FILAMER CHRISTIAN UNIVERSITY

College of Teacher Education

Accredited Level IV- ACSCU-ACI
Roxas City

Name: Vanessa Ericka A. Lara Year/Section: BSED-3A Schedule: 1-2:00 (MWF)

SS17
TEACHING ARALING PANLIPUNAN

Assessment Techniques
Assessment
Assessment is seen as “something that most teachers spend a
lot of time doing”. Because of this fact we have to define
assessment, realize the importance of it and, according to
Moon “consider what kinds of information it provides, and the
decisions that might be taken based on that information.” In
other words, without assessment the teacher can provide
feedback neither to the students nor to himself.
Additionally, it is both a teaching
approach and a set of techniques. The approach “We actually assess things
is that the more you know about what and how almost all the time and without
students are learning, the better you can plan even knowing it. Take this: we
say sentences such as “I like it”,
learning activities to structure your teaching.
“This looks good”, “Well done”
The techniques are mostly simple, non-graded,
or the opposite, “I should have
anonymous, in-class activities that give both you prepared better”, I did not do so
and your students useful feedback on the well “or “I hate it“. We even ask
teaching-learning process. It is an interactive our students to assess themselves
process that provides teachers, parents or or their peers and we do not have
guardians and the students themselves with valid to realize it: “Involving students
information about progress and attainment of in assessment of themselves and
expected curriculum teaching. It focuses on their peers occurs when we ask a
teaching, learning and outcomes. The main goal class do you think that’s right?
of assessment is to improve student learning in After writing something we heard
the subject under study. someone say up on the board.”

One more thing, Assessment is the

systematic collection, review, and use of information about educational programs
undertaken for the purpose of improving student learning and development (Palomba &
Banta, 1999). Educational assessments are carried out to measure the efficiency of the
program, the quality of instruction and progress of a child’s learning. The purpose is to
determine the growth and development. As for me, it somehow helps to identify how
much each child has improved over time, gives the educators an opportunity to recognize
what modifications are needed to improve the student’s achievement. e.g. if a child
knows the uppercase and lowercase alphabets very well then the teacher can move on to
sounds of the alphabet. These are based on achievement goals and standards developed
for a particular curriculum grade. Assessment is done to collect information on individual
student performance within a given time frame. Learning evidences may include tests and
portfolios. It may also involve other learning tasks such as journals and written work. On
the other hand if the child is struggling to identify the alphabets then the teacher has to
come up with alternate ideas to modify her lesson plans.
Lastly, assessment is important for both online course instructors and their
students. Without assessments, online instructors would have a difficult time determining
whether or not their students have achieved mastery of the course content. Thus,
assessments are a critical component of the online course, to which instructors should
devote considerable planning and development time. From the online student’s
perspective, assessments help them gauge the level and quality of their learning.
Knowing which learning objectives or competencies they have fully mastered and which
they still need to work on provides students important feedback and identifies
opportunities for improvement. As for me, the ultimate purpose of assessment pertaining
to learning is always to create self-regulated learners who are able to leave institution
able and confident to continue learning throughout all their lives. Teachers need to know
first of a unit of examine where their students happen to be in terms of their learning after
which continually check on how they are progressing through strengthening the feedback
they get from their particular learners. Learners are guided on what they may be expected
to master and what quality operate looks like. 

Measurement
Measurement is the term used to describe the assignment of a number to a
given assessment. The number can be a raw score or a score based on a normal
distribution curve. The process of quantifying this number is separate from using this
information to evaluate student outcomes and achievement. As it applies to education, is
not substantially different from when it is used in any other field. It simply means
determining the attributes or dimensions of an object, skill or knowledge. We use
common objects in the physical world to measure, such as tape measures, scales and
meters. These measurement tools are held to standards and can be used to obtain reliable
results. When used properly, they accurately gather data for educators and administrators.
 In other words, measurement is the cornerstone of science and evidence-based
practice. It covers both the creation of instruments to measure a given quality as well as
the creation of measurement systems The first essential step in the
and units (e.g., the metric system for direction of learning any subject is to find
length, mass, and other physical principles of numerical reckoning and
quantities) as a comparison framework. practicable methods for measuring some
In the social and behavioural sciences, quality connected with it. I often say that
we are facing the challenge of when you can measure what you are
measuring human behaviour, thoughts, speaking about, and express it in
opinions, learning, performance, and so numbers, you know something about it;
much more. This is not an easy but when you cannot measure it, when
challenge and therefore having access to you cannot express it in numbers, your
proper measurement methodology and knowledge is of a meagre and
instruments is crucial. A focus on unsatisfactory kind; it may be the
evaluating the two key quality criteria beginning of knowledge, but you have
for measurement instruments - scarcely in your thoughts advanced to the
reliability and validity -, is running as a state of Science, whatever the matter may
leading thread throughout the master
be. - Lord Kelvin
programme. Remember: Assessment
and measurement play a key role in
informing educators’ practice in classrooms, students’ understanding of their own
learning, parents’ capacity to support their children’s success in school, and policy-
makers’ decision-making.

Evaluation
Evaluation is a broader term than the Measurement. It
is more comprehensive than mere inclusive than the term
Measurement. It goes ahead of measurement which simply
indicates the numerical value. It gives the value judgement to
the numerical value. It includes both tangible and intangible
qualities. And as I somehow understood, evaluation focuses on
grades and might reflect classroom components other than
course content and mastery level. This was being mentioned
during the class of Mr. Calimutan. An evaluation can be used
as a final review to gauge the quality of instruction. It’s
product-oriented. This means that the main question is:
“What’s been learned?” In short, evaluation is judgmental; focuses on grades and might
reflect classroom components other than course content and mastery level.
A simple representation explaining the role of evaluation in the teaching-learning process
is shown below:
Simply put, this refers to a set of
activities or statements that seek to determine
whether objectives were realized. It focuses
largely on grades and may reflect the
components of classroom other than mastery
level and course content. Evaluation may
include discussion, attendance, verbal ability
and cooperation among others. It is the last
object of an inquiry. Because, evaluations tell
whether a set goal or a solution has been met
or not. It takes place after completion of a
learning activity. Evaluation is done at end of inquiry. Evaluation can result in three
things: A positive change, a negative change or no change or development at all.
Evaluation looks into whether improvements or changes have occurred in the data.
Assessment and evaluation need each other and support one another.
My take on this: In every walk of life the process
of evaluation takes place in one or the other form. If the
evaluation process is eliminated from human life then
perhaps the aim of life may be lost. It is only through
evaluation that one can discriminate between good and
bad. The whole cycle of social development revolves
around the evaluation process. In education how much a
child has succeeded in his aims, can only be determined through evaluation. Thus there is
a close relationship between evaluation and aims. Education is considered as an
investment in human beings in terms of development of human resources, skills,
motivation, knowledge and the like. Evaluation helps to build an educational programme,
assess its achievements and improve upon its effectiveness.
It serves as an in-built monitor within the programme to review the progress in
learning from time to time. It also provides valuable feedback on the design and the
implementation of the programme. Thus, evaluation plays a significant role in any
educational programme. Evaluation plays an enormous role in the teaching-learning
process. It helps teachers and learners to improve teaching and learning. Evaluation is a
continuous process and a periodic exercise. It helps in forming the values of judgement,
educational status, or achievement of student. Evaluation in one form or the other is
inevitable in teaching-learning, as in all fields of activity of education judgements need to
be made.
Trends in Classroom Assessment
Throughout the K-12 learning landscape, assessment
practices are changing to embrace assessment for learning, not
assessment of learning. Consistent with 21st Century learning
and the benefits brought on by better assessment tools,
assessment is becoming more student-centric, offering
educators the insights that will help them determine the best
instructional next steps and how to make learning more
personal for the individual student.
In the 21st century, we are facing a global economy where information travels at
the speed of light and knowledge of how to harness and sift through that information has
become vital to our personal and national well-being. As future educators, I know my
students must graduate from our halls ready to function in this expanded world. However,
in education, as we know, the tail that wags the dog is the standardized test. Standardized
tests dictate our curriculum. And unfortunately, these assessments remain submerged in
the bubble test format made popular in the mid-1930s when, according
to Time magazine, the automated test scanner first appeared. In truth, this method of
testing may assess content knowledge, but not what will soon be more important: the
ability to communicate that content and problem-solve. Classroom assessment refers to
the practice of assessing student mastery via the completion of real-world tasks in which
the student applies knowledge and skill acquired in the instructional process. Authentic
assessments may include writing assignments, individual or cooperative projects,
portfolios, teacher observations, performance or demonstration assessments, or any other
assigned task that provides evidence of competency. It is a good idea to use a selection of
assessment types that match a variety of learning styles.

The following are the new trends in Classroom Assessment:

1. Demonstration or Performance Assessments
Authentic assessment may take the form
of demonstration or performance. This means that a
student has the opportunity to demonstrate,
through practical means, that a standard has been
mastered. For instance, a student might provide,
through design and performance, evidence of
mastery of a theatre standard focused on
knowledge of blocking, upstage, downstage, centre stage, monologue and
 projection rather than via a paper-and-pencil vocabulary test. Such
assessments can be used in other classes and tailored to different subject
matter.
2. Portfolio Assessments
Portfolio assessments are often used when
units are large or cover a number of standards.
Assessment pieces contained in the portfolio
provide evidence of mastery of individual
standards or may provide evidence of increasing
depth of comprehension of materials. For
instance, a science portfolio may contain written
vocabulary words associated with molluscs,
drawings that outline structure and function and a three-dimensional
model created by the student. This type of portfolio's value is that it allows
students to demonstrate mastery by a variety of means – in this case,
through writing, drawing and creative manipulation.
3. Oral Assessments
Oral assessments are popular with
students who do not possess high-level
writing skills. Oral assessments can take the
form of storytelling or focus on
documentation of question-and-answer
periods in class. A teacher may use a
student's oral responses to determine whether
the content has been mastered. Student
mastery can be assessed as part of a group
exercise or individually in a private testing session. This type of
assessment can be used informally with or without student knowledge,
thus eliminating testing anxiety.
4. Project Assessments
Project assessments provide the
opportunity to demonstrate competency
through completion of a project. Project
assessments can be performed individually
or collaboratively. Students may work
together to complete a project in math that
indicates proficiency in probability concepts.
For example, a student may use a set of dice
 and record the results of rolls to learn about probability. A deck of cards
might also be used to learn about probability.

Objectives to be Assessed
Aligning assessment with the learning objective is of benefit to both students and
faculty. Students should be assessed on what they are taught and those assessments measure
the degree of learning. When reviewing the assessments, faculty can readily see whether the
students have successfully met the stated objectives. Assessment can be built into the
instruction and be an integral part of the classroom activities. There are two types of
assessments: formative and summative. Formative assessments have a twofold purpose. The
first is to help students identify their own strengths and weaknesses and adjust their learning
strategies to make progress. The other purpose of to help faculty identify areas where
students are struggling and make immediate adjustments and provide feedback to the
students. Summative assessments are exactly what the name implies. The goal is to evaluate
student learning at an endpoint. This could be a chapter, a unit, or the entire course and are
most often “high stakes” in that they have high point values.
Objectives and assessment are interrelated. While objectives state what is expected,
assessment provides tools to determine whether the learning outcomes have been reached.
Both need to be defined before beginning the process of developing instructional materials.
Learning or performance objectives state what you expect participants to be able to do or talk
about as a result of the learning experience. They provide a framework for interaction
between to the student and teacher by ensuring that everyone is on the "same page" during
instruction. They also help teachers plan activities and assessments.

