.

s such as daily learning logs, class records, progress charts, checklists, and anecdotal
records. Formative assessment, checking for understanding, providing feedback, and
other strategies that are not standardized are used to monitor learner progress in order
for teachers to appropriately address misconceptions and other learning problems.
2. EVALUATION. This refers to the periodic and systematic use of assessment forms
and strategies (e.g., quarterly assessments, pretest & posttest) in order to judge learner
achievement, that is, how well the learner has learned the knowledge and/or skills
covered in a unit. Summative assessments, essays, presentations, group work,
performances, and standardized tests are used to inform teachers about their teaching.
Learners are marked on formal evaluation tasks and this mark is usually part of their
report card grade.
3. LEARNER ATTAINMENT DATA. This pertains to evidence(s) and results of various
assessments that are used in the monitoring and evaluation of learner progress and
achievement.

Suggestions for Improvement

1. 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 on the computer.
2. 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.
3. Explore varied monitoring and evaluation documents. Although our schools provide
us with 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 the 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.
4. Validate monitoring and evaluation documents to ensure the 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.
5. 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 higher achievement.

I - LEARNERS' TEST SCORES

Evaluating Learner Achievement Through Analysis of Test

Item Analysis (Evaluation)

Item analysis is a process that examines learner responses to individual test items. The
goal is to assess the quality of each test item and of the test as a whole. This process is
used to:

Improve test items

Enhance the teacher's skills in test construction
Identify specific areas which need improvement

An effective item analysis starts from a carefully written test based on the table of
specifications (TOS). The competencies covered for the grading period are included and
organized according to the domains of learning. The teacher makes sure that the test
construction aligns with the TOS.
Frequency Table with Mean Score, Standard Deviation and Mean Percentage
(Evaluation)

In addition to item analysis, you may also measure learner achievement by using a
frequency table for pretest and posttest results. The mean score, standard deviation,
and mean percentage of the pretest and posttest are computed and compared.

II- LEARNERS' NON-TEST DATA AND OTHER INFORMATION

Monitoring Learner's Performance through Portfolio Assessment

The major purpose of a working portfolio is to serve as a holding tank for learner work
(Danielson & Abrutyn, 2000). A portfolio may also be used to diagnose learners' needs.
Both learners and teachers should have evidence of the learners' strengths and
weaknesses in achieving learning objectives. This type of assessment allows teachers
to be more accurate in evaluating learners' mastery of the content.

From a teacher's perspective, a portfolio can provide a holistic evaluation of the

learners' written language proficiency. These products or outputs can be used as
concrete evidence and as bases for teachers' instructional decisions because they
provide learners' general and individual performance. For the learners, a portfolio can
serve as a tool for self-reflection. Questions like, "What have I learned?", "What do I still
need to learn?", and "How can I get through it?" can be provided to learners as
reflection guides for their own learning.

Communicate clearly to the learners the objectives and rubric for the portfolio. Ensure
that the collected works of learners are related to the learning objectives. With this,
sufficient work must be collected to provide ample evidence of learners' achievement.

Assessment Rubric (Evaluation)

Scoring guides or rubrics with clear criteria and descriptions of different levels of
performance must also be developed and communicated clearly to the learners. The
content must be focused and documented.

Compilation of learners' achievement data in the portfolio defeats its purpose if learners
are only graded for their compliance. They must be informed about their own progress
through the portfolio. Learners should have regular access to their portfolios. Those
portfolios should also contain a copy of the rubrics given by the teacher.

Rubric as an assessment tool has two types: holistic and analytic. The type of rubric to
be used in assessing learners' output or performance depends on the objectives and
type of activity. The sample portfolio assessment rubrics presented in this module may
be modified or may serve as the basis for developing your own, to suit your learners'
needs and learning objectives.

Analytic Rubric - Each criterion (dimension, trait) is evaluated separately.

Holistic Rubric - All criteria (dimensions, traits) are evaluated simultaneously.

B. REFLECTIVE PRACTICE THROUGH PERFORMANCE EVALUATION

I - STUDENTS AS EVALUATORS

Student evaluation is an assessment by learners of the service provided by an

educational institution. This can be solely of the classroom experience or of all aspects
of the learning experience. Student evaluation is sometimes referred to as student
feedback. However, the term "feedback" needs to be used with care. A clear distinction
needs to be drawn between feedback from students about their experience and
feedback to students about their progress.

