TACANLOY, CICELLE ROSE S.

BEED 3B | FIRST SEMESTER: FINAL TERM | ACADEMIC YEAR 2024-2025

|

Assessment in Learning 2 | ENG 102

AUTHENTIC ASSESSMENT OF THE AFFECTIVE DOMAIN

i. AFFECTIVE TARGETS

1. Attitudes
 Attitudes are defined as a mental predisposition to act that is expressed aby evaluating a particular
entity with some degree of favor or disfavor. Individuals generally have attitudes toward objects,
people, or institution.

Why study attitudes?

Attitudes can influence the way we act and think in the social communities we belong.
1. Holistic Learning
2. Behavior and Motivation
3. Real-world Application

Several studies in the past concluded that poor performance in school mathematics cannot be strictly
attributable to differential mental abilities but to the students' attitudes toward the subject.

When mathematics is recited, students with negative attitudes towards mathematics tend to pay less
attention and occupy their minds with something else. Thus, attitude may influence behavior. People will
behave in ways consistent with their attitudes.

2. Interest
 The term interest can describe two distinct (though often co-occurring ) experiences: an individual’s
momentary experience of being captivated by an object as well as more lasting feelings that the
object is enjoyable and worth further exploration.
 Interest is a psychological state characterized by increased attention, effort and affect, experienced in
a particular moment
( situational interest ), as well as an enduring predisposition to re-engage with a particular object or topic
over time (individual interest)
(Hidi& Renninger,2006).

Situational interest
o Can directly promote learning by increasing attention and engagement.
o Interest predicts traditional measures of educational success, including future course taking
and performance.
Ex: A student who sees a painting by Monet for the first time in an art history class may be
captivated by the bright colors and unusual brushstrokes, and as a result, will pay more
attention and engage more deeply.
Individual interest
o Highlights individuals' stable preferences for specific content.
o The immediate experience of interest reflects a well-developed personal preference to enjoy
and value a particular subject or activity across situations.
Ex: students interested in geophysics might be especially likely to be in a state of interest
during a lecture on tsunamis, whether the lecture is entertaining or not, because their interest
is more developed and less dependent on situational factors

3. Motivation
 Motivation is a reason or set of reasons for engaging in a particular behavior, especially human
behavior as studied in psychology and neuropsychology.
Why motivate students?
1. direct behavior toward particular goals;
2. lead to increased effort and energy;
3. increase intention of, and persistence in, activities;
4. enhance cognitive processing;
5. determine that consequences are reinforcing, and 6. lead to improved performance.

THEORIES IN MOTIVATION
Abraham Maslow's hierarchy of human needs theory is the most widely discussed theory of motivation.

Theories in motivation
 Frederick Herzberg presents another need theory: the two factor theory, the “MOTIVATION-
HYGIENE THEORY”
 It concludes that certain factors in the workplace result in job satisfaction, while others do
not, but if absent lead to dissatisfaction.

Job Satisfaction
Influenced by motivator factors
o Achievement
o Recognition
o Responsibility
o The work itself
o Advancement
o Personal growth
Herzberg’s two-factor principles
 Improving the motivator factors increases job satisfaction
 Improving the hygiene factors decreases job dissatisfaction
Job dissatisfaction
Influenced by Hygiene Factors
o Working conditions
o Coworker relations
o Policies and roles Supervisor quality
o Base wage, salary
Theories in motivation
Clayton Alderfer expanded Maslow’s hierarchy of needs. He formulated the ERG theory
(existence ,relatedness and growth).

MOTIVATION
 Intrinsic motivation
Occurs when a people are internally motivated to do something because it either brings them pleasure,
they think it is important
 Extrinsic motivation
comes into play when a student is compelled to do something or act a certain way because of factors
external to him.(e.g. money or good grades).

