Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM

Province of Riza
Morong Campus
COLLEGE OF EDUCATION
1st Semester, S.Y. 2024-2025

Course Title: Assessment In Learning 2

Professor: Gina I. Griba
Members: Nebris, Miango, Entoy, Priela and San Juan
Course and Major: BSE-English, 3E of A.Y 2024-2025
TOPIC OUTLINES FOR ED 6 FINAL TERM PRESENTATIONS

TOPIC: FORMATIVE ASSESSMENT

PRESENTER: Nebris, Vea Jean

FORMATIVE ASSESSMENT
"Formative assessment is tasting the soup while summative assessment is serving the soup."

Formative assessment is like a progress check during a journey. It helps you make
adjustments along the way.
Summative assessment is like a final exam at the end of a journey. It measures what you've
learned over the whole trip.

Techniques For Formative Assessment

Here are some techniques given by Fisher and Frey (2007) that teachers can use while
teaching to check on student's understanding:
1. Response cards
These are either pre-printed or write-on cards. Pre-printed cards have responses on them such
as "Yes" or "No". Write on cards allow students to indicate their responses in real time.
2. Hand signals
Examples are "thumbs up" means "I understand and can explain it"; "thumbs sideways" means
"I'm not completely sure about..."; "thumbs down" means "I do not understand."
3. Games
Game-based learning and gamified instruction are two emerging teaching-learning practices to
drive learning. Game-based learning makes use of a game of any kind to realize a learning
outcome. Here are some games especially suited for formative assessment to try in your
classroom (Cassie, J. 2018, p.59)
a. Socrative
b. Kahoot
c. Quizlet
e. Quizizz
An increasing trend in formative assessment is self assessment. Self-assessment is aligned
with the principle of learner agency which means that learning involves the activity and the
initiative of the learner, more than the inputs that are transmitted to him/her by the teacher.

Additional Formative Assessment Strategies

Below are formative assessment strategies from Watanabe's book on Mindful Assessment that
you can incorporate:
1. Round Robin Charts
Teacher passes charts among groups to assess understanding. Each group of 4 or 5 students
begins with a chart and some markers. The group records an answer to an open-ended
question. They can also share the knowledge they have on a topic covered in class. Once the
students finish the chart, they pass it on to the next group. When every group has worked on
every chart, responses are discussed as a class.
2. 3-Way Summaries
Students can work in groups or individually. In response to a question or topic inquiry, they write
three different summaries
10-15 words long
30-50 words long
75-100 words long
Teachers can have students use Twitter with which most students are already familiar.
3. 3-2-1 Countdown
Teacher requires students to respond to three separate statements at the end of the lesson.
3 things you didn't know before
2 things that surprised you about this topic
1 thing you want to start doing with what you've learned
Teachers can ask other questions or ask students to write questions about the topic they want to
ask.
4. Exit/Admit Tickets
Exit tickets are small pieces of paper or cards that students give to the teacher as they leave the
classroom. Students write down one main idea that they learned that day.
Admit tickets are answers to a question or homework on a past lesson written in small pieces of
paper or cards that students are required to submit as they enter the class.

TOPIC: GRADING AND REPORT

PRESENTER: Miango, Kyla Grace

GRADING AND REPORTING

It will help students to get good grades if teachers discuss assessment and grades before
conducting the assessment. Reviewing test results with students after the assessment test is
important. However, communicating with students or individually as a class before assessment
is equally important.
Here are seven things to consider discussing with your students before assessing (Bobowski,
2017):

Explain where the test fits in the bigger picture. Any given test or assessment is just one
piece of their overall progress as students. This one test on this one day is not the sole measure
of their potential or their future. A better understanding of context will help them better
understand how it all fits together.

Share how the test results will affect their overall class grade. Often, students are unaware
why they are being tested or why the teachers need the data they are looking for. Share this
information with your students before the test so that they will understand clearly what the test
ooscore will mean to them.

