RCTQ is a partnership between the Philippine Normal University

and the University of New England Australia, supported by the Australian Government

MODULE Assessors’ Programs Module Series

1 UNDERSTANDING THE ASSESSORS’

PROGRAMS

RCTQ DRAFT WORKBOOK

DECEMBER 2020
TABLE OF CONTENTS
Module 1: Understanding the Assessors’ Programs
 RCTQ is a partnership between the Philippine Normal University
and the University of New England Australia, supported by the Australian Government

How to Use This Module 2

Assessment Practice in Education 3

The Assessors’ Programs and Framework 4
Assessors in the Department of Education 6
Impact of the Assessors’ Programs 7

Summary 7
Test Your Knowledge 8
References 8

List of Figures/Tables
Figure 1. Framework for the HRMPSB Assessors’ Programs for Teachers and School 6
Leaders
Table 1 Moderation models and processes
Table 1. Assessors’ Programs modules with description 7

How to Use This Module

This module is part of a series designed to enable you to understand the Assessors’ Programs. Modules in
this series are:

 Module 1: Understanding the Assessors’ Programs

 Module 2: Engaging with the Teacher Standards
 Module 3: Understanding the Standards-based Career Progression
 Module 4: Working with the Standards-based Assessors’ Tools

These modules were designed to encourage you to constantly reflect and focus on the improvement of your
practice. These modules may also be used as a guide for discussion with your colleagues, self-reflection, and
self-inquiry by reading discussions on the topic and answering short formative and summative assessments.
Assessments in the modules are the following:

Reflect On
Test Your Knowledge

This module, Understanding the Assessors’ Programs, will enable you to gain a deeper understanding
on how the Assessors’ Programs can help you carry out a valid and consistent assessment of teachers at different
career stages across the Department of Education (DepEd) schools, divisions, and regions. It will allow you to
learn how the Assessors’ Programs can benefit and help improve your assessment, its rationale, objectives, and
expected outcomes.

After working through this module, you will find useful insights on why conducting assessment of
teachers and school leaders can help ensure quality education and why establishing a training program for
assessors is necessary.

Assessment Practice in Education

Assessment is a critical component in ensuring quality in education (Kuzich, Groves, O’Hare,

& Pelliccione, 2010), and it is carried out by teachers who are referred to as assessors (Waterman,

Assessors’ Programs Module 1| 2

 RCTQ is a partnership between the Philippine Normal University
and the University of New England Australia, supported by the Australian Government

McDermott, Fantuzzo, & Gadsden, 2012). Teacher-assessors can either assess students or other
teachers.

In a classroom setting, assessors are teachers who rate their students based on their
performance in an examination or a task as well as report on the typical behavior of a student over a
period of time (Waterman et al., 2012). Meanwhile, in school leadership, assessors can be the
principal, school head, subject coordinator (e.g. Grummell, Devine, & Lynch, 2009) or even
colleagues acting as ‘critical friends’ (Smith, 2007, p. 283). The said school personnel are expected to
have a good understanding of the ‘context of teaching and should be able to assess the appropriateness
of actions in that specific setting’ (Smith, 2007, p. 283). We refer to the latter type of assessor in this
module. In the Philippines, education supervisors and superintendents in the division level may also
act as assessors given their functions for instructional supervision to school personnel.

Assessors are an integral part of the education system as they ensure the quality of processes
and approaches in the system (Kells & Nilsson, 1995; Stensaker, 1998). Research shows that training
increases accuracy of assessors in conducting assessments (Lievens, 2001), hence the need to
capacitate potential assessors like you.

Grainger and Adie (2004) identified three key elements of assessment practice that are crucial
for assessors to understand and should therefore be part of any training program: moderation, criteria
sheets, and feedback.

