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EDUC 108 Module 8

The document discusses reflective practice using assessment data to improve teaching. It describes using learner assessment data and reflection to adjust teaching practices. Various documents for monitoring learner performance are presented, including daily lesson logs, electronic class records and progress charts. Suggestions are provided for using these documents and other ways to evaluate learner achievement.

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Rheem Quiroga
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2K views34 pages

EDUC 108 Module 8

The document discusses reflective practice using assessment data to improve teaching. It describes using learner assessment data and reflection to adjust teaching practices. Various documents for monitoring learner performance are presented, including daily lesson logs, electronic class records and progress charts. Suggestions are provided for using these documents and other ways to evaluate learner achievement.

Uploaded by

Rheem Quiroga
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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REFLECTIVE PRACTICE USING

ASSESSMENT DATA
OBJECTIVES
▪ demonstrate reflective self-assessment, using learner
assessment data and other reflection aids, for
purposes of adjusting one's teaching practices and
for purposes of growing in the profession and
▪ explain how professional reflection and learning
can be used to improve teaching practice.

INSTITUTE OF EDUCATION AND TEACHER TRAINING


1. Reflective Practice

INSTITUTE OF EDUCATION AND TEACHER TRAINING


What is Reflective Practice?

Reflective practice is, in its simplest form,


thinking about what you do. It is closely linked
to the concept of learning from experience,
in that you think about and monitor what you
did and what happened and decide based
from that what you would do differently next
time.

INSTITUTE OF EDUCATION AND TEACHER TRAINING


2. Using Learner
Attainment Data: A
Measure of Teaching
Effectiveness

INSTITUTE OF EDUCATION AND TEACHER TRAINING


Documents used to monitor learner's
performance
1. Daily Lesson Log (DLL)

INSTITUTE OF EDUCATION AND TEACHER TRAINING


Documents used to monitor learner's
performance
2. Electronic Class Record (ECR)

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Documents used to monitor learner's
performance
3. Progress Chart

INSTITUTE OF EDUCATION AND TEACHER TRAINING


3. Suggestions for the
Use of Documents

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Suggestions for the Use of Documents

a) Plan monitoring and evaluation


activities.
b) Monitor and evaluate learners '
performance regularly and
consistently.
c) Explore varied monitoring and
evaluation documents.
INSTITUTE OF EDUCATION AND TEACHER TRAINING
Suggestions for the Use of Documents

d) Validate monitoring and evaluation


documents to ensure accuracy of
learner attainment data.
e) Involve the learners in certain types of
monitoring and evaluation.

INSTITUTE OF EDUCATION AND TEACHER TRAINING


4. Other Ways of
Evaluating Learner
Achievement

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Other Ways of Evaluating Learner
Achievement
1. Item Analysis
2. Frequency Table with Mean Score, Standard
Deviation and Mean Percentage

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5. Reflective Practice
through Performance
Evaluation

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Reflective Practice through Performance
Evaluation

1.Students as Evaluators: Making Students'


Evaluation Meaningful
2.Peer as Evaluators: Making Peer Evaluation
of Teaching Work
3.Supervisors as Evaluators of Teaching
Performance
INSTITUTE OF EDUCATION AND TEACHER TRAINING
Students as Evaluators: Making Students'
Evaluation Meaningful

1. An occasional large-scale forum where the opinions of


students in one or all grade levels are canvassed;
2. Creating a regular pattern of evaluative feedback in
lessons; or,
3. Facilitating a series of one-to-one or small group
discussions

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Peer as Evaluators: How to make it work?

1.Support from school administrators


2.Trust
3.Time
4.Voluntary

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Supervisors as Evaluators:
General Supervisory Program

Phase 1 - Start Up includes establishing the specific purpose


of the supervisory activity. As a data-based teacher
support, it will use either the information derived from the
results of the Teacher Strengths and Needs Assessment
(TSNA) and the Individual Plan for Professional
Development (IPPD) or from Department of Education
directives in the implementation of programs and projects.

INSTITUTE OF EDUCATION AND TEACHER TRAINING


Supervisors as Evaluators
General Supervisory Program

Phase 2 - Build Up specifies the supervisory activities that


may occur On-Site (in the school) or Off-Site (if the support
will be online or outside the school.)

The Build Up follows three sub-phases which include Pre-


Conference, Actual Support Activities and Post-
Conference.

INSTITUTE OF EDUCATION AND TEACHER TRAINING


Supervisors as Evaluators
General Supervisory Program

Phase 3 - Closure and Move On provide a temporary


pause to conclude the specific support intervention
activity where most of the handholding ends in teacher
autonomy and the Professional Learning Community
begins.

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Supervisors as Evaluators
Tools for Instructional Supervision

The CB- PAST Formative Appraisal Tool is being utilized


as Instructional Supervision Form 3.

The basic tools included are:


Instructional Supervision Form 1 – Pre-Observation Information;
Instructional Supervision Form 2 - Post Observation Information;
Instructional Supervision For-ln 3 - A, B, C, Teacher Observation Guide;
Instructional Supervision Form 4 - STAR Observation Technique.

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Supervisors as Evaluators:
Instructional Supervision Support
Intervention Strategies
• Study Groups
• Action Research
• Peer Teaching/Coaching
• Mentoring
• Conferencing
• Walkthrough

INSTITUTE OF EDUCATION AND TEACHER TRAINING

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