Unit 6: Assessment of One’s Teaching Practice

A. Reflective Practice Using Learner Attainment

Learning Outcomes:

● Identify the different documents that teachers can use to monitor

learner’s performance.
● Discuss reflective self-assessment, using learner assessment data and
other reflection aids, for purposes of adjusting one’s teaching practices
and for purposes of growing in the profession and
● Explain how professional reflection and learning can be used to
improve teaching practice.

Introduction
This Chapter is now focused on the assessment of your own teaching practice
as a future teacher. Necessarily, teachers have to examine learners'
performance if they want to really know how effective they are in their
teaching. The learners' test scores and learners 'non-test data and other
information serve as the learners' attainment data. 

What is Reflective Practice?

To assess your teaching practice as a teacher, you have to engage in what is

called reflective practice. As John Dewey put it "We don't learn from
experience; we learn from reflecting on experience."

● Reflective practice is, in its simplest form, thinking about what you do. It
is closely linked to the concept of learning from experience, in that you
think about and monitor what you did and what happened and decide
based on that what you would do differently next time.

● Reflective practice is beyond casual thinking. Reflective practice

requires a conscious effort to think about events and develop insights
from them. It also encourages teachers to explore their own beliefs and
assumptions about learners, teaching-learning including assessment
and to find solutions to problems.

● The reflective practice for teachers whose main task is to teach and to
analyze data that reveal if they are teaching effectively or not as proven
by learners' learning expressed in learners' test scores derived from
traditional assessment or in non-test data shown in learners' products,
processes performed and changes in attitude, values and motivation
(authentic and performance assessment).
Non-test Data - refer to students' product and performance and change in
attitude, motivation and values (affective) that serve as evidence of learning.

The Reflective Cycle (Graham Gibbs)

- a circle model which is structured in phases and breaks down the
experience, allowing you to reflect upon an experience as it happened.
This tool allows you to better your performance as it is happening, as
well as improving it for the future.

Description
- What happened?
Feelings
- What were you thinking and feeling?
Evaluation
- What was good and bad about the experience?
Analysis
- What sense can you make of the situation?
Conclusion
- What else could you have done?
Action plan
- If it arose again what would you do?

Using Learner Attainment Data: A Measure Effectiveness of Teaching

What is Learner’s Attainment Data?

● Learners' attainment data serve as a measure of teachers' teaching

effectiveness. They can be analyzed to monitor and evaluate learners'
progress and achievement. They are the result of effective teaching.

Monitoring
● This refers to the continuous and systematic use of data in order to
track learner progress through a variety of forms such as daily learning
log, class record, progress chart, checklist and anecdotal record.

● Formative assessment, checking for understanding, providing

feedback, and other strategies that are not standardized are used to
monitor learner progress in order for teachers to appropriately address
misconceptions and other learning difficulties.

Evaluation
● This refers to the periodic and systematic use of assessment forms and
strategies(e.g. quarterly assessment, pre-test and posttest) in order to
judge learner achievement; that is how well the learner has attained the
knowledge/or skills covered in a unit.
 ● Summative assessments, essays, presentation, group work,
performances and standardized tasks are used to inform the teachers
about their teaching. Learners are marked on formal evaluation tasks
and this mark is usually part of their report card grade.

Let us take a look at the different documents that teachers can use to monitor
learner's performance.

1. Daily Lesson Log (DLL) for a week

o The DLL shows the lesson for each day with the index of
mastery computed accurately. The index of mastery contains
the learner attainment data that measure the learners' mastery
level of the competency.
 o It guides the teachers in their instruction and allows them to
determine whether the learners are ready to proceed to the next
lesson, or if they need additional activities for remediation.
Likewise, the teacher may also use the data to modify or adjust
his/ her instruction in order to address the needs of his/her

learners.

2. Electronic Class Record (ECR)

 o This is another document that teachers use to monitor and
evaluate the learners' progress and achievement.
o The electronic class record, including the grading sheet and
summary of quarterly grades, allows teachers to monitor
individually the learner attainment data per specific learning area
and assess whether the learner passed or failed.

EXAMPLE OF GRADING SHEET & SUMMARY OF QUARTERLY GRADES

3. Progress Chart
 o 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 activities appropriate to their level of

proficiency.

These forms, particularly the DLL and ECR, used by teachers are provided by
the school. Templates are also available for download in DepEd websites.
The templates can easily be modified using Word File or Excel Spreadsheet.
The progress chart, on the other hand, can be replicated using the mentioned
computer programs. Always feel free to ask for technical assistance from your
teacher-friends in using, modifying or creating these forms.