Moderation, as Grainger and Adie (2004) defined it, is a ‘practice of engagement in which
teaching team members develop a shared understanding of assessment requirements, standards and
the evidence that demonstrates differing qualities of performance’ (p. 90). Simply put, moderation is a
‘quality management system designed to achieve valid and consistent assessment’ (Booth, Clayton,
House, & Roy, 2002, p. 18).

The primary purpose of moderation is to ensure that judgement between and among assessors
is consistent with the established standards and criteria (Adie, Lloyd, & Beutel, 2013); thus,
increasing reliability and reducing bias (Bloxham, 2009). Table 1 shows the three moderation models
identified by the Queensland Studies Authority (2008): (1) the Expert model, (2) the Calibration
model, and (3) the Conferencing model.

Table 1 Moderation models and processes

Calibration
Prior to moderation  Individual teachers
choose a range of student
responses from their class
and grade these using the
task-specific standards.
Expert
 Individual teachers grade
all student responses
using the task-specific
standards.
 Each teacher submits
samples, representative of
Conferencing
 Individual teachers grade
all student responses using
the task-specific standards.
 Each teacher selects
samples across the five-
point scale for

Assessors’ Programs Module 1| 3

 RCTQ is a partnership between the Philippine Normal University
and the University of New England Australia, supported by the Australian Government

 A facilitator selects the five-point scale consideration in the

samples across all described in the task- conferencing process.
classes, representative of specific standards, to an
the five-point scale ‘expert’ for review.
described in the task-
specific standards, to be
used in the calibration
process.

During moderation  Teachers individually
grade samples selected
by the facilitator and
compare their judgments
with the nominated level
of achievement.
 Teachers engage in
professional
conversations to reach
consensus on the level of
achievement to be
awarded for each sample.
Discussions are based on
evidence in student
responses, using the
language of the task-
specific standards.
 The ‘expert’ marks the  Teachers share their
samples using the task- selected samples and their
specific standards and judgments.
compares their judgment  Professional conversations
with the level of facilitate a way to reach
achievement awarded by consensus on the level of
the teacher. achievement to be
 The ‘expert’ provides awarded for each sample.
advice to each teacher Conversations are based
confirming whether the on evidence in student
standards are interpreted responses using the
and applied consistently, language of the task-
or whether teachers need specific standards.
to adjust their
understanding, and why.

Post moderation • Class teachers grade all
their students’ responses,
applying their shared
understanding gained
during the calibration
process.
• Teachers use the expert • Teachers apply their
advice to review shared understanding to
judgments about review judgments about
previously graded student previously graded
responses. student responses.

Considerations  Consensus is reached  Seeking an expert  All samples are marked

before all samples are
marked, which is time
efficient.
 Professional
conversations lead to a
shared understanding of
the standards in
context.
 Establishing quality
judgments prior to
moderation can be a
perceived top-down
application of the
standards.
supports a common
school-wide application
of the standards.
 Teachers are not
involved in the rich
professional
conversations of
reaching consensus
with other teachers.
 Consensus is reached
after all samples are
marked.
prior to consensus being
reached, which is less
time efficient as samples
may need to be
reviewed.
 Professional
conversations lead to a
shared understanding of
the standards in context.

Adapted from Queensland Curriculum & Assessment Authority (n.d.)

Criteria sheets, on the other hand, are used to match evidence against the description of the
quality in each strand (Grainger & Adie, 2004). They contain three key elements (Grainger & Adie,
2004): (1) criteria, (2) standards, and (3) standards descriptors. For criteria sheets to be effective, the

Assessors’ Programs Module 1| 4

 RCTQ is a partnership between the Philippine Normal University
and the University of New England Australia, supported by the Australian Government

description of the quality should be straightforward and explicit (Grainger & Adie, 2004); otherwise,
it will become problematic when it is interpreted differently by the assessors (Sadler, 1987).

Another requirement for assessors is the ability to provide an effective feedback. Research
shows that an effective feedback leads to better learning outcomes for the receiver (Black & Wiliam,
1998; Hattie, Biggs, & Purdie, 1996; Ramsden, 2003). Thus, effective assessors must be able to
communicate their feedback in an orderly and organized manner (Sadler, 2009). The Wallace
Foundation (2009) supports that providing actionable feedback also help build a culture of continuous
improvement.