Intrinsic vs. Extrinsic motivation

 Intrinsic
Because of the interest and enjoyment in the task itself. Enjoyment Purpose Growth Curiosity Passion Self-
expression Fun
 Extrinsic
Because of the outcome the outcome that will result by doing the task Promotions Pay rates Bonuses Prizes
Winning Perks

AFFECTIVE TARGETS
SELF – CONCEPT
 The term self-concept is used in psychology as a means of identifying the thoughts and beliefs
that a person has about them and how they perceive themselves.
Why is self-concept important?
o A person's self-concept helps them define who they think they are and how they fit into the
world.
o Every individual wants to know themselves and feel as though they belong.
o It applies to everyone, because everyone is going to have some kind of belief about who or
what they are.
o Locus of control. - A locus of control orientation is a belief about whether the outcomes of our
actions are contingent on what we do (internal control orientation) -or on events outside our
personal control (external control orientation), explained psychologist Philip Zimbardo in his
1985 book Psychology and Life.

LOCUS OF CONTROL THEORY

There are two types of locus of control. These are the external and internal locus of control.
1. Internal
 You generally believe you have the power to change and improve upon your situation.
2. External
 You generally believe things happen to you and you can’t change that.
 SELF-EFFICACY
 Self - efficacy is an impression that one is capable of performing in a certain manner in attaining
certain goals.
 It is a belief that one has the capabilities to execute the courses of actions required to manage
prospective situations.

SELF-ESTEEM
 Refers to a person's sense of worth, whereas self- efficacy refers to a person's perception of
their ability to reach a goal.

ANXIETY
 Defined as a painful or apprehensive uneasiness of mind usually over an impending or
anticipated ill. (Merriam 3 Webster, 2012).
 Some students can be motivated by anxiety. Stress is how a person mentally and physically
reacts to circumstances that are considered difficult or challenging (Beckner, 2004).
 TACANLOY, CICELLE ROSE S. BEED 3B | FIRST SEMESTER: FINAL TERM | ACADEMIC YEAR 2024-2025
|

Assessment in Learning 2 | ENG 102

A. Effective Communication

Learning Outcomes:
Define communication in authentic assessment results
Determine the importance of effective communication in authentic assessment results
Identify the effective ways of communicating assessment results

Effective Communication- exchanging ideas, understanding the emotions and intentions behind
every information we receive or present.

Reporting Results
When communicating assessment results, the primary goal should always be to encourage
action. Along these lines, results have the best chance of being used when they 1) tell a
meaningful story, 2) are clear, concise, and compelling, and 3) adequately address reasonable
critiques.

2 BASIC TYPES OF COMMUNICATION

1. Verbal Communication
-Oral
-Written
2. Non-Verbal Communication
-Signs
-Symbols
-Colors
-Gestures
-Body Language Movement
-Facial Expressions

WHAT TO COMMUNICATE
1. Communicate Respectfully
- Practice politeness, courtesy and kindness
- Value Others opinion
- Speak in turn, never interrupting the speaker
2. Non-verbal Signals
- Use non-verbal signals that match up with your words
- Adjust your non-verbal signals according to the context
3. Keep stress in check
- Pause to collect your thoughts
- Look for humor in the situation
4. Assert yourself
- Receive feedback positively
- Express negative thoughts in a negative way

WHY COMMUNICATE
Communication is integral part of our daily intervenes.
Goal/ Objectives of Communication (Why we should communicate?)
1. To inform
2. To convey
3. To persuade
4. To request
5. To warn
6. To reassure
7. Express needs, feelings and emotions
8. Gives instructions or ask questions
9. Socialize
10. Share information
11. Support others and show empathy
Importance of Communication (why it is important?)
1. To convey and receive information
2. To determine what information needs to be sent or obtained
3. To gain acceptance for you or your ideas
4. To motivate other people
5. To maintain relationship an establish trust
6. To keep people involved in project
7. To produce action or change
8. To understand the wants
9. To express your emotions or feelings

HOW TO COMMUNICATE
The general guidelines below were adapted from Linda Suskie's book, Assessing Student
Learning (2010). To learn more about these and other considerations for reporting assessment
results, read the chapter entitled "Sharing Assessment Results with Internal and
External Audiences."

