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Chapter 11 Reflective Practice Using Assessment Data

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REFLECTIVE PRACTICE USING ASSESSMENT DATA
Understandin
“We do not learn from experience. We learn from reecng on experience” --- John Dewey g Learner
1 Diversity in…
Classrooms
12 56 pages
Learning Outcomes
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At the end of the Chapter, the pre-service teacher (PST) can:
Wave
 demonstrate reecve self-assessment, using learner assessment data and other Behavior:
Reflection…
reecon aids, for purposes as adjusng one’s teaching pracces and for purposes
Types
growing in the profession and 11 pages

 explain how professional reecon and learning can be used to improve teaching
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pracce.
Teaching
Social
Literacy Skills
Introducon
8 pages
Aer learning how to assess students’ learning by way of authenc assessment methods
and tools, this chapter is now focused on the assessment of your own teaching pracce as a PDF No ratings yet

future teacher. The assessment of your teaching pracce will be discussed based on 1) learners’ Bangus
Deboning
aainment data as revealed in test scores and non-test data and on 2) your teaching
Techniques…
performance as evaluated by your students, your peer and your supervisors.
and Tools
3 pages
If the proof of the pudding is in the eang, then the proof of a teacher’s teaching
performance is in the learning and performance of hi/her students aer you have taught them. PDF No ratings yet
Necessarily, teachers have to examine learners’ performance if they want to really know how Understandin
eecve they are in their teaching. The learners’ test scores and learners ‘non-test data g
another informaon serve as the learners’ aainment data. Non-test data refer to students’ Fundamenta…
Forces
product and performance and change in atude, movaon and values (aecve) that serve as 11 pages

evidence of learning. These products and performances usually make up the student’s porolio
or e-porolio as discussed in the earlier Chapters.
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Eye vs
To assess your teaching pracce as a teacher, you have to engage in what is called Camera: Key
reecve pracce. As John Dewey put it “We don’t learn from experience; we learn from Comparisons
reecng on experiences”. Thus, the phrase reecve pracces. 5 pages

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What is Refecve Pracce? Lesson Plan:
Plant and
Reecve pracce is, in its simplest form, thinking about what you do. It is closely linked Animal Cells
to the concept of learning from experience, in that you think about and monitor what you
9 pages

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would do dierently next me. Reecve pracce is beyond casual thinking. Reecve pracce
requires a conscious eort to think about events and develop insights from them. It also
encourages teachers to explore their own beliefs and assumpons about learners, teaching-
learning including assessment and to nd soluons to problems.

The reecve pracce for teachers whose main task is to teach is to analyze data that
reveal if they are teaching eecvely or not as proven by learners’ learning expressed in
learners’ test scores derived from tradional assessment or in non-test data shown in learners’
products, processes performed and changes in atude, values and movaon (authenc and
performance assessment).

Using Learner Aainment Data: A Measure o Teaching Eecveness

Which can serve as sources of data that reveal learner’s aainment of learning
outcomes that ulmately reect teachers’ teaching eecveness? Learners’ aainment data
serve as a measure of teachers’ teaching eecveness. They can be analyzed to monitor and
evaluate learners’ progress and achievement. They are the result of eecve teaching.

Let us take a look at the dierent 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
aainment data that measure the learners’ mastery level of the competency. It guides
the teachers in their instrucon and allows them to determine whether the learners are
ready to proceed to the next lesson, or if they need addional acvies or remediaon.
Likewise, the teacher may also use the data to modify or adjust his/her instrucon 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. The electronic class record,
including the grading sheet and summary of quarterly grades, allow teachers to monitor
individually the learner aainment data per specic learning area and assess whether
the learner passed or failed. With this tool, teachers can clearly assess the progress and
achievement of each learner and can provide him or her with instruconal intervenon
or enrichment.
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 acvies appropriate to their
level of prociency.

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Data

These forms, parcularly the DLL and ECR, used by teachers are provided by the school.
Temples are also available for download in DepEd websites. The templates can easily be
modied using Word File or Excel Spreadsheet. The progress chart, on the other hand, can
be replicated using the menoned computer programs. Always feel free to ask for technical
assistance from your teacher-friends in using, modifying or creang these forms.

Suggesons or the Use o Documents

To use these eecvely, teachers should take note of the following suggesons:

Plan monitoring and evaluaon acvies. Before the school year begins, we may
idenfy monitoring and evaluaon acvies to be conducted daily, weekly, quarterly, and
yearly. The documents or school forms needed for these acvies 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 evaluaon may cause us to miss serious problems in the learners’ learning. If
le unchecked, this will certainly hamper the learners’ academic success. Monitoring and
evaluang learners’ performance religiously according to plan is the best way to avoid potenal
problems in the process.

Explore varied monitoring and evaluaon documents. Although our schools provide us
with the standard documents and school forms, such as DLL and ECR, we can always nd or
create addional ones that can help us in the monitoring and evaluaon process. For instance,
we may also use a daily checklist to track our earners performance. A daily progress chart, not
just quarterly, may give us immediate informaon about the learners’ achievement of the daily
target so as to provide a prompt intervenon. Another strategy is to have an anecdotal record
of each learner in order to gain or more individualized assessment of the learner’s progress.

Validate monitoring and evaluaon documents to ensure accuracy of learner aainment

data. A number of monitoring and evaluaon 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 tesng 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 evaluaon. Monitoring and
evaluaon is denitely 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.

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MODULE 7 Hearing

Other Ways of Evaluang Learner Achievement

Here are other ways of determining how well learning outcomes were aained by
learners:

Item Analysis - Item analysis is a process which examines learner responses to individual test
items in order to assess the quality of each test item and of the test as a whole. This is to
improve test items and to enhance the teacher’s skills in test construcon and to idenfy
specic areas which need improvement. An eecve item analysis starts from carefully wrien
test based on the table of specicaons (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 construcon aligns with the TOS. You can evaluate the achievement of the
class in their respecve learning areas. You can also determine the least mastered skills or
competencies and evaluate their aainment data. In addion, you can compare the mastery
level of a group of learners with other groups. You may also change the item that only a few
learners answered correctly which may indicate that the queson is ambiguous or is not part of
the learning competency.

The teacher makes sure that the test construcon aligns with the Table of Specicaons
(TOS). With the TOS, you can evaluate the achievement of the class in their respecve learning
areas. You can also determine the least mastered skills or competencies and evaluate their
aainment data. In addion, you can compare the mastery level of a group of learners with
other groups. You may also change the item that only a few learners answered correctly which
may indicate that the queson is ambiguous or is not part of the learning competency.

The results of an item analysis may inform the teacher of the necessary intervenons
(e.g. enrichment, acvies, re-teaching, and remediaon) that we can provide to the learners.

Frequency Table with Mean Score, Standard Deviaon and Mean Percentage - In addion to
the item analysis, you may also measure learner achievement by using a frequency table for
pretest and posest results. The mean score, standard deviaon and mean percentage of Ad Download to read ad-free
pretest and posest are computed and compared. Learner achievement is determined by
calculang the mean score or mean percentage increase from pretest to posest.

By analyzing tests results, we can evaluate learner achievement in several areas. Specic
weaknesses of an individual learner or a class can also be determined using this approach.

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Refecve Pracce through Perormance Evaluaon

As expressed in the above paragraphs, the most concrete and obvious proof of teachers'
teaching performance is students' learning or students' demonstraon of the learning
outcomes. In addion to learners' performance, however, teachers' performance can also be
evaluated by the students themselves, peers and supervisors. Let us not forget that teachers'
self-evaluaon is also a rich source of teachers' evaluaon performance for teachers imbued
with that genuine desire for connuous professional development. But mind you, dear
teachers, this is just one of the many sources and NOT the only source of informaon as regard
your teaching performance. Remain open to the observaons and evaluaon comments of your
primary customers, the students, and your colleagues and supervisors. Reecve pracce is not
necessarily an individual acvity. It is a shared acvity. Each of us has a blind spot. Others help
us see ourselves objecvely. Besides, a reecve pracce of performance evaluaon that is
shared among teachers, students, fellow teachers and supervisors leads to the building of a
professional learning community.

With teachers' performance evaluaon from students, peers, supervisors and self, we
are assured of a reliable 360-degree assessment. It is no wonder why in many school systems,
the teachers' performance rang is a product of the teacher's evaluaon by students, by
her/his Department Head, by his/her Dean and for some schools, by the teacher
himself/herself. Some important reminders for teachers and schools to benet to the opmum:
1) evaluaon from each sector of evaluators must not be viewed in isolaon and 2) teachers
must remain reecve, honest and open to others' comments and observaons.

Students as Evaluators: Making Students' Evaluaon Meaningul

Meaningful student involvement calls for something that is deliberate, empowering, far-
reaching and sustainable. Engaging students as evaluators calls for educators to develop
praccal, applicable feedback opportunies where students are encouraged to be honest, open
and soluon-oriented. Students nd parcular investment in evaluaon when they can see
tangible outcomes, and have some measure of accountability from the systems, educators, or
situaons they are evaluang.

By involving students as evaluators, schools can develop purposeful, impacng, and

authenc assessments of classes, schools, teachers and enact accountability and ownership for
all parcipants in the learning process. Eecve evaluaons may include student evaluaons of
classes and schools; student evaluaons of teachers; student evaluaons 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.

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Engaging students as evaluators should not mean replacing any other evaluaons.
Instead, it should be seen as an addional informaon source. This is true whether students are
evaluang themselves, their peers, classroom curricula, school climate, or their teachers
directly. Student evaluaons should not replace

Teacher evaluaons. To get the most from students' evaluaon, students need to be
partnered meaningfully with adults and need to teach about what they were evaluang. This is
essenal for student learning as well as whatever as whatever is being evaluated.

Over the course of a school year, teachers might want a variety of evaluaons from
students. These may include:

 An occasional large-scale forum where the opinions of students in one or all grade levels
are canvassed;
 Creang a regular paern of evaluave feedback in lessons; or,
 Facilitang a series of one-to-one or small group discussions, how members of a
parcular sub-group of students (the disengaged, high-achievers, young women, young
men, or students not from the majority culture in the surrounding community, for
example) are feeling about their learning experiences; or shaping a new iniave in the
classroom or school.

Peer as Evaluators: Making Peer Evaluaon o Teaching Work

Peer evaluaon or peer review is a type of performance evaluaon that is done by one
or more people of matching competencies. Peer review is usually done among the members of
the same team. This is a method employed to preserve the quality standard at a desired level
and improve producvity and performance. It is understandable why peer evaluaon of
teaching consists of the review of teaching performance by colleagues, usually in the same or a
similar discipline.

As England (1996) put it, peer evaluaon is " ... Excellent teachers ... seng out to
inquire into their own pracce, idenfying key issues they want to pursue, posing quesons for
themselves, exploring alternaves and taking risks, and doing all of these in the company of
peers who can oer crique and support. These are the habits of mind we expect, aer all, in
scholarly work, and we should expect them in teaching as much as in research."

Peer review is also a part of the 360-degree assessment along with students' teacher
evaluaon, self-review and manager assessment. It helps in poinng out the strengths and
weaknesses that a teacher faces at the ground level.

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Concrete Examples o Peer as Evaluators

Below are rst hand experiences of teachers who were part of peer evaluaon in
Summit Elementary School of Cherry Creek School District, Colorado, U.S.A. They also serve as
concrete illustraons of peer observaon, mentoring and evaluaon.

Discussing the Observaons

We visited classes during the second semester. Each me an observaon was scheduled,
we met before and aer school for group discussions. Observing others prompted us to ask hard
quesons about our own teaching styles: How paent am I? Are some of the rules in my
classroom necessary? Do I use techniques that appeal to dierent learning styles? Quesons
such as these formed the foundaon for our discussions about a variety of shared issues such as
individual organizaonal skills, common behaviors of children that can be dicult to deal with,
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and the possible role voice tone plays in classroom management.

The level of trust we developed throughout the year made it possible for us to support
and listen to one another and to adapt our instrucon based on individual needs. The following
scenario is a case in point.

Aer nocing how an intermediate teacher arranged furniture in her classroom - in

clusters of four desks - a primary teacher commented that the students in one cluster, which
was ed against a wall, were less aenve than the others. The observing teacher humorously
commented, "It's just like being in a restaurant. Everybody wants a booth!" The upper grade
teacher had never thought about this before. Aer she tried a dierent arrangement, the
general paerns of student behavior improved. This teacher may not have accepted the
recommendaon if it had not come from one of her peers in this caring, trusng environment.

Wring Leers That Invite Reecon

At the end of the second semester, we discussed how to write leers to our peers: How
much me should we allow for wring? How do we write supporve messages that contain
more than "u"?

Although wring in pairs would take more me, we felt that this process would produce
higher quality. Two peers paired up based on how frequently they had been in a parcular
classroom and the variety of lessons they had observed. Reading the leers generously shared
by our colleagues from the previous year helped us establish content priories. The most
powerful leers were those that provided specic examples of how teachers interacted with

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students, raised quesons about how the observing teacher was able to reect on his or her
own teaching, and included telling details about classroom atmosphere. By constantly running
ideas by one another, we were able to spot generalizaons and repeated themes.

The leers contained porons wrien by the pair jointly and secons wrien by each of
the teachers separately. First, each pair of writers tried to capture the essence of the person
they were wring about. Some leers had a formal tone, others were more casual, but all
achieved the goal of personalizaon. For example:

Observing you teach 1st and 2nd graders was an impressive experience for both of us.
The deliberate steps that you take to provide your students with meaningful experiences were
obvious. In a lesson on the value of money ... you were clear, concise, and methodical. Visual
aids enabled the children to understand the intent of your lesson and helped children on all
levels of understanding to grasp your concepts.

A second pair of teachers wrote to another teacher

We were impressed with the number of lifelong skills and acvies that were incorporated
into a relavely short me period ... listening, reading, following direcons, measuring, problem
solving, dividing porons equally, and sharing responsibilies. Is this deliberate on your part as
you plan your lessons? We know from being in your classroom on several occasions that you do
this consistently.

Next, each of the writers recorded an individual response. Quesons were raised that helped
the observers to reect on their own teaching. For example, our art teacher noced how
children received instrucons as they sat in a group on the oor with the teacher and then made
a smooth transion back to their tables. This allowed her to reect about using this procedure in
the art room. She shared the following thoughts:

I was pleased to see you referring to the arst’s illustraons and the writer’s format in
several books. This enhances what students learn in art about how arsts work dierently and
how they tell a story visually. [The way] you use imaginaon acvies and quesoning
techniques ... certainly helps children tune in to right-brain thinking.

Closer associaon with you through our peer assessment has brought about a research
project between the two of us and your class. With some applied kinesiology techniques we
both integrate in our classrooms, we hope to improve reading and wring skills, as well as
creave thinking and drawing skills.

Here's another example of an observing teacher's personal response to the same teacher
described above:

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You and I recently had a conversaon about tone of voice in the classroom. You were
concerned about whether or not you were expressive enough when interacng with your
students. Believe me, you capvate your students. In addion to your voice intonaons, your
facial expressions keep children glued on what you are doing.

It is a humbling experience to witness your high level of organizaonal skills. Your day is
carefully orchestrated for the benet of you and your students. Will I ever be as thorough in my
planning? You ancipate a variety of outcomes so that you can make adjustments for them.

How to Make Peer Evaluaon Work

Peer evaluaon works only when necessary elements such as those given below are present:

1. Support from school administrators - Supporve administrators recognize that

experienced teachers, through their daily contact with students, provide eecve role
models for one another. Administrators who support teachers are aware of the
importance of empowerment and see themselves as facilitators to that end.
2. Trust - The foundaon for producve communicaon opens the door for self-evaluaon.
3. Time - As with anything else that we hope to learn and grow from, this process also
takes me, somemes above and beyond the school day. However, the me spent is
well worth the rewards gained.
4. Voluntary - If teachers feel coerced by other teachers or administrators, the necessary
foundaon of trust will not exist.

Supervisors as Evaluators o Teaching Perormance

Remember, that if we are including in here a discussion on teacher supervision by

school head or supervisor it is because the results of teacher supervision by school head are a
source of data for assessment of teaching performance on which teachers must reect to
further improve their teaching pracce.

Below is a descripon on how the Department of Educaon does supervision of

teachers for eecve teaching.

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General Supervisory Program Procedure

The supervisory programs of the Department of Educaon go through three phases:

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Start Up. Build Up and with closure before Move-On.

Phase I - Start Up includes establishing the specic purpose of the supervisory acvity. As a
data-based teacher support, it will use either the informaon derived from the results of the
Teacher Strengths and Needs Assessment (TSNA) (so guys, ining TSNA nga gina tawag,
specically it is a self-assessment tool that enables our teachers to idenfy their professional
strengths and development needs) and the Individual Plan for Professional Development (IPPD)
(ining IPPD guys is a tool that serves as a guide for the teacher's purposive learning and
development bilang isa ka professional) or from Department of Educaon direcves in the
implementaon of programs and projects. Phase I will also clarify whether the purpose of the
acvity is Diagnosc or Formave Appraisal which is a component of the Competency - Based
Performance Appraisal System for Teachers (CBPAST) Support Intervenon Visit, Follow- up of
Support Intervenon or a Celebraon Visit.

Phase II - Build Up species the supervisory acvies that may occur On - Site (in the school) or
O - Site (if the support will be on - line or outside the school.) The Build Up follows three sub -
phases which include Pre-Conference, Actual Support Acvies and Post-Conference.

Phase III -Closure and Move On provide a temporary pause to conclude the specic support
intervenon acvity where most of the handholding ends in teacher autonomy and the
Professional Learning Community begins. The greater role of the Professional Learning
Community to connually provide support to each teacher becomes more apparent in this
phase. Phase III acvies include Exit Conference, Evaluaon, Celebraon and a smooth
transion to the various acvies of the Professional Learning Community in the School.

Tools or Instruconal Supervision

The Department of Educaon cites various forms used by school

administrators/supervisors in classroom supervision.

The CB- PAST Formave Appraisal Tool is being ulized as Instruconal Supervision Form
3. This links the instruconal supervision process as formave evaluaon in the performance
appraisal of the teachers. The basic tools included are: Instruconal Supervision Form 1 - Pre -
Observaon Informaon; Instruconal Supervision Form 2 - Post Observaon Informaon;
Instruconal Supervision Form 3 - A, B, C, Teacher Observaon Guide; and Instruconal
Supervision Form 4 - STAR Observaon Technique. The Instruconal Supervision Support

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Intervenon Strategies are job - embedded learning, study groups, acon research, peer
teaching, mentoring, case studies, conferencing, clinical supervision and walkthrough.

Instruconal Supervision Support Intervenon Strategies

In addion to instruconal supervision and in support of teachers' improved teaching

which is part of connuing professional development, the Department of Educaon oers the
following job - embedded learning strategies:

 Study Groups - This is study group of teachers interested in collegial study and acon
such as curriculum design and instruconal innovaon. It engages teachers in dialogue,
helping them to make meaning of informaon and develop a shared understanding
about topics such as values, pedagogy and learning.
 Acon Research - The teacher-researcher engages in research to address a problem
closely connected to his/her work especially teaching. Acon research gives teachers
the skills they need to work on problems specic to student learning.
 Peer Teaching/Coaching - It is a professional development strategy that enables
teachers to consult with one another, discuss and share teaching pracces that increase
student learning, observe one's another classrooms, promote collegiality, and support
and help ensure quality teaching for all students. Peer teaching relaonship is built on
condenality and trust in a non - threatening, secure environment in which teachers
learn and grow together.
 Mentoring - It is a supervisory procedure where the instruconal supervisor, school
head. Master teacher or a teacher who is more skilled helps or guide another teacher
for professional growth.
 Conferencing - It is a conference between a school head and a teacher aer classroom
supervision. If correctly employed, it gives each teacher the special help needed to
become procient in self-analysis, self-appraisal and self-improvement.
 Walkthrough - Classroom walkthrough is a brief visit to classrooms throughout the
school, conducted frequently on an informal or non-evaluave basis, designed to collect
paerns of data that can help members of the professional learning community to
connually improve their teaching pracce. It is a process of vising classrooms for a
short period of me of 5 - 15 minutes, where the instruconal program is observed and
feedback is provided to teachers.

In conclusion, we have seen many sources of informaon by which teachers can assess their
teaching performance. The aainment of learning outcomes demonstrated by the learner's
Ad scores in tests and actual performance or change in atude are direct evidence of teacher
eecveness. Teacher evaluaon comments from students, from peers and from supervisors