Suggestions for the Use of Documents

To use these documents more effectively, teachers should take note of the
following suggestions:

1. Plan monitoring and evaluation activities.

⮚ Before the school year begins, we may identify monitoring and
evaluation activities to be conducted daily, weekly, quarterly and
yearly. The documents or school forms needed for these
activities may already be prepared and saved in folders or in the
computer.

2. Monitor and evaluate learners' performance regularly and

consistently
⮚ A day without monitoring and evaluation may cause us to miss
serious problems in the learners' learning. If left unchecked, this
will certainly hamper the learners' academic success. Monitoring
 and evaluating learners' performance religiously according to
plan is the best way to avoid potential problems in the process.

3. Explore varied monitoring and evaluation documents

⮚ Although our schools provide us with the standard documents
and school forms, such as DLL and ECR, we can always find or
create additional ones that can help us in the monitoring and
evaluation process. For instance, we may also use a daily
checklist to track our learners' performance. A daily progress
chart, not just quarterly, may give us immediate information
about the learners' achievement of the daily target so as to
provide a prompt intervention. Another strategy is to have an
anecdotal record of each learner in order to gain a more
individualized assessment of the learner's progress.

4. Validate monitoring and evaluation documents to ensure

accuracy of learner attainment data
⮚ A number of monitoring and evaluation documents may be
used. However, we must ensure that these documents are
validated and reliable such as those provided by DepEd. Do
some research and testing of the assessment documents before
using them so that the learners are evaluated accurately and
fairly.

5. Involve the learners in certain types of monitoring and evaluation

⮚ Monitoring and evaluation is definitely hard work especially for
teachers handling large classes. As a strategy, we may also
instruct our learners to have group or peer monitoring within the
class and check their progress weekly. This may help the
learners become more conscious of the quality of their
performance and aim for a higher achievement.

Other Ways of Evaluating Learner Achievement

Here are other ways of determining how well learning outcomes were attained
by learners:

1. Item Analysis
o Item analysis is a process which examines learner responses to
individual test items (questions) in order to assess the quality of
each test item and of the test as a whole.

o An effective item analysis starts from a carefully written test

based on the table of specifications (TOS). The competencies
covered for the grading period are included and organized
according to the domains of learning.

o The teacher makes sure that the test construction aligns with the
TOS. You can evaluate the achievement of the class in their
 respective learning areas. You can also determine the least
mastered skills or competencies and evaluate their attainment
data.

o In addition, 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 question is ambiguous or is not part of the learning
competency.

o The results of an item analysis may inform the teacher of the

necessary interventions (e.g. enrichment, activities, re teaching,
remediation) that we can provide to the learners.

2. Frequency Table with Mean Score, Standard Deviation and Mean

Percentage
o In addition to the item analysis, you may also measure learner
achievement by using a frequency table for pretest and posttest
results. The mean score, standard and mean percentage of
pretest and posttest are computed and compared. Learner
achievement is determined by calculating the mean score or
mean percentage increase from pretest to posttest.

o By analyzing test results, we can evaluate learner achievement

in several areas. Specific weaknesses of an individual learner or
a class can also be determined using this approach.

KEY TAKEAWAYS

● Reflective practice is beyond casual thinking so it requires a conscious

effort to think about events and develop insights from them.
● Reflective practice means teachers exploring their own beliefs and
assumptions about learners, teaching-learning and assessment.
● The most reliable proof of effective teaching and assessment practice
is students' learning manifested in the attainment of learning outcomes
as expressed in test scores and grades. 
● To monitor and evaluate learner progress and achievement, the
teacher can use different documents such as the daily log (DLL) for a
week, which shows the lesson for each day with the index of mastery
com ted accurately.
● Another document is the electronic class record (ECR), which includes
the grading sheet and summary of quarterly grades. This allows the
teacher to monitor individually the learner attainment data per specific
learning area and assess whether the learner passed or failed.
 ● Item analysis can help teachers track and evaluate learner progress
and achievement. Item analysis examines learners' responses to
individual test items in order to assess the quality of each test item and
of the test as a whole.
● An effective item analysis starts from a carefully written test based on
the table of specifications (TOS). With the TOS, you can evaluate the
achievement of the class in their respective learning areas. You can
also determine the least mastered skills or competencies and evaluate
their attainment data.

REFERENCE:

Corpuz, B & Cuartel, I.,(2021). Assessment in Learning 2: Authentic

Assessment (3rd Edition pp. 151-155).Lorimar Publishing Inc.

Group 13 - D65

MEMBERS:

Cabbab, Phoebe Rose

Genoves, Judy Ann R.

Pacatang, Yna Amor V.

Salinas, Kristine