Tell a Meaningful Story

Tailor assessment results to your audience (understand their needs, perspectives,
and priorities)
Highlight interesting and unanticipated findings
Emphasize meaningful differences
Focus on matters your audience can do something about
Provide context for your results
Offer informed commentary
Be Clear, Concise, and Compelling
Avoid jargon
Use numbers sparingly
Use data visualization techniques when appropriate to clearly communicate
clearly and compellingly
- Data visualization refers to the conversion of data sources into visual
representations. Visualizations can range from simple tables and graphs, to more complex
infographics and interactive media. Good data visualizations allow for the communication of
assessment results in a way that is more intuitive and more compelling than traditional mediums.
By making it easier for stakeholders to glean important information from the data, we increase
the chances that results will be discussed and used
Prepare for Critics
Provide corroborating information (triangulation)
Document the quality of your assessment strategy
Acknowledge possible flaws in your assessment strategy

STRATEGIES ON HOW TO COMMUNICATE EFFECTIVELY

As a listener:
- Listen Attentively
- Keep an open mind
- Do not interupt
- Clarify what you hear
- Reflect what you hear
As a speaker:
- Speak Attentively
- Aim to be interesting and likable
- Make an eye contact
- Confident
- Engage with your audience
- Respond Appropriately
 5 WAYS TO ESTABLISH EFFECTIVE COMMUNICATION IN CLASSROOM
1. Create a safe environment
2. Encourage teamwork
3. Don’t stand at the front of the classroom
4. Use some active listening exercises
5. Be sure to give positive feedback

MANAGING MESSAGE QUALITY

A message may be communicated through words, pictures, gestures, signs and symbols
or even through silence.
In order for us to achieve a good communication, we must check the quality of the
message.
A message which is CLEAR, LUCID and CONCISE is generally understandable. On
the other hand, any message which is HEAVILY LOADED or LOOSE, JERKY,
OVERLAPPING, FLABBY or WOOLY becomes confused.
The path to good effective communication is PLAINNESS, SIMPLICITY,
ORDERLINESS and SINCERITY.
The message to be effective must be persuasive. This means that the contents and appeals
should have the power to influence the receiver’s attitudes.

MANAGING INTERPERSONAL DYNAMICS

Interpersonal Dynamics - is any engagement between one to one, one to many or many to
many.
Group Dynamics - The term "group dynamics" describes the way in which people in a group
interact with one another. When dynamics are positive, the group works well together. When
dynamics are poor, the group's effectiveness is reduced.
Interpersonal Dynamics Positive and negative:
Positive- When two parties know each other, have mutually respect and affection, and enjoy
interacting with one another.
Negative- When two parties dislikes one another, do not have mutual respect, and do not enjoy
interacting with one another.

What causes poor group dynamics?

Group leaders and team members can contribute to a negative group dynamic. Let's look at some
of the most common problems that can occur:
 Weak leadership: when a team lacks a strong leader, a more dominant member of the group
can often take charge. This can lead to a lack of direction, infighting, or a focus on the
wrong priorities.
 Excessive deference to authority: this can happen when people want to be seen to agree
with a leader, and therefore hold back from expressing their own opinions.
 Blocking: this happens when team members behave in a way that disrupts the flow of
information in the group. People can adopt blocking roles such as:
1. The aggressor: this person often disagrees with others, or is inappropriately outspoken.
2. The negator: this group member is often critical of others' ideas.
3. The withdrawer: this person doesn't participate in the discussion.
4. The recognition seeker: this group member is boastful, or dominates the session.
5. The joker: this person introduces humor at inappropriate times.

Strategies for Improving Team Dynamics

1. Know Your Team
As a leader, you need to guide the development of your group. So, start by learning about
the phases that a group goes through as it develops. When you understand these, you'll be able to
preempt problems that could arise, including issues with poor group dynamics.
2. Focus on Communication
Open communication is central to good team dynamics, so make sure that everyone
is communicating clearly. Include all of the forms of communication that your group uses –
emails, meetings, and shared documents, for example – to avoid any ambiguity.
3. Pay Attention
Watch out for the warning signs of poor group dynamics. If there are frequent
unanimous decisions in your group, consider exploring new ways to encourage people to discuss
their views, or to share them anonymously.