Pre-empt questions about what their data will look like and who will be seeing it.
Depending on the age of your students, you should consider sharing with them what results
you'll be receiving after the test, what results they, as students, will receive and what will be
shared with their parents.

Take the fear out of the testing jargon. Words like evaluate, criteria, evidence and scores can
be scary for some students. While they may seem obvious and interchangeable to you as a
teacher, it can help students if you explain these terms to them and set their minds at ease.

Clarify the testing environment. Let them know if it will be a one-day test or if it will happen
over a period of days. Provide insights into breaks, whether they can use the restrooms and
what they should bring with them on testing days.

Make any transition to computers or tablets easy. If there is a computer lab being used as
part of the testing process, be sure they know where the lab is, how the computer will be used
as part of the test and how to log in.

Provide the dates of the next assessment. When you explain growth over time to students, it
helps to share a basic schedule of how the assessments will be administered. Let them know
when the next one will occur and whether it will be similar to the one they are preparing for.

Functions of Grading and Reporting Systems

Grading and reporting systems have some very important functions in the Educative process.
Some of these important functions are enumerated below:

a) Enhancing students' learning through: clarifying instructional objectives for them, showing
students' strengths and weaknesses, providing information on personal-social development,
enhancing students' motivation (e.g., short-term goals) and indicating where teaching might be
modified. These can be achieved through day-to-day tests and feedback and integrated periodic
tests.
b) Reports to parents/guardians Grading and reporting systems also inform parents and
guardians of students on the progress of their wards. Likewise, grades and reports
communicate objectives to parents, so they can help promote learning and likewise,
communicate how well objectives were met, so parents can better plan.

c) Administrative and guidance uses. The administrative and guidance purposes of grading and
reporting consist in: (1) helping to decide promotion, graduation, honors, athletic eligibility; (2)
reporting achievements to other schools or to employers; and (3) providing input for realistic
educational, vocational and personal counseling.

Components of a Grading System

Airasian and Russell (2008) cite 3 components of a grading system: 1) standards of

comparison; 2) aspects of performance and 3) weighting different kinds of evidence.

Standards of Comparison. In relation to standards of comparison, the following

questions are asked: What standard for comparison will you use for grading? Will you compare
a student performance to other students' performance (norm-referenced grading)? Or will you
compare student performance with a pre-determined established standard (criterion-referenced
grading)? Or will you compare it to what a student is able to do (learning potential or self-
referenced)?

If we go outcome-based or competency-based, we will be for criterion-referenced grading. The

predetermined standards are the intended learning outcomes presented and explained at the
beginning of every lesson.

Aspect of Performance. The second component of a grading system is aspect of

performance, i.e., what aspects of performance must be graded? One group of educators claim
only academic performance must be graded. This academic performance to be graded includes
quiz and test results (paper- and-pencil tests), assignments, products and performances to
show processes learned. Examples are oral reports, projects, interviews, portfolios.

Another group of educators asserts that in addition to academic performance, student's

motivation, effort and participation should also be graded. One of the problems in grading
student's motivation, effort and participation, however, is the difficulty in determining the
reliability of effort and motivation.

Weighting Different Kinds of Evidence. This refers to how much weight is given to the
different aspects or components of a student's grade. Let us take a look at the weighting of the
different kinds of evidence in the DepEd grading system issued in DepEd Order 8, s. 2015.

An analysis of the Tables given above shows that DepEd puts the heaviest weight on
performance tasks from Grades 1-10 and from Grades 11-12. From Grades 1 to 10, the highest
percentage (60%) is given to Music, Arts, Physical Education and Health (MAPEH) and
Edukasyong Pantahanan at Pangkabuhayan (EPP-Home Economics and Livelihood Skills).
In Senior High School, the highest percentage (60%) understandably is for the specialization
subjects for the Tech-Voc, Sports and Arts and Design tracks. Obviously, MAPEH, EPP, the
specialization subjects in the Tech-Voc, Sports and Arts and Design tracks are dominantly skill
subjects.

For complete details on the DepEd Grading System, refer to DepEd Order #8, s. 2015.

TOPIC: REPORTING STUDENTS’ PROGRESS AND GRADES FOR PARENTS

PRESENTER: Entoy, Vanessa

Reporting Students' Progress and Grades to Parents

Students' progress and grades are reported to parents through Report Card, Parents-Teachers
conference and written conferences. They are explained below.
Report Card. The Report Card is a standard method of reporting students' progress and grades
to parents. See sample report card for junior and senior high school from the Department of
Education.
Report cards convey letter grades like A, B, C, D and F. Sometimes a student may get an A or
A-, B+ or B-, etc. Some report cards convey numerical grades such as 85 in Math, 93 in English
and 88 in Biology. Still other report cards simply have Pass or Fail. The DepEd Student Report
Card include affective characteristics such as Maka-Diyos, Maka-tao, Maka- bansa and
Maka-kalikasan.
Written Progress Reports. These can be weekly, bi-weekly or monthly reports of the student's
progress and achievement (McMillan, 2007). These written reports may include the student's
performance on tests and quizzes, projects, oral reports... They also can include information
about the student's motivation, cooperation and behavior, as well as suggestions for how
parents can help the student improve his/her performance.
Parent-Teacher Conferences. Durham (2006) asserts that "parent-teacher conferences are
both a responsibility and an opportunity." The education of the learner is the primary
responsibility of parents. In this task of educating children, parents are assisted by the school.
For the benefit of children then it is hest for teachers and parents to come together to discuss
their children's progress. Parent-Teacher Conferences are a perfect avenue for this purpose.It
has been a practice of schools to set aside a day for Report

Card distribution which is at the same time the opportunity for parents and teachers to confer
regarding their child's performance. Here are some reminders for schools/teachers to get the
most from parent-teacher conferences:
1. Announce the date for card-giving in advance. Or better still the school calendar which should
be given at the beginning of the school year must already include the dates for card-giving and
parent-teacher conference/s. Parents are busy and can't just be there at the school's beck and
call.
2. Be positive in approach. Start the conference with something positive and maintain the
positive atmosphere. There is always something good in every student. Even if a student has
performed poorly, try to find at least some areas in which the student has performed well.
3. Be objective. While you should be positive, be truthful and honest. Give an accurate picture of
a student's performance in order not to give false hopes to parents.
4. Have a listening ear. Act with empathy. Parents are parents. They will tend to favor their
children.
5. Don't project an "omniscient "image: You don't know all the answers to questions. Refer the
parents to the right person. Example, the Physics teacher if the problem is the child's
performance in Physics.
6. Practice good communication skills. Communicate criteria for grading. Have a dialogue not a
monologue where the only one talking is you (or only the parent).
7. Don't talk about other students. The focus of the parent- teacher conference should only be
the parent's child. Never compare the child with other students.
8. End with an encouraging note in the same way that you began with a positive note. It is not
the end of the world.

TOPIC: REFLECTIVE PRACTICE USING ASSESSMENT DATA

PRESENTER: Priela, Marinel
To assess your teaching practice as a teacher, you have to engage in what is called reflective
practice. As John Dewey put it "We don't learn from experience; we learn from reflecting on
experience." Thus, the phrase reflective practice.

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. Reflective
practice is beyond casual thinking. Reflective practice requires a conscious effort to think about
events and develop insights from them. It also encourages teachers to explore their own beliefs
and assumptions about learners, teaching-learning încluding assessment and to find solutions
to problems.

Using Learner Attainment Data: A Measure of Teaching Effectiveness

Which can serve as sources of data that reveal learner's attainment of learning outcomes that
ultimately reflect teachers' teachinng effectiveness? Learners' attainment data serve as a
measure of teachers' teaching effectiveness. They can be analyzed to monitor and evaluate
learners' progress and achievement. They are the result of effective teaching. Let us take a look
at the different documents that teachers can use to monitor learner's performance.

1. Daily Lesson Log (DLL) for a week - The DLL shows the lesson for each day with the index
of mastery computed accurately. The index of mastery contains the learner attainment data that
measure the learners' mastery level of the competency. It guides the teachers in their instruction
and allows them to determine whether the learners are ready to proceed to the next lesson, or if
they need additional activities for remediation. Likewise, the teacher may also use the data to
modify or adjust his/ her instruction in order to address the needs of his/her learners.
2. Electronic Class Record (ECR) This is another document that teachers use to monitor and
evaluate the learners' progress and achievement is the. The electronic class record, including
the grading sheet and summary of quarterly grades, allows teachers to monitor individually the
learner attainment data per specific learning area and assess whether the learner passed or
failed.
3. Progress Chart The teacher also uses a progress chart to monitor his/her learners' progress
quarterly based on class average. The chart helps him/her to have a general assessment of
his/her learners' progress and to design activities appropriate to their level of proficiency.

Suggestions for the Use of Documents

To use these documents more effectively, teachers should take note of the following
suggestions:

Plan monitoring and evaluation activities. Before the school year begins, we may identify
monitoring and evaluation activities to be conducted daily, weekly, quarterly and yearly. The
documents or school forms needed for these activities may already be prepared and saved in
folders or in the computer.
Monitor and evaluate learners performance regularly and consistently. A day without monitoring
and evaluation may cause us to miss serious problems in the learners' learning. If left
unchecked, this will certainly hamper the learners' academic success. Monitoring and evaluating
learners' performance religiously according to plan is the best way to avoid potential problems in
the process.
Explore varied monitoring and evaluation documents, Although our schools provide us with the
standard documents and school forms, such as DLL and ECR, we can always find or create
additional ones that can help us in the monitoring and evaluation process. For instance, we may
also use a daily checklist to track our learners' performance. A daily progress chart, not just
quarterly, may give us immediate information about the learners' achievement of the daily target
so as to provide a prompt intervention. Another strategy is to have an anecdotal record of each
learner in order to gain a more individualized assessment of the learner's progress.
Validate monitoring and evaluation documents to ensure accuracy of learner attainment data. A
number of monitoring and evaluation documents may be used. However, we must ensure that
these documents are validated and reliable such as those provided by DepEd. Do some
research and testing of the assessment documents before using them so that the learners are
evaluated accurately and fairly.
Involve the learners in certain types of monitoring and evaluation. Monitoring and evaluation is
definitely hard work especially for teachers handling large classes. As a strategy, we may also
instruct our learners to have group or peer monitoring within the class and check their progress
weekly. This may help the learners become more conscious of the quality of their performance
and aim for a higher achievement.
TOPIC: OTHER WAYS OF EVALUATING LEARNER ACHIEVEMENT
PRESENTER: San Juan, Luke

1. Item Analysis: Evaluates learner responses on test items to improve test quality and
identify areas needing improvement. Aligns with a Table of Specifications to assess
learning achievements and determine skills mastery levels.

2. Frequency Table with Mean Score, Standard Deviation, and Mean Percentage:
Measures learner progress by comparing pretest and posttest data, highlighting mean
score increases and specific weaknesses.

3. Reflective Practice through Performance Evaluation: Teacher performance can be

assessed through learner outcomes, peer and supervisor reviews, and self-evaluation,
fostering a professional learning community.

4. Students as Evaluators: Student feedback, when structured, empowers meaningful

involvement in evaluations, improving accountability. Feedback can be through forums,
regular lesson feedback, or subgroup discussions.

5. Peer as Evaluators: Peer evaluation among teachers aids in identifying strengths and
areas for improvement, fostering collaboration and continuous learning.

6. Supervisors as Evaluators: Supervisor evaluations follow structured phases to guide

teacher development, emphasizing support, intervention, and transition to a Professional
Learning Community.

7. Instructional Supervision Tools: Department of Education tools, including observation

forms and strategies like mentoring and action research, support teacher growth and
ensure quality teaching.

8. Conclusion: Combining data from tests, observations, and evaluations helps teachers
assess their effectiveness and engage in reflective practice for continuous improvement.

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