Types of Assessment Methods

An assessment method is defined as the philosophical or pedagogical approach to
assessing. For example, written assessment or practical assessment, formative or summative
assessment. Now it is time to think more in-depth about the methods of assessment, and
whether they are appropriate for what needs to be assessed. To do this, the methods of
assessment need to be examined more closely for effectiveness. Now we are going to link
this more closely to the principles or values of assessment. In the early theories of learning, it
was believed that complex higher-order thinking skills were acquired in small pieces,
breaking down learning into a series of prerequisite skills. After these pieces were
memorized, the learner would be able to assemble them into complex understanding and
insight -- the puzzle could be arranged to form a coherent picture.
The concept of testing students and learners has been there since time immemorial.
Many individuals have not understood the real context and reasons that justify testing and
have therefore misinterpreted the reasons and the various types of testing methods that
educator often to use to assess student learning. Today, we know learning requires that the
learner engage in problem-solving to actively build mental models. Knowledge is attained
not just by receiving information, but also by interpreting the information and relating it to
the learner's knowledge base. What is important, and therefore should be assessed, is the
learner's ability to organize, structure, and use information in context to solve complex
problems.

The following are the different types of assessment methods:

 Pre-assessment or diagnostic assessment
Before creating the instruction, it’s necessary to know for what kind of
students you’re creating the instruction. Your goal is to get to know your student’s
strengths, weaknesses, skills and knowledge that they possess before taking the
instruction. Based on the data you’ve collected, you can create your instruction.
Diagnostic assessments are pre-tests. They usually serve as a barometer for how
much pre-loaded information a student has about a topic.  The word diagnosis is
defined as an analysis of the nature or condition of a situation, which is exactly
how teachers tend to use them. Just means to say that diagnostic tests help to tell
the teacher (and the student) how much they know and don’t know about an
upcoming topic. This helps to inform the teacher’s lesson planning, learning
objectives, and identify areas that may need more or less time spent on.
 Formative assessment
Formative assessment is used in the first attempt of developing instruction.
The goal is to monitor student learning to provide feedback. It helps identifying
the first gaps in your instruction. Based on this feedback you’ll know what to
focus on for further expansion for your instruction. It includes classification
testing is actually a range of formal and casual assessment types of procedures
conducted simply by teachers during the learning method in order to alter
teaching and learning activities to improve scholar attainment. That typically
entails qualitative reviews (rather than scores) to get both college student and
teacher that focus on the facts of content and performance. It is commonly in
comparison with summative assessment, which seeks to monitor educational
outcomes, frequently for purposes of external accountability.
The ultimate purpose of assessment pertaining to learning is always to
create self-regulated learners who are able to leave institution able and confident
to continue learning throughout all their lives. Teachers need to know first of a
unit of examine where their students happen to be in terms of their learning after
which continually check on how they are progressing through strengthening the
feedback they get from their particular learners. Learners are guided on what they
may be expected to master and what quality operate looks like. 
 Summative assessment
Summative assessment is aimed at assessing the extent to which the most
important outcomes at the end of the instruction have been reached. But it
measures more: the effectiveness of learning, reactions on the instruction and the
benefits on a long-term base. The long-term benefits can be determined by
following students who attend your course, or test. You are able to see whether
and how they use the learned knowledge, skills and attitudes. “Teachers help
students use assessment as a window into their own growth and identify as
learners so, they develop the power and agency necessary to take charge of their
learning (Tomlinson, 2010). Summative assessments are a mirror to student
thinking. Summative assessments help teachers and students see a trajectory of
their learning. Teachers can use them to identify which students are ready for
other tasks; and which students need more time to develop specific concepts.
Simply means, it normally takes place after deployment and focuses on its overall
effects.
 Confirmative assessment
When your instruction has been implemented in your classroom, it’s still
necessary to take assessment. Your goal with confirmative assessments is to find
out if the instruction is still a success after a year, for example, and if the way
you're teaching is still on point. You could say that a confirmative assessment is
an extensive form of a summative assessment; it is the process of collecting,
examining, and. interpreting data and information in order to determine the
continuing competence of learners or the continuing effectiveness of instructional
materials.
Particularly, this type of assessment method is normally
performed after the summative evaluation has been complete for some time, and
its purpose is to confirm that the instruction is still effective weeks, months, and
even years later. This is rarely done in formal education, partly (but not entirely)
for practical reasons. This totally means that it is the process of determining
whether over time learners have maintained their level of competence, the
instructional materials remain effective, and the organizational problems have
been solved. So when your instruction has been implemented, it’s still necessary
to take assessment. Your goal with confirmative assessments is to find out if the
 instruction is still a success over time. You could say that a confirmative
assessment is an extensive form of a summative assessment.

 Norm-referenced assessment
The content of Norm-referenced tests is set in such a way that it becomes
possible to measure a wide skill area that revolves around a given syllabus, which
usually consists of various learning materials such as textbooks, slide shows and
even charts (Boehm 1973). Each skill is therefore evaluated several times, and
each type of test will always vary in difficulty with the main aim being the
separation low and high achievers.

This compares a student’s performance against an average norm. This

could be the average national norm for the subject History, for example. Other
example is when the teacher compares the average grade of his or her students
against the average grade of the entire school. So this basically compares a
student’s performance against an average norm. This could be the average
national norm for the subject History, for example. Other example is when the
teacher compares the average grade of his or her students against the average
grade of the entire school.
 Criterion-referenced assessment
According to Van der Linden (1982), the rise of new learning strategies
has changed the meaning of measurement in education and made new demands on
the construction, scoring, and analysis of educational tests. Educational
measurements satisfying these demands are usually called criterion-referenced,
while traditional measurements are often known as norm-referenced. Thus,
educational tests can be categorised into two major groups: norm-referenced tests
and criterion-referenced tests. The common feature of these learning strategies is
their objective-based character.
It measures student’s performances against a fixed set of predetermined
criteria or learning standards. It checks what students are expected to know and be
able to do at a specific stage of their education. Criterion-referenced tests are used
to evaluate a specific body of knowledge or skill set, it’s a test to evaluate the
curriculum taught in a course. It is all about measuring student’s performances
against a fixed set of predetermined criteria or learning standards. It checks what
students are expected to know and be able to do at a specific stage of their
 education. Criterion-referenced tests are used to evaluate a specific body of
knowledge or skill set, it’s a test to evaluate the curriculum taught in a course.
 Ipsative assessment
It measures the performance of a student against previous performances
from that student. With this method you’re trying to improve yourself by
comparing previous results. You’re not comparing yourself against other students,
which may be not so good for your self-confidence. Ipsative assessment is the
practice of determining a student’s progress based on their earlier work. Many
assignments and rubrics are designed to measure student work in the normative
assessment mode; that is, against a static set of criteria — often necessarily so.
But it’s worth it to take the time to examine why and how we use the assessment
methods we do, and to consider the value of allowing students’ own progress to
be the benchmark against which successive performance is measured.1
Simply put, this kind of assessment reflects a “personal best’ or the sense
of progress that we see commonly in athletics, such as working to improves one’s
time in a 5K run. That could be a near example. Another, students assessed on
academic work in this way experience “pride in their work,’ and it helps them
take a longer term view of learning. In that case, in this method consider the
salient points below:

 Look at both the student’s earlier work and her current work.
 Ask student to identify what she considers to be her own areas
of weakness in specific assignments and then reflect on if/how
she may have improved in subsequent work.
 Decide how the student has progressed and suggest the next
steps the student takes.
It was further suggested by long list of studies that ipsative feedback be
kept separate from the conventional grading system already in place for the course
of subject. Detractors of ipsative assessment suggest that evaluations based on this
method are invalid to future instructors, or to any person or body that will be
looking at the student’s overall academic performance. And even if ipsative
assessment is used to augment traditional grading, as it seems Hughes is
suggesting, the amount of additional work that would generate might be enough
to put any instructor off of the possibility of using both (or more) methods of
assessment. Ultimately, there’s something to be said for, even in part, asking
students to compete against themselves, and not each other. This could be a hard
tack for a lot of high-performing students who thrive because of the competition
of the “instant gratification’ of traditional assessment methods — but again, if
used in conjunction with traditional grading methods, the shake-up could prove as
useful to students as to instructors.
Planning other Types of Assessment
Interest in alternative types of assessment has grown rapidly during the
1990s, both as a response to dissatisfaction with multiple-choice and other
selected-response tests and as an element in a systemic strategy to improve
student outcomes. Alternative assessments range from written essays to hands-on
performance tasks to cumulative portfolios of diverse work products. This chapter
describes four types of alternative assessment that might meet the needs of
vocational educators and summarizes assessments in use in the cases selected for
our study. The most familiar form of assessment is one in which the test-taker is
asked to select each response from a set of specified alternatives. Because the test-
taker chooses an option rather than creating an answer from scratch, such an
assessment is called a selected-response assessment. Such assessments include
multiple-choice, matching, and true-false tests.
Alternatively, an assessment can require a
student to develop his or her own answer in
response to a stimulus, or prompt. An assessment
of this form, such as one that requires an essay or a
solution to a mathematical problem, is called a
constructed-response assessment. Neither the
prompts nor the responses need be written,
however. Responses commonly include any form
whose quality can be judged accurately, from live
performances to accumulated work products.
There are a variety of ways to classify assessments (Hill and Larson, 1992;
Herman, Aschbacher, and Winters, 1992). In fact, since the range of constructed-
response types and situations is limitless and more formats are being developed
all the time, it is unlikely that there will be a single best system of classification.
The classification system is based primarily on format—how the questions are
presented and how responses are produced. However, selected-response and
constructed-response assessments differ in many other ways, including the
complexity of their development, administration, and scoring; the time demands
they place on students and teachers; their cost; and the cognitive demands they
make on students. More so, what is clear for me is that, educational assessments
are carried out to measure the efficiency of the program, the quality of instruction
 and progress of a child’s learning. The purpose is to determine the growth and
development.

Assessing Student Behaviour

It is not
surprising to
learn that in
today’s
classroom,
children
sometimes aren’t
learning due to behavioural issues. In that case, teachers are attempting to teach
classes in which students can be disruptive, disrespectful and defiant. As a result,
classrooms are often overcrowded which adds to the frustration of the situation.
Teachers are often tempted to take the easy way out using antiquated strategies
that will usually not help the child to learn. Speaking as a student, we somehow
do not act out such way, because we wanted to be “bad.” But it is about somehow
in the hopes of receiving some kind of response or reward. In other words if
teachers figure out what the child is getting from exhibiting a particular
behaviour, they can then give that child the exact opposite of the expected
response. If our response is consistent the child will eventually give up the
behaviour in lieu of another which yields more satisfying results.
Before any education professional can help the child in question, a
behavioural assessment is in order. Assessment tools look at the child's behaviour,
evaluate why and when the behaviour is occurring and assist the teacher in
creating an appropriate plan of action. The following below might be of great help
in assessing your students’ behaviour:
 Choosing a Tool
There are assessment tools galore available for children of all ages.
Before you select a tool understanding which one is right for you
and your students is essential. A functional behaviour assessment
typically looks at the events surrounding the problem issues. There
are indirect assessments that are subjective and record behaviours
under natural conditions. These include checklists and interviews.
A descriptive analysis is a type of assessment that uses quantitative
observation in the student's natural setting.
 Child Checklist
A checklist can take the form of a questionnaire or survey
that an educator or other trained professional administers. For
example, the Child Behaviour Checklist is a research-based
assessment tool that only trained professionals, such as school
psychologists or social workers, use. The checklist includes a
version for parents to answer and a teacher questionnaire. There
are two checklists, one for children ages 18 months old to 5 years
of age and another for children between ages 5 and 18. 

 Interview Evaluation

Interview assessment tools allow the assessor to speak to

the student, or a parent or teacher, during the evaluation process].
Instead of checking off observed behaviours, this type of tool
requires the professional to ask a list of pre-determined questions.
For example, the Functional Analysis Screening Tool -- or FAST
-- is an indirect method that asks the teacher or parent about events
that precede behaviours and social reinforcements of those actions.
Another option is for the assessor to create a student-specific
interview. During a functional behaviour assessment the evaluator
may want to learn information about a specific action, emotional
state or reinforce. If this is the case, the interview will focus on the
particular behaviour that is in question.

 Observation Data

Teachers and other education or psychological

professionals can assess a child's behaviour by watching. An
observation-based assessment tool provides the opportunity to take
a focused look at the child's behaviour in a specific setting such as
school or the home. For example the Functional Assessment
Observation Tool requires the evaluator to record not just the
child's behaviours during the observation period but also what
happened before and what the consequences were. If you are
looking for a less formal tool, making an Antecedent-Behaviour-
Consequences -- or ABC -- chart provides clues as to why the child
is acting out. This tool, like the Functional Assessment
Observation Tool provides information about what set the child off
and what the result was.
Observing Teacher Behaviour
Getting into classrooms and conducting teacher observations is one of the
most important jobs a principal can have, but carving out time for these visits (and
the subsequent reports) is always a challenge.
1. Prepare yourself, prepare the teacher.
So much of what makes a great observation takes place before you even step
inside the classroom. Know the framework you are basing your evaluation on,
and communicate that clearly to teachers. Per Charlotte Danielson, be clear
about what you expect to see in the classroom, and what you’ll be evaluating
both pre and post observation. Interpret what you see fairly, and make sure
your ratings coincide with others in the school and district. You don’t want to
be known as either the easy or hard evaluator.
2. Look for learning, not teaching.
Instead of observing a teacher teaching a lesson, start out with the idea that
you must be observing learning in Mrs. Santos’ class. That is where I try to
keep my emphasis. The more we focus on learning—evidence of student
learning in classrooms and evidence of teacher learning through the
development of a collegial learning community—the stronger our school will
be.
3. Properly judge the lesson plan.
Creating a great lesson plan is parallel to walking a tightrope in a windstorm.
Lots of factors can push a teacher off his intended mark. Principal Ron
Tibbets tells Education World there are three factors he considers when
evaluating a teacher’s lesson planning.
 Are students engaged? And if they aren’t, how long does it take to get
them back on task? And if they are, is the content challenging them
enough to stretch their learning?
 Does the teacher make it clear to her students what they should be
learning? This sounds basic, but is often missing. Having a teacher
post essential questions is a great way to cover this aspect.
 Classroom participation. Getting students to answer questions is a lot
more complicated than calling on the first hand to go up. Check to see
if teachers are varying whom they call on, waiting sufficiently to allow
more students to participate, and varying their question types to
include factual, divergent, and higher-order questions.

4. Tie your observation to the professional learning at your school.

 Encouraging professional discussions about teaching and learning helps
everyone in your school. If a teacher nails her lesson and observation, invite
her to share tips with peers. If she needs help in one or more area, be sure to
point out other teachers she can connect with to discuss sticking points.
5. Give feedback promptly.
Be clear with teachers about what you’ll be observing for (hopefully tied to
their teacher goals for the year), take good notes, offer one positive note as
you leave the room, and follow up quickly with a full report. Just like students
crave to see their work corrected and returned quickly, teachers crave timely
(as soon as possible!), meaningful feedback. Wrapping up an observation
within one week lessens the potential for doubt and confusion, and allows
teachers to understand and apply corrections to their teaching quickly.

References:
https://www.celt.iastate.edu/teaching/assessment-and-evaluation/classroom-assessment-techniques-
quick-strategies-to-check-student-learning-in-class/ Date retrieved: 11|05|20

https://www.onlineassessmenttool.com/knowledge-center/assessment-knowledge-center/what-are-
the-types-of-assessment/item10637

https://www.onlineassessmenttool.com/knowledge-center/assessment-knowledge-center/what-
are-the-types-of-assessment/item10637
https://eric.ed.gov/?id=ED040113