B. PORTFOLIO AS A COMMUNICATION MEDIUM

PORTFOLIO - A portfolio is a purposeful collection of student work that exhibits the student‘s
efforts, progress, and achievements in one or more areas. The collection must include student
participation in selecting contents, the criteria for selection, the criteria for judging merit, and
evidence of student reflection (Leon Paulson, Pearl Paulson, and Carol Meyer,1991)

Main characters
 A portfolio contains a purposefully selected subset of student work.
 "Purposefully" selecting student work means deciding what type of story you want the
portfolio to tell.
 They are collections of work, different from a single timed impromptu essay or a class
essay carried out over a semester.
 They are purposeful in that they “demonstrate”, “exhibit” or provide “evidence” of
“achievement”, “improvement”, “the writer self-reflection the writing process and the
writer’s growth”.
 The degree to which these characteristics are evidenced in the portfolios largely
depends on their purpose.

PORTFOLIOS AND AUTHENTIC ASSESSMENT

• A portfolio is a type of assessment.
• Sometimes the portfolio is also evaluated or graded, but that is not necessary to be considered
an assessment.
• Portfolios are authentic assessment.
• Portfolios provide an excellent vehicle for consideration of process and the development of
related skills

Features and principles of portfolio assessment

1. A portfolio is a form of assessment that students do together with their teachers.
2. A portfolio represents a selection of what the students believe are best included from among
the possible collection of things related to the concept being studied.
3. A portfolio provides samples of the student’s work which show growth over time.
4. The criteria for selecting and assessing the portfolio contents must be clear to the teacher and
the students at the outset of the process

NATURE AND CHARACTERISTICS

1. Multisourced
- Allows opportunity to evaluate a variety of specific evidence.
- Include both people and artifacts
2. Authentic
- Context evidence are directly linked
- The items selected or produced for evidence should be related to program activities, as well as
the goals and criteria
- If the portfolio is assessing the effect of a program on participants or
communities, then the “evidence” should reflect the activities of the program rather than skills
that were gained elsewhere
3. Dynamic
- Capturing growth and change
- Data or evidence is added at any points in time, not just as “before and after” measures.
- Rather than including only the best work, the portfolio should include examples of different
stages of mastery
4. Explicit
- Purpose and goals are clearly defined.
- The students or program participants should know in advance what is expected of them, so that
they can take responsibility for developing their evidences.
5. Integrated
- Evidence should establish a correspondence between program activities and life experiences.
- Participants should be asked to demonstrate how they can apply their skills or knowledge to
real-life situations
6. Based On Ownership
- The participants help determine evidence to include and goals to be met
- Should require that the participants engage in some reflection and self-evaluation as they select
the evidence to include and set or modify their goals.
7. Multipurposed
- Allowing assessment of the effectiveness of the program while assessing performance
of the participant
- Evaluates the effectiveness of your intervention
- Evaluates the growth of individuals or communities
- Serves as a communication tool when shared with family, other staff, or community member.

ANALYZING THE KEY COMPONENTS OF PORTFOLIOS

“Portfolio assessment provides the teacher and students an opportunity to observe students in a
broader context: taking risks, developing creative solutions, and learning to make judgments
about their own performance.” - (Paulson, Paulson and Meyer, 1991)

 The teacher provides feedback on the portfolios:

- Write a letter about the portfolio which details strengths and weaknesses and generates a profile
of a student’s ability, which is then added to the portfolio
- Prepare certificates which comment on the portfolio strengths and suggest a future goals.
 Student-Teacher Conferences:
- The main philosophy embedded in portfolio assessment is “shared and active assessment”.
 For formative evaluation process:
- The teacher should have short individual meetings with each student, in which progress is
discussed and goals are set for future meeting.
- The student and the teacher keep careful documentation of the meetings noting the significant
agreements and findings in each session.
 For summative evaluation purposes:
- Students can negotiate for the appropriate grade to be given using as evidence the minutes of
the regular student-teacher conferences.
- Note from conferences have to be included in the portfolio as they contain joint decisions about
the individual’s strength and weaknesses

