Reflective Practice using Assessment Data

After learning how to assess students' learning by way of authentic assessment methods and tools, this Chapter is
now focused on the assessment of your own teaching practice as a future teacher. The assessment of your own
teaching practice will be discussed based on l) learners' attainment data as revealed in test scores and non-test data
and on 2) your teaching performance as evaluated by your students, your peers and your supervisors.

If the proof of the pudding is in the eating, then the proof of a teacher's teaching performance is in the learning and
performance of his/her students after you have taught them. 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. Non-test data refer to students' product and
performance and change in attitude, motivation and values (affective) that serve as evidence of learning. These
products and performances usually make up the student's portfolio or e-portfolio as discussed in the earlier chapter.

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." Thus, the phrase reflective
practice,

What is Reflective Practice?

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 from
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 is 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).

Using Learner Attainment Data: A Measure of Teaching Effectiveness

Which can serve as sources of data that reveal learner's attainment of learning outcomes that ultimately reflect
teachers' teaching effectiveness? 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.

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 - 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. 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 learner.
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, allows teachers to monitor individually the learner attainment data per specific 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 instructional intervention 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
activities appropriate to their level of proficiency.
Suggestions for the Use of Documents
To use these documents more effectively, teachers should take note of the following suggestions:
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.

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.

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 or create additional ones that can help us in the monitoring
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 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.

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.

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:

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 construction and to identify specific areas which need improvement. An effective item analysis starts from a
carefully written test based on the table of specifications (TOS). The competencies covered for the grading period are
included and organized according to the domains of learning. The teacher makes sure that the test construction aligns
with the TOS. 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. 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.

The teacher makes sure that the test construction aligns with 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. 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.
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.

Frequency Table with Mean Score, Standard Deviation and Mean Percentage - In addition to the item analysis, you may
also measure learner achievement by using a frequency table for pretest and post-test results, The mean score,
standard deviation and mean percentage of pretest and post-test are computed and compared. Learner achievement is
determined by calculating the mean score or mean percentage increase from pretest to post-test.

By analyzing tests 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.

Reflective Practice through Performance Evaluation

As expressed in the above paragraphs, the most concrete and obvious proