Making Sense of Assessment Data for

Instructional Decisions

Fabian C. Pontiveros, Jr.

PNU Mindanao
Overview
Competence in assessment of student learning goes beyond
knowing what and how to use assessment tools to measure and
evaluate student learning. The assessment competencies of
teachers articulated in the Philippine Professional Standards for
Teachers (PPST) include monitoring and evaluating learner
progress and achievement using learner attainment data and
utilizing assessment data to inform the modification of teaching
practices and programs. In this session, participants will review
the basic considerations and strategies on how teachers can (and
should) make use of assessment data to guide their instructional
decisions in the classroom.
Eliciting Prior Knowledge
1. Why do teachers conduct Assessment of Learning?
2. Can Assessment data be used to improve instruction? How?
3. How do we interpret Assessment data to help improve students’
learning?
Session Objectives
At the end of the session, the participants are expected to:
1. Identify the important considerations in interpreting
assessment results.
2. Describe how assessment data can be used to inform
instruction.
3. Appreciate the role of assessment-driven interventions to
help learners improve.
Topic Outline
1. Purpose of Classroom Assessment
2. Role of Classroom Assessment in the Teaching-Learning
Process
3. Assessment and Instruction
4. Analyses of Assessment Data and Recommended
Intervention Activities
Purpose of Classroom Assessment: A Review
Q1: Match the following Assessment Tools with their corresponding
purpose.
Column A Column B
Assessment Tool Purpose
1. Formative Test a. To develop the skills or competency
2. Diagnostic Test b. To identify weakness or obstacles in
learning
3. Summative Test c. To certify mastery of learning
competencies
Purpose of Classroom Assessment: A Review
Q2: Which of the following Assessment Tools can help in planning
instruction?
A. Formative
B. Diagnostic
C. Summative
D. Formative and Diagnostic (A and B)
E. All the three types of assessment (A, B, and C)
Purpose of Classroom Assessment: A Review
Q3: What role does Assessment play in Instruction?

Q4: In the Instructional process, when does Assessment comes in?

Important Considerations in Interpreting
Assessment Results
Question: Do you know what GIGO means?
A: GIGO is a computer literacy term which stand for Garbage In Garbage Out.

How is this question related our present topic on Assessment of learning?

Consider this Assessment Item
Sample Test Item:
1. Are there 12 commands in the Ten commandments of God?
(Yes or No)
Sample Students Responses:
5 Students said “Yes”
25 Students said “No”
Analysis of Assessment Data:
Does this data imply that all the 25 students who answered FALSE,
knows that there are only Ten commands God gave to us?
Tell the story of my real encounter with this question while viewing the TV
program “Who Want to be a Millionaire” (hosted by Christopher De Leon)
So, how is this anecdote relate to the term GIGO?
It means that the quality of the answer, depends on the quality of the
question. A garbage question (i.e. useless) begets a garbage answer; and a
garbage answer is worthless. It can not help shed light on the learning (or
knowledge) of the person.

What if we revise the question into:

How many Commandments did God gave to the people of Israel?
Suppose:
5 students answered “12”
1 student answered “2”
24 students answered “10”
Does this assessment data provides us with an information on who among the 30
students knows the number of commandments God gave to the people of Israel?
So, what does this illustration imply on the important
considerations in interpreting Assessment results?

1. Assessment item must valid.

Aside from Validity, what else are the

considerations in interpreting Assessment data?
2. Assessment item must be reliable, fair, authentic, etc…

2. Assessment item must possess the essential characteristics of a

good assessment item.
Supposed I prepared four test item to measure the attainment of the following
objectives:
The students should be able to:
1. Add signed numbers
2. Subtract signed numbers.
3. Multiply signed numbers.
4. Divide signed numbers.
Here is my Assessment Tool (a Quiz) Here is Juan de la Cruz answers
Direction: Perform the indicated Direction: Perform the indicated
operation. operation.
1. (-11) + (+23) = 1. (+11) + (-23) = 12
2. (-24) - (+12) = 2. (-24) - (+12) = -36
3. (-14) x (-10) = 3. (-14) x (-10) = -140
4. (+144) ÷ (-12) = 4. (+144) ÷ (-12) = -12
Here is Juan de la Cruz answers
Direction: Perform the indicated Notice that Juan give a wrong answer to
operation. Item no. 1.
Is it CORRECT to conclude that :

1. (+11) + (-23) = 12 × 1. Juan do not know how to add signed

numbers?