TYPES & USES OF PORTFOLIOS

Uses of Portfolios
1. Growth Portfolios
a. to show growth or change over time
b. to help develop process skills such as self-evaluation and goal-setting
c. to identify strengths and weaknesses
d. to track the development of one more products/performances
2. Showcase Portfolios
a. to showcase end-of-year/semester accomplishments
b. to prepare a sample of best work for employment or college admission
c. to showcase student perceptions of favorite, best or most important work
d. to communicate a student's current aptitudes to future teachers
3. Evaluation Portfolios
a. to document achievement for grading purposes
b. to document progress towards standards
c. to place students appropriately

Types of Digital Portfolios

1. Process or learning portfolio (A work in progress)
a. Demonstrate the advancement and development of students skills over a period of time.
b. Process portfolios are considered work in progress and include both a self-assessment and
reflection or feedback elements.
2. Assessment Portfolio (Used for accountability)
a. Used to demonstrate what a student has learned or to demonstrate that they have
mastered elements of the curriculum
b. May not be the most popular choice for schools as they are not student-centered; artefacts
are chosen based on the curriculum
c. Primary purpose is to evaluate student competency as defined by program standards and
outcomes
3. Showcase or presentation portfolio (Collection of best work)
a. Demonstrate exemplary work and students’ skills
b. This type of portfolio is created at the end of a program to highlight the quality of student
work
c. Students typically show this portfolio to potential employers to gain employment at the end of
a degree program.
4. Hybrid Portfolio
a. Most portfolios are hybrids of the three types of portfolios listed above.
b. Barely you will find a portfolio that is strictly used for assessment development or showcase
purposes
c. Occasionally you may come across showcase portfolios that do not show evidence of self-
reflection rubrics for assessment or feedback

E-PORTFOLIOS
What is an e-portfolio?
- An e-portfolio is an electronic format for students to:
a. record their work, goals, and achievements
b. reflect on their learning
c. share their learning and receive feedback and feedforward.
d. enable them to represent information in different formats and, depending on the software, take
the information with them between schools.

Why use e-portfolios?

- e-Portfolios "are a way to generate learning as well as document learning" (Basken, 2008).
- e-Portfolios generate learning because they provide an opportunity and virtual space for
students to critically assess their work, to reflect on that work, and make connections among
different subject areas, assignments, and other activities, such as work experience, and
extracurricular activities.
- e-Portfolios are effective learning tools because they support students’ own knowledge
construction, make otherwise invisible aspects of the learning process visible, and place agency
in the hands of students, which fosters learners’ motivation.
- e-portfolios can provide a means for assessment based on evidence of an individual’s growth
over time and effort not a list of test scores.
- e-portfolios evaluate the learners work using a variety of artifacts – graphics, pictures,
multimedia, stories, journals, or projects provides a view into the individuals mind and
capabilities as well as the teaching and learning environment

What to include?
1. Text
- When students are publishing in their digital portfolio there is probably going to be a lot of text
including students own written context as well as quotes from others.
- One of the key benefits of writing on the web is the ability to hyperlink the writing. That is,
linked to other sources to cite studies, backup opinions, provide background information,
explain a train of thought, or provide examples.
2. Images, Graphics and artwork
- Make a photo collage using an app like pic collage or an online tool like adobe spark or canva.
- Create digital artwork using a wide range of web tools.
- Make infographics, posters, or illustrations using a tool like adobe spark or canva. Both of these
tools offer free education accounts
3. Video
- Video is transforming education and students can be both video consumers and creators.
- It’s now easier than ever to create videos as well. Students can make screencasts, stop motion,
explanatory videos, animations, dramatizations, interviews, photo, montages, and many other
types of videos. You could even consider the recording of a video conference to be a
worthwhile artifact.
4. Audio
a. Podcasts: These are simply audio files that are published online. Students might like to make a
series of podcasts to coincide with a subject they’re studying or a project they’re working on.
b. Audio interviews: Students could record interviews to create rich artifacts for their portfolios.
Interviews can expand students’ understanding, challenge beliefs, and reinforce learning.
c. Audio Reflection: For some students, typing written reflections can be laborious. Interviews
can expand students’ understandings, challenge benefits and reinforce learning.
d. Music: Audio doesn’t have to just be speech of course. There are so many ways music can be
embedded into an e-portfolio. Students can record themselves playing an instrument, or if they
don’t have instruments, they might try a program like garage band or a simpler web tool such
as chrome music lab.
5. Social media
- You might not have considered using social media as artifacts in digital portfolios, but if you
teach older teens for adults there is a lot of scope for using this type of content.
- Most social media platforms now provide an embed code to display a post within a website.
You might want to embed tweets, facebook posts, instagram posts, pinterest pins or boards, or
even a tiktok post.

C. GRADING AND REPORTING

This chapter attempts to simplify this task and to minimize some of the complexities by describing
the various types of grading and reporting systems and providing guidelines for their effective
use. The main aim of the grading and reporting system is to provide results in a brief,
understandable form for varied users which leads to several big questions: what should I count
just achievement, or effort, too? How do I interpret a student's score? Do I compare it to other
students' scores? What should my distribution of grades be, and how do I determine it? How do I
display student progress or strengths and weaknesses, to students and their parents?

NATURE, PURPOSE, AND RATIONALE FOR ASSIGNING GRADES

Nature For Assigning of Grades
Grades are the teacher’s judgment on the performance of students based on certain criteria. Aside
from grading students’ performance, teachers have to inform the student and parents of the
students’ academic progress in the various learning areas in the curriculum.

Purpose For Assigning of Grades

The purpose of a grading system is to give feedback to students so they can take charge of their
learning and to provide information to all who support these students.

Rationale For Assigning of Grades

One of the primary goals of a proficiency-based grading system is to produce grades that more
accurately reflect a student’s learning progress and achievement, including situations in which
students struggled early on in a semester or school year, but then put in the effort and hard work
needed to meet expected standards. If you ask nearly any adult, they will tell you that failures
and learning to overcome them are often among the most important lessons in life.

GRADING SYSTEMS
Grading – A method of evaluating a student’s performance. It is done in the form of
percentages, marks, letter grades, and more.
Grade – This is given on activities like projects, assignments, tests, and more. Where grading
means allotting grades, assessment is all about evaluating those grades. To assess a student’s
performance, the teacher needs some data. That data comes in the form of grades.
Grading System – The process by which educators evaluate the performance of the pupils in
exams on the standard particular scales which is based on the points entirely and consist of the
 grades like A-F or range like 1-10; generally, letters and numbers are used to describe the
grades of the scholars.

The grading system was invented by the William Farish, a teacher in the Cambridge University,
England in 1972. He actually wants to know that what is going in the mind of the students,
whether they got the topic or not. So grades help him to find out this thing. Actually, the grading
system originated in the factories to rate up against the production quality whether the product
which was made is of good quality or not.

GRADING SYSTEMS
1. Letter Grades
Grade letters, also called letter grades, are symbols used to represent a range of grades. For
example "A" could be used to represent grades of 80% and above, "B" to represent grades
between 70 and 80%, "C" to represent grades between 50 and 70%, and so on.
2. Percentage Grades
The Percentage-Based System uses a 100% scale to grade student performance. Each assignment
is assigned 100%; individual assignments are grouped into categories, which are then assigned a
different percentage or weight to calculate the final course grade. The sum of all the categories is
100.
3. Averaging
Grade averaging is the practice of calculating semester, end-of-term, or end-of-year course
grades by taking the sum of all numerical grades awarded in a course and then dividing that sum
by the total number of grades awarded.
4. Cumulative
Cumulative GPA refers to the average of all of your semester GPAs during high school or
college. Essentially, it's an average of averages that combines these semester GPAs into one
representative GPA. While a semester GPA refers to your grade average for that one semester,
your cumulative GPA refers to your grades for all of your combined semesters.
5. Verbal Descriptors
Descriptive grade methodologies facilitate a more objective evaluation by the evaluator. Instead
of having to opt for numerical options or simpler rating scales, raters should opt for scales with
detailed behaviors for each level of proficiency.
6. Checklist
Checklist is an advanced grading method that allows you to assign points to an online list of
items as you grade each student’s submission. While a rubric offers a sliding scale for each
assessment element, a checklist assigns all or none of the point value associated with an item.
The total of the points related to all of the items in the checklist determines the maximum point
value of the checklist.
7. Narrative Reports
Rather than assigning students a traditional letter grade, a narrative grade is typically several
paragraphs written by the instructor providing feedback on the student's performance in the class,
noting their strengths, areas for improvement and how they met the objectives for the course.