By involving students as evaluators, schools can develop purposeful, impactful, and

authentic assessments of classes, schools, teachers, and enact accountability and
ownership for all participants in the learning process. Effective evaluations may include:
Student evaluations of classes and schools
Student evaluations of teachers
Student evaluations of self, and
Student-led parent-teacher conferences, where students present their learning as
partners with teachers and parents, instead of as passive recipients of teaching done
"to" them.

Reasons why teachers should willingly be evaluated by students

1. As "consumers" of classes, students are uniquely positioned to give feedback to

teachers.
2. Just like assessing students, it's helpful to collect convergent data on teachers'
teaching. Besides mandatory evaluations by an administrator, feedback from students,
colleagues, and parents can help achieve a 360-view to eliminating potential learning
blind spots.
3. Education is an enterprise devoted to continual learning, and that doesn't apply just to
students. As the chief learners in the classroom, teachers should model a willingness to
incorporate feedback from multiple stakeholders. By using student suggestions to
improve teacher's practice, teachers elevate student status in the classroom and show
that teachers value their input.

II- PEERS AS EVALUATORS

What is Peer Evaluation of Teaching?

Peer Evaluation of Teaching consists of the review of teaching performance by

colleagues. These colleagues are usually in the same or a similar discipline. The
purpose of peer evaluation is to assess and improve the quality of teaching.
Peer review puts faculty in charge of the quality of their teaching. Peer collaboration and
review enable instructors to actively improve the quality of teaching in their own
classroom and in their department. "Excellent teachers...set out to inquire into their own
practice, identifying key issues they want to pursue, posing questions for themselves,
exploring alternatives and taking risks, and doing all of this in the company of peers who
can offer critique and support. These are the habits of mind we expect, after all, in
scholarly work, and we should expect them in teaching as much as in research."
[England 1996]

What is the purpose of Peer Evaluation of Teaching?

Review of a faculty member's teaching by his/her peers has two distinct purposes.

1. Formative reviews are intended to develop or improve teaching. Formative reviews

should be intended for the personal use of the observed teacher/instructor. Regular
conversation among colleagues about teaching should be a hallmark of every
department or school's culture, and formative peer review processes for pre-tenure,
non-tenure-track, and tenured faculty should be designed in every department or school
to suit that culture.
2. Summative, or evaluative, reviews are intended for judgments in increment, contract
renewal, or promotion processes.

Why do you need to participate in peer evaluation?

Evaluation of an instructor by their peers has become an integral part of teaching at

schools. This results from several sources. Motivations can be intrinsic as
teachers/instructors seek to improve their teaching, but they can also be extrinsic. Peer
evaluation can be beneficial for your long-term teaching goals and a necessity to
professional advancement. Similarly, service as an observer is important for the
professional participation of faculty and allows the faculty to maintain ownership of the
quality and content of the curriculum.

III - SUPERVISORS AS EVALUATORS

Teacher evaluation is defined as a systematic procedure for reviewing the performance
of a teacher in a classroom and analyzing the review to provide constructive feedback
for the teacher's professional growth.

Purpose of Teacher Evaluation

Improve the performance of teachers by evaluating them at regular intervals of time.

Assignment of precise ranks to all the teachers according to their respective abilities
and contribution.
Unproductive teachers can be asked to quit and efficient teachers must be hired to
maintain a quality of education.
Collection of feedback to make well-informed decisions about appraisals and
promotions.
Creating a job description for prospective teachers.

A school's management is responsible for the all-round growth of their teachers and
thus, the main purpose of conducting teacher evaluation is to empower all the teachers
who contribute towards imparting education to their students in the best possible
manner.

The principal or management is in charge of empowering the teachers to perform better

in the same manner as the teachers are responsible to empower the students. A
teacher performs better in case the management communicates and appreciates
his/her work which contributes to continuous improvement in their performance.

Teacher Evaluation Examples

Teachers can be evaluated using online quantitative and qualitative mediums such as
surveys, polls, focus groups, etc. Some of the best examples of teacher evaluation are:
Assessment - Various components of proper planning can be evaluated. For examples,
use of assessment information for proper planning. All the teachers will be evaluated on
the effectiveness of the use of the assessment of information.
Ineffective
Scope of improvement
Effective
Extremely Effective
Observation - Observation of the teacher performance can be done using open-ended
questions such as inputs for observation and feedback.
Compliance - Compliance of the teachers can be audited. This survey can contain
multiple-choice questions such as "Are the strengths mentioned and are they
relevant?".
School's Performance - The school culture and management performance can also be
evaluated. For examples, questions such as "I exhibit excellence in my teaching
delivery" can be asked to understand the school's culture.

Annotation Key :
Yellow for key terminologies
Green for important definitions and meanings
Blue for indicators and key points
Underlining for sub topics