2. (-24) - (+12) = -36 √ 2. Juan knows how to subtract signed numbers?

3. (-14) x (-10) = -140 √ 3. Juan knows how to multiply signed numbers?

4. (+144) ÷ (-12) = -12 √ 4. Juan knows how to subtract signed numbers?

So, what characteristic must an assessment data
possess in order to conclude that Juan do not know
how to add signed number?

3. Assessment data must provide consistent measures of performance

(Replicability).
 Organization & Analyses of Assessment Data
and Recommended Intervention Activities
A. Readiness Test
Data Generated Treatment of Data & Recommended Interventions
Scores (no. of correct 1. Group test items measuring the same competency, skill, or knowledge.
responses) that reflect 2. Determine total number of correct answers (frequency count) per
student’s level of competency.
attainment or 3. Determine median of the number of test items per competency (skill or
understanding of specific knowledge) to decide whether the student has mastered it. If the student’s
competencies, skills or frequency count of correct answers is greater than the median, conclude
knowledge that are pre- that he has achieved the desired competency.
requisite of the present 4. Make a checklist of Competencies that the student has mastered (√) or not
lesson. mastered(x).
5. Use this checklist to plan an intervention program(Bridging Program) to help
these marginal students.
B. Placement Test
Data
Treatment of Data & Recommended Interventions
Generated
Scores that 1. Group test items measuring the same competency, skill, or knowledge.
describe 2. Determine total number of correct answers (frequency count) per
student’s competency.
present 3. Determine median of the number of test items per competency (skill or
ability level knowledge) to decide whether the student has mastered it or not.
relative to a 4. Make a checklist of Competencies that the student has mastered (√)
group norm 5. Determine student’s category level by comparing it with group norm.
6. Recommend the student to be placed in a specific grade level, section,
or special group appropriate to his level.
 
C. Oral Questions
Data
Treatment of Data & Recommended Interventions
Generated
Feedbacks; 1. Listen and examine students’ responses to Elicitation
Prior questions.
Knowledge; 2. Take cognizance of possible misconceptions, conceptual
errors, or alternative views.
3. Design or introduce learning activities that help students
realized their erroneous views; and help them attained
conceptual understanding.
D. Diagnostic test
Data
Treatment of Data & Recommended Interventions
Generated
Scores that 1. Group test items measuring the same competency, skill, or knowledge.
describe 2. Determine total number of correct answers (frequency count) per
ability (or competency.
lack of it = 3. Determine median of the number of test items per competency (skill or
weakness) on knowledge) to decide whether the student has mastered it or not.
specific 4. Make a checklist of Competencies that the student has not mastered.
competencies 5. Use this checklist to plan an intervention program or remedial class to
, skills or help students with learning difficulties.
knowledge
E. Quizzes and Assignments

Data
Treatment of Data & Recommended Interventions
Generated
Answers to 1. Group test items measuring the same competency, skill, or knowledge.
Given Tasks 2. Determine total number of correct answers (frequency count) per
competency.
3. Determine median of the number of test items per competency (skill or
knowledge) to decide whether the student has mastered it or not.
4. Make a checklist of Competencies that the student has not mastered.
5. Discuss Students’ answers to the class. Highlight common errors. Ask
them to explain why such answer, step, or procedure is erroneous.
6. Lead them to the expected answer or solution by using leading
questions.
F. Practice test, Worksheet, Problem Exercises
Data Treatment of Data & Recommended
Generated Interventions
Students’ 1. Examine students’ work (eg. solution to a given
work or problem)
product 2. Look for possible evidence of conceptual or
(e.g. procedural errors.
solution to 3. Present students’ work or answers to the class.
Problem Ask them to examine their own works and let
Exercises) them look for possible errors.
4. Highlight common errors. Ask them to explain
why such answer, step, or procedure is
erroneous.
Example:
F. Practice test, Worksheet, Problem Exercises

Data Generated Treatment of Data & Recommended Interventions

Students’ work Example:
or product (e.g.
solution to
Problem
Exercises)
G. Anecdotal Records, Concept Map, Mind Map, Venn
Diagram, and other Visual tools

Data Generated Treatment of Data & Recommended Interventions

1. Specific Narrative
of student’s
experience showing
a particular trait,
ability, skill, or
knowledge.
2. Student’s
understanding of
concepts and their
interrelations