assessment type to ensure fairness.
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regular communication with parents about assessment criteria and their child's progress
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hold regular meetings or workshops for parents to understand the grading system and how they can support their child's learning
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maintain an open-door policy for students and parents to discuss concerns or ask questions
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offer constructive feedback promptly, highlighting areas for improvement while also acknowledging strengths
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make formative assessment a habit or routine in the class and learn how to make constructive feedback.
Group Video Presentation
You can watch our group video presentation about Activity 5 – Assessing Learning Outcomes and Reposting Feedbacks
Click here!
Assessment is not just a means of assigning grades or categorizing students, but rather a tool for identifying strengths and weaknesses, guiding instructional decisions, and fostering continuous improvement. As future educators, it is crucial to understand the importance of accurate assessment and reporting in supporting student growth and success. Assessment provides valuable information about students' progress and allows for targeted instructional strategies to meet their individual needs. Reporting these findings helps to establish effective communication channels between teachers, students, and parents/guardians.