REPORTING TO PARENTS
Report Cards - A report card—sometimes called an assessment, progress report, or achievement
report—is a formal document that schools issue to communicate a student’s academic
performance and progress over a specific period, usually a term or semester.
It provides valuable insights into a child’s strengths, areas for improvement, and overall progress
in school, serving as a crucial communication tool between teachers and parents.
Parent-Teacher Conference - A parent–teacher conference is a time when important people in a
student’s life can talk about how that student is doing in school. It’s a chance for you to ask
questions about the class or your child’s progress. It is also a time for you and the teacher to
work together as a team to discuss ways you both can help your son or daughter. Whether your
child is in elementary, middle, or secondary school, parent-teacher conferences are important. If
your school does not schedule regular conferences, you can request them. Teachers need your
help to do a first-class job. Together, you can help your child have a great school year.

Parental Involvement in the Educational Process of their Children

- Decades of research have made one thing clear: parental involvement in education improves
student attendance, social skills and behavior. It also helps children adapt better to school.
- It improves classroom culture and conditions, parent involvement also benefits teachers. Know-
ing more about a student helps teachers prepare better and knowing that they have parents’ sup-
port ensures that teachers feel equipped to take academic risks and push for students to
learn more.
 TACANLOY, CICELLE ROSE S. BEED 3B | FIRST SEMESTER: FINAL TERM | ACADEMIC YEAR 2024-2025
|

Assessment in Learning 2 | EDU 107

1. Nature, Purpose, And Rationale For Assigning of Grades

Nature For Assigning of Grades: Grades are the teacher’s judgment on the performance of
students based on certain criteria. Aside from grading students’ performance, teachers have to
inform the student and parents of the students’ academic progress in the various learning areas
in the curriculum.

Purpose For Assigning of Grades: The purpose of a grading system is to give feedback to
students so they can take charge of their learning and to provide information to all who support
these students.

Rationale For Assigning of Grades: One of the primary goals of a proficiency-based grading
system is to produce grades that more accurately reflect a student’s learning progress and
achievement, including situations in which students struggled early on in a semester or school
year, but then put in the effort and hard work needed to meet expected standards. If you ask
nearly any adult, they will tell you that failures and learning to overcome them are often among
the most important lessons in life.

2. Grading System
I. Types of Grading System

a. Letter Grades (A-F): This is the most traditional grading system, where students receive
grades as letters (A, B, C, D, F) corresponding to their performance.

Example:
A - 90-100% (Excellent)
B - 80-89% (Good)
C - 70-79% (Average)
D - 60-69% (Below Average)
F - Below 60% (Fail)

b. Percentage-Based Grading System: This system assigns a percentage score to the student's
work. It's common in many educational institutions.

Example: A student scoring 85% in an exam will be graded as 85/100.

c. Grade Point Average (GPA) System: GPA is a numerical representation of a student’s

academic performance, typically on a 4.0 scale.

Example : An "A" might be equivalent to 4.0, "B" to 3.0, and so on. The GPA is calculated by
averaging the grade points across all courses.

d. Standards-Based Grading (SBG): SBG assesses students' mastery of specific learning

standards rather than comparing them against other students.

Example: Instead of a letter grade, students might be marked as "Exceeds Expectations,"

"Meets Expectations," "Approaching Expectations," or "Below Expectations."

e. Pass/Fail Grading System: This system simplifies grading by categorizing students as either
passing or failing a course, without specifying the extent of their success or failure.
Example: A student either passes (P) or fails (F) the course based on their overall performance.

f. Narrative Evaluation: Instead of a letter grade or a number, teachers provide detailed

feedback in the form of written comments about the student's performance.

Example: A teacher might write, "The student demonstrates a strong understanding of the core
concepts but needs improvement in applying them in practical scenarios."

3. Reporting to Parents
Effective communication between schools and parents is essential for a student’s success. Here
are the common methods used to report student progress to parents:

a. Report Cards: Report cards are a traditional method of communicating students' progress
and achievements to parents. They typically include grades, comments, and attendance
records.