Even with the application of the three said assessment practices, caution must be observed
when training assessors. Just like in any community of practice, moving from novice to expert is
always a complex process (Lave & Wenger, 1991) that is why a well-structured assessor training is an
important aspect of assessment.

Rust, Donovan, and Price (2005) argued that one way of training assessors that will lead to
developing deep knowledge on assessment is through a socio-constructivist model. In this model, the
assessors are engaged in all aspects of the assessment process such as the interpretation of criteria
sheets and writing of feedback statements.

An example of a socio-constructivist model is Bernardin and Buckley’s (1981) frame-of-

reference training model. This training ‘focuses on providing raters [assessors] with performance
standards for each dimension to be rated’ (Gorman & Rentsch, 2009, p. 1336). The frame-of-
reference training has consistently demonstrated accuracy, inter-assessor reliability and discriminant
validity (Lievens, 2001).

Reflect On

1. How important is assessment and the role of assessors in ensuring quality in

education?

2. Why is it important to train assessors?

Assessors’ Programs Module 1| 5

 RCTQ is a partnership between the Philippine Normal University
and the University of New England Australia, supported by the Australian Government

The Assessors’ Programs and Framework

The Assessors’ Programs (AP) is developed to complement the reform initiatives of the
Department of Education (DepEd) on improving the quality of education by promoting quality public
school teachers and school leaders. This program supports DepEd in integrating the Standards – such
as the Philippine Professional Standards for Teachers (PPST), the Philippine Professional Standards
for School Heads (PPSSH), and the Philippine Professional Standards for Supervisors (PPSS) – to the
Human Resource systems, particularly in the Recruitment, Selection, and Placement (RSP) system.

The new set of Standards, the issuance of the Merit Selection Plan (MSP), and the move
towards competency-based hiring and promotion made it imperative to ensure the capacity of the RSP
implementers at the school and division level, particularly the Schools Division Superintendent as the
appointing authority, the selection committee at the division level, and their respective sub-
committees (if any), in conducting assessments and evaluations consistently and objectively with the
new framework for career progression (to be discussed in Module 3). As stated in the MSP (p. 14),
“The comparative assessment of qualified applicants shall be based on the results of appropriate
evaluative assessments, which, based on the principles of merit and fitness, assess the competencies of
applicants vis-à-vis the required competencies of the position […]. The evaluative assessment shall be
based on the approved competency framework and components therein. For positions with existing
competency standards (e.g. Philippine Professional Standards for Teachers), competency assessment
shall be the sole basis for comparative assessment.”

The AP is represented by the framework in Figure 1. This framework operates on the input-
process-output model. In group dynamics, inputs are the conditions that exist prior to group activity,
whereas processes are the interactions among group members. Outputs are the results of group
activity that are valued by the team or the organization.

Figure 1. Framework for the Assessors’ Programs for Teachers and School Leaders

Input
AP is based on the processes outlined in DepEd’s Standards-based career progression.
The Programs brings with it (i) the knowledge and understanding of the Standards,
specifically the theoretical and practical requirements to move up the career stages, and
(ii) the mandate of the Standards-based career progression which contains the

Assessors’ Programs Module 1| 6

 RCTQ is a partnership between the Philippine Normal University
and the University of New England Australia, supported by the Australian Government

promotional assessment criteria, process on screening based on qualification standards

and evaluative assessment, understanding of tools in each step of the process, among
others.

Process
The identified assessors will undergo capacity-building training that is anchored on the
frame-of-reference training and the three key elements of assessment practice –
moderation, criteria sheets, feedback – to further understand the Standards, as well as the
utilization of the tools and support materials to the RSP system. The AP capacitates the
assessors so they can gain deep knowledge and understanding of the Standards and the
entire system of career progression; thus, assessors will be able to reliably conduct
Standards-based assessments.

Output
The ultimate goal of the AP is to capacitate the identified assessors to becoming the
nationally-trained and nationally-accredited pool of assessors.

The AP is two-pronged: one is the Teacher Assessors’ Programs (TAP); two is the School
Leader Assessors’ Programs (SLAP). The former focuses on capacitating assessors using PPST as
frame of reference while the latter uses the PPSSH and PPSS. This module series will focus on
teachers (or TAP).

At the end of the Programs, the assessors are expected to:

a. deepen knowledge and understanding of the Standards;
b. recognize and mitigate bias in decision making; and
c. apply valid and reliable judgment in conducting assessments.

Each of the expected outcomes will be dealt with in the succeeding modules (Table 1). Hence, it is
important that assessors go through all the modules as part of completing the Programs.

Table 1. Assessors’ Programs modules with description

Modules Description
1. Understanding the This program discusses the framework of the Assessors’ Programs
Assessors’ Programs for Teachers, and the details of the programs for assessors such as
program objectives and outcomes.
2. Engaging with the This program discusses PPST and its integration to various DepEd
Teacher Standards systems, particularly in the Human Resource systems.

3. Understanding the This program discusses the career progression of teachers that is
Standards-based based on PPST, including the new teaching positions, the
Career Progression competency-based promotional assessment criteria, the specific
PPST indicators selected as basis for evaluative assessment, roles
and responsibilities of the RSP implementers, promotion process
and procedures, and the career progression’s link to other DepEd
systems such as the RPMS.
4. Working with the This program discusses the Standards-based assessors’ tools and the
Standards-based process in which these tools are used in the entire promotion
Assessors’ Tools system.

Assessors’ Programs Module 1| 7

 RCTQ is a partnership between the Philippine Normal University
and the University of New England Australia, supported by the Australian Government

Reflect On
Why is it necessary that assessments are done consistently across DepEd schools and
objectively for applicants for promotion?

Assessors in the Department of Education

The Assessors’ Programs is intended for the Regional Directors (RD) and Schools Division
Superintendents (SDS) as the appointing authorities in the regions and divisions, the Human Resource
Merit Promotion and Selection Board (HRMPSB), and its subcommittees. The HRMPSB and its
subcommittees are the assessors in DepEd. The HRMPSB oversees the conduct of assessments and
evaluations under the Recruitment, Selection, and Placement (RSP) system.

In terms of administrative functions, the HRMPSB in the regional offices is chaired by the
Assistant Regional Director. Its members include: (i) Chief of Unit where vacancy exists, (ii) Chief of
Administrative Division, (iii) Chief of Human Resource and Development Division, (iv)
Administrative Officer V for Personnel (Human Resource Management Officer (HRMO)), and (v)
Representative of Employees’ Union.

In the schools division offices and schools, the HRMPSB is chaired by the Assistant Schools
Division Superintendent. Its members include: (i) Chief of School Governance and Operations
Division, (ii) Head of School or Chief of Division where vacancy exists, (iii) Administrative Officer
V for Administrative Services Section, (iv) Administrative Officer IV (HRMO), (v) Representative of
Accredited Employees’ Union or Association.

The MSP (p. 25) states that, “[t]o facilitate the comparative assessment process, the Head of
Office, as recommended by the HRMPSB, may designate sub-committee/s, as deemed practicable.
The sub-committee/s shall serve as assistorial body to the HRMPSB.”, In the selection of sub-
committee members, the HRMPSB shall take into consideration their understanding and knowledge
of the Standards, the recruitment and selection process, and the specific protocols on the conduct of
evaluative assessments. For teachers, they shall be composed of trained assessors and classroom
observers with expertise on the relevant learning area, such as Subject Education Program Supervisors
and Specialists, Public Schools District Supervisors (PSDS), School Heads, Head Teachers, Master
Teachers, and Teachers. For school leaders, sub-committee/s may likewise be composed of Chiefs of
Curriculum Implementation Division (CID) and School Governance and Operations Division
(SGOD), Education Program Supervisors and Specialists, PSDS, and School Heads.

In the new MSP, the HRMPSB has the following functions in relation to promotion:

Assessors’ Programs Module 1| 8

 RCTQ is a partnership between the Philippine Normal University
and the University of New England Australia, supported by the Australian Government

1. Recommend to the Head of Office the composition and designation of sub-committee/s, as

deemed necessary, to assist in the conduct of comparative assessment of applicants, and
facilitate the evaluation process;
2. Evaluate and deliberate the qualifications of all applicants based on the approved Agency
MSP and specific hiring guidelines;
3. Make a systematic assessment of the qualifications and competence of applicants for
appointment to the vacant positions;
4. Develop and conduct further assessment such as written examination, skills or work sample
test, Behavioural Events Interview (BEI), and other evaluative measures, as
deemed necessary; and
5. Maintain fairness and impartiality in the assessment of applicants.

Assessors’ Programs Module 1| 9

 RCTQ is a partnership between the Philippine Normal University
and the University of New England Australia, supported by the Australian Government

Reflect On
What qualities should assessors possess as they conduct assessments of teachers and
school leaders?

Impact of the Assessors’ Programs

You, as part of the HRMPSB and its subcommittees, can use the Assessors’ Programs to gauge and
find the state of your current and developing capabilities, professional aspirations, and achievements.
In order to grow and develop as a professional, the Programs can help you reflect on your own
practice and the impact you have on your colleagues’ including their respective practices.

The Programs can assist you in:

 Looking at the Standards for teachers and school leaders and the difference in expectations
among career stages
 Self-reflecting on your ability to recognize and mitigate bias in decision making
 Looking at evidence submitted by applicants and conducting classroom observation with
valid and reliable judgement using different assessment tools
 Increasing your credibility among your colleagues for your improved professional practice

Reflect On
How else do you think the Assessors’ Programs can help you with your practice?

Assessors’ Programs Module 1| 10

 RCTQ is a partnership between the Philippine Normal University
and the University of New England Australia, supported by the Australian Government

Summary
 Assessment is a critical component in ensuring quality in education.
 In school leadership, assessors are an integral part of the education system as they ensure the
quality of processes and approaches in the system.
 Research shows that training increases accuracy of assessors in conducting assessments,
hence the need to capacitate potential assessors.
 With recent changes in DepEd HR systems, there is a need to strengthen the capacity of the
Human Resource Merit Promotion and Selection Board (HRMPSB) and its subcommittees to
conduct assessments consistently and objectively against the Standards and based on the new
framework for career progression.
 The ultimate goal of the Assessors’ Programs is to capacitate the identified assessors to
becoming the nationally-trained and nationally-accredited pool of assessors.

Test Your Knowledge

1. Why is assessment important in education?

2. What is the Assessors’ Programs?

3. Who are the assessors in the DepEd regional office and the schools division office/school?

4. What is the ultimate goal of the Assessors’ Programs?

5. What qualities are expected of assessors to possess at the end of the Programs?

Assessors’ Programs Module 1| 11

 RCTQ is a partnership between the Philippine Normal University
and the University of New England Australia, supported by the Australian Government

References

Adie, L., Lloyd, M., & Beutel, D. (2013). Identifying discourses of moderation in higher education. Assessment &
Evaluation in Higher Education, 38(8), 968-977. doi:http://dx.doi.org/10.1080/02602938.2013.769200
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74.
Bloxham, S. (2009). Marking and moderation in the UK: false assumptions and wasted resources. Assessment and
Evaluation in Higher Education, 34(2), 209-220.
Booth, R., Clayton, B., House, R., & Roy, S. (2002). Maximising confidence in assessment decision-making: Resource kit
for assessors. Retrieved from South Australia:
Department of Education-Bureau of Human Resource and Organizational Development. (2020). The Department of
Education merit selection plan [Draft and unpublished].
Grainger, P. R., & Adie, L. (2004). How do Preservice Teacher Education students Move From Novice to Expert Assessors?
Australian Journal of Teacher Education, 39(7), 89-105.
Grummell, B., Devine, D., & Lynch, K. (2009). Appointing Senior Managers in Education: homosociability, local logics and
authenticity in the selection process. Educational Management Administration & Leadership, 37(3), 329–349.
Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills intervention on student learning: a meta-analysis.
International Journal of Educational Research, 11, 187-212.
Kells, H. R., & Nilsson, K. A. (1995). Evaluation for Quality Assurance and Improvement. Retrieved from Kanslersambetet,
Stockholm:
Kuzich, S., Groves, R., O’Hare, S., & Pelliccione, L. (2010). Building team capacity: Sustaining quality in assessment and
moderation practices in a fully online unit. Paper presented at the ATN Assessment Conference, University of
Technology Sydney, Australia.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University
Press.
Lievens, F. (2001). Assessor training strategies and their effects on accuracy, interrater reliability, and discriminant
validity. Journal of Applied Psychology, 86(2), 255-264.
Lingam, G. & Lingam, Narsamma. (2016). Developing school heads as instructional leaders in school–based
assessment: Challenges and next steps. The Australian Journal of Teacher Education. 41. 91-105.
10.14221/ajte.2016v41n2.6.
Moorman, H., Nusche, D., and Pont, B. (2008). Improving School Leadership VOLUME 1: POLICY AND
PRACTICE. http://www.oecd.org/education/school/44374889.pdf
National Comprehensive Center for Teacher Quality (2010, July). Key Issues: Evaluating School Principals.
https://www.gssaweb.org/wp-content/uploads/2015/04/Best-Practices-in-Evaluating-School-Leaders-
1.pdf
Queensland Curriculum & Assessment Authority. (n.d.). Moderation models and processes. In. Queensland: Queensland
Government.
Queensland Studies Authority. (2008). Building Student Success. Retrieved from http://www.qsa.qld.edu.au/downloads/p_
%2010/qcar_building_student_success.pdf.
Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). London: Routledge Falmer.
Rust, C., Donovan, B., & Price, M. (2005). A social constructivist assessment process model: how the research literature
shows us this could be best practice. Assessment and Evaluation in Higher Education, 30(3), 231-240.
Sadler, D. R. (1987). Specifying and promulgating achievement standards. Review of Education, 13, 191-209.
doi:http://dx.doi.org/10.1080/0305498870130207
Sadler, D. R. (2009). Indeterminacy in the use of preset criteria for assessment and grading in higher education. Assessment
and Evaluation in Higher Education, 34, 159-179. doi:http://dx.doi.org/10.1080/02602930801956059
Smith, K. (2007). Empowering school- and university-based teacher educators as assessors: A school – university
cooperation. Educational Research and Evaluation, 13(3), 279-293.
Stensaker, B. (1998). Assessing the assessors: A comparative study. Quality Assurance in Education, 6(4), 205-211.
doi:doi:http://dx.doi.org.ezp.lib.unimelb.edu.au/10.1108/09684889810242191

Assessors’ Programs Module 1| 12

 RCTQ is a partnership between the Philippine Normal University
and the University of New England Australia, supported by the Australian Government

The Wallace Foundation (2009, March). Assessing the Effectiveness of School Leaders: New Directions and
New Processes. https://www.wallacefoundation.org/knowledge-center/pages/assessing-the-
effectiveness-of-school-leaders.aspx
Waterman, C., McDermott, P. A., Fantuzzo, J. W., & Gadsden, V. L. (2012). The matter of assessor variance in early
childhood education—Or whose score is it anyway? Early Childhood Research Quarterly, 27(2012), 46-54.

Assessors’ Programs Module 1| 13