Date: ____________

MODULE Constructing Week: 07

O7 Assessment Tools Submission due date: _____________

PPST Domain 5
 Domain 5. Assessment and Reporting

Program Outcomes of Teacher Education

 demonstrate a variety of thinking skills in planning, monitoring, assessing, and
reporting learning processes and outcomes.

Desired learning outcomes

 Demonstrate knowledge of design, selection, organization and use of diagnostic,
formative and summative assessment strategies consistent with curriculum
requirements.
 Demonstrate knowledge of monitoring and evaluation of learner progress and
achievement using learner attainment data.
 Demonstrate knowledge of providing timely, accurate and constructive feedback to
improve learner performance.
 Demonstrate familiarity with a range of strategies for communicating learner needs,
progress and achievement.
 Demonstrate an understanding of the role of assessment data as feedback in
teaching and learning practices and program.

Essential Questions
 Differentiate diagnostic, formative, and summative assessments.
 Why do we need to monitor and evaluate learner progress and achievement?
 What are some examples of constructive feedback to improve learner performance?
 Give examples of strategies for communicating learner needs, progress and
achievement.
 What is the role of assessment data in the teaching and learning practices and
programs?

Lesson Overview

 Assessment refers to wide variety of methods or tools that teachers use to measure,
evaluate document the learners’ performance. These are some examples of
assessment tools:

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 DIAGNOSTIC FORMATIVE SUMMATIVE
 Conducted at the beginning  conducted during  conducted after the
of the school year. instruction. instruction.
 Allows teacher to determine  monitors student
students’ strengths, learning to provide on-  Sums up what students
weaknesses, knowledge, and going feedback to have learned.
skills prior to instruction. improve reading and  Finds out what concepts
 Diagnoses students’ learning. were learned after the
difficulty.  helps students identify lesson,
 Used to guide lessons and their strengths and  Used for documenting
curriculum planning. weaknesses. outcomes and judging
 Completed BEFORE  used in the formation value.
teaching. and revision process.  Completed AFTER
 completed DURING instruction e.g. exams,
instruction e.g. projects, papers.
homework, graded,
quizzes, ungraded
assignments.

Importance of Monitoring and Evaluating Learner Progress

The monitoring of student progress is a practice that aids teachers to continuously assess the
effectiveness of their teaching and make good, informed decision. To determine the
student’s performance level, the teachers must measure their progress regularly (weekly, bi-
weekly, monthly, or as needed).

Teachers must monitor the progress of the learners for the following reasons:
 To improve instruction
 To help teachers make better instructional decisions and change their teaching styles.
 To ensure success and achievement for every learner.
 To identify and help students at risks; and
 To provide enrichment to gifted learners.

Use of Constructive Feedback in Classrooms

Constructive feedback is a tool use to praise a performance effort or outcome. It is a

favorable judgment and supportive communication.

Tips on giving Constructive Feedback

1. Use positive feedback.

2. Focus on the efforts/situations.
3. Use the active voice.
4. Be specific with one’s feedback.
5. Use key points in giving feedback.
6. Emphasize objective points.

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 7. Give specific examples and situations.
8. Connect on things/situations that can be acted upon.
9. Give suggestions/recommendations on how to improve.
10. Refrain from doing assumptions.

Some Strategies for Communicating Learner Needs, Progress and Achievement

 Conduct Parent-Teachers dialogue regularly.

 Give parents a way to keep track of learners’ progress through a communication diary
or via online.
 Display leaners’ portfolio in school.
 Develop open lines of communication especially for learners with special need and
for students at risks.
 Explore the possibility of having a bulletin board of information.

Sources of Assessment Data as feedback in the Teaching-Learning Process

Teachers may collect student data from the following sources to improve classroom
instruction:

 Formative Assessment – e.g. quizzes, seat works, exit slips worksheets.

 Daily Observations
 Summative Assessment- e.g. projects, essays, quarterly exams.
 Cumulative files
 Standardized Test Scores
 Students’ Records in Guidance, Health Services and the like
 Home visitations
 Writing anecdotal records
 Conducting formal and informal interviews
 Checking students’ works, projects and portfolio

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 PERFORMANCE TASK 1
Get one sample each of the following: diagnostic, formative, and summative tests with Table
of Specifications (TOS). Attach your samples here and write your insights in an two-page
essay.

Attach scanned/soft copy of your samples here. You may use extra pages.

PERFORMANCE TASK 2
In a separate sheet, write a two-page essay on Insights gained from these samples,
expound on the following guide questions below by asking your CT, record their answers
in tabular form:

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 Questions Answers of CT and your personal Insights

1. Why is there a need to monitor and

evaluate learner’s progress?

2. What strategies are used by your

cooperating school to communicate
learner needs, progress and achievement?

3. What assessment data are used by your

cooperating teacher to improve student
performance?

4. What is the purpose of a TOS? What are

important aspects to remember when
making a TOS?

ASSESSMENT TASKS

Choose the letter of the correct answer.

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1. Why is there a need to monitor student progress?

A. To improve instruction
B. C. To improve student learning.
C. To improve assessment
D. To continuously assess teachers’ effectiveness

2. When is diagnostic test given?

A. During the lesson C. at the begging of the lesson

B. At the end of the period D. at the end of the year

3. When is summative test given?

A. At the end of the period C. at the begging of the semester

B. at the begging of the lesson D. at the completion of instruction

4. Which assessment data contain the grades attendance, discipline reports and other information
of the learner?

A. Portfolio folder
B. Assessment folder
C. Cumulative folder
D. Standardized folder

5. When is formative test employed?

A. During the lesson C. end of the semester

B. End of the lesson D. beginning of the lesson

MY LEARNING ARTIFACTS

Attach the various assessment tools you have constructed during your teaching internship.
Include samples of major exams e.g. TQ and TOS.

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 Attached scanned or soft copy of your samples duly attested by your CT.

Meets Standard of Approaching Meets Acceptable Does not meet

INDICATORS Excellence Standard of Standard Acceptable Standard
Excellence
CRITERIA 4 3 2 1
Has all the  Has some  Has minimal  No aspect of
Performance aspects of work aspects of work aspects of work work meets level
Tasks that exceed level that exceed level that meet level of expectations.
SCORING RUBRIC
of expectation. of expectation of expectation

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  Has errors,
 Shows  Demonstrates  With some omissions, and
exemplary solid errors and misconceptions.
performance performance & Mastery is not
understanding thorough
Assessment Tasks With 5 correct With 4 correct With 3 correct With less than 3
answers answers answers correct answers
The pieces of The pieces of The pieces of The pieces of
Learning evidence of learning evidence of learning evidence of learning evidence of learning
Artifacts is/are aligned with is/are aligned with is/are aligned with is/are NOT aligned
learning outcomes. SOME learning ONE learning with learning
outcomes. outcomes. outcomes.
The learning tasks The learning tasks The learning tasks The learning tasks are
Creativity and are done very are done creatively are done quite done poorly done and
Resourcefulness creatively & & resourcefully. creatively & need improvement.
resourcefully. resourcefully.
The assigned learning The assigned The assigned The assigned learning
Submission of tasks are submitted learning tasks are learning tasks are tasks are submitted 3
Requirements on or before the submitted a day after submitted 2 days days or more than
deadline. the deadline. after the deadline. after the deadline.

MY TOTAL SCORE:

Signature of Supervising Teacher

Date: ________________

References:
 Adapted from Borabo, M. (2018). Teaching Internship. Metro Manila: Lorimar Publishing, Inc. Pages 116-127
 Experiential Learning Courses Handbook (2009).
 Photo/Clipart Credits: Google Images