Types of Report Cards

Standard Report Cards: Reflect grades based on tests, assignments, and participation.
Standards-Based Report Cards: Focus on students' proficiency in specific skills or standards.
Frequency: Often distributed quarterly, semi-annually, or annually.
Format: Can be paper-based or digital.

b. Parent-Teacher Conferences: These are scheduled meetings between parents and teachers
to discuss a student’s progress in more detail. Key elements include:

Scheduling: Often held at the end of a grading period.

Discussion Points: Academic performance, behavior, social skills, and areas for improvement.
Follow-Up: Teachers may provide action plans or resources to help students at home.

c. Other Communication Methods: Beyond report cards and conferences, schools often use
other methods to keep parents informed, such as:

Online Portals: Systems like PowerSchool or Google Classroom allow parents to track their
child’s progress in real-time.
Newsletters: Regular updates about classroom activities, upcoming events, and important
dates.
Emails/Phone Calls: Direct communication for immediate concerns or positive feedback.

Unit 5 Assessment of one’s Teaching Practice

Reflective practice is an essential part of improving one's teaching methods and effectiveness. It
involves using various data sources, including learner attainment data and feedback from
evaluations, to assess and refine teaching practices.

A. Reflective Practice Using Learner Attainment Data

1. Learner’s Test Scores

Test scores provide quantitative data on students' academic performance. Teachers can use
this data to:
Identify Trends: For example, if most students scored poorly on a specific section of a math test,
this might indicate that the concept was not effectively taught.
Adjust Teaching Strategies: If test data shows that students consistently perform well in one
area but struggle in another, the teacher might decide to spend more time on the challenging
topics or use different teaching methods.
Example: A teacher notices that the class average for a recent history test was lower than
expected. After reviewing the test scores, the teacher sees that most students missed questions
related to understanding primary sources. In response, the teacher decides to incorporate
more hands-on activities with primary documents in future lessons.

2. Learner’s Non-Test Data and Other Information

Non-test data includes observations, participation, homework completion, and other qualitative
information. This data helps provide a more comprehensive view of a student's progress and
can be used to:
Assess Engagement: If a student is consistently engaged and participates in class but struggles
with tests, this might suggest test anxiety or a need for different assessment methods.
Track Social and Emotional Development: Observations of student behavior and interactions
can help in understanding the social dynamics and emotional well-being of students.

Example: A teacher observes that a student who usually performs well on assignments has
been turning in work late and seems withdrawn in class. The teacher uses this non-test data to
initiate a conversation with the student and discovers that the student is facing challenges at
home. The teacher then works with the student to create a more flexible homework schedule
and provides additional support.

B. Reflective Practice Through Performance Evaluation

1. Students as Evaluators
Students can provide valuable feedback on teaching practices through surveys or informal
feedback sessions. This can include their perceptions of the clarity of instruction, the usefulness
of materials, and their overall learning experience.
Example: After a unit on environmental science, a teacher asks students to fill out an
anonymous survey. The feedback indicates that students found the lectures informative but
struggled with the group project due to unclear instructions. The teacher uses this feedback to
provide more explicit guidelines and examples for future projects.

2. Peers as Evaluators
Colleagues can offer constructive feedback on teaching practices through classroom
observations or discussions. Peer evaluations can help identify strengths and areas for
improvement that the teacher might not notice themselves.
Example: A teacher invites a colleague to observe their lesson on poetry. The peer evaluator
notices that the teacher spends a lot of time lecturing and suggests incorporating more
student-centered activities. The teacher reflects on this feedback and decides to include more
group work and class discussions in future lessons.

3. Supervisors as Evaluators
Supervisors, such as principals or department heads, can provide formal evaluations based on
observations and reviews of lesson plans and student work. These evaluations often include
recommendations for professional development.
Example: During an annual review, a principal observes a teacher's lesson on fractions and
notes that while the content is accurate, the pacing is too fast for some students. The principal
suggests attending a workshop on differentiated instruction. The teacher agrees and later
implements strategies learned from the workshop to better meet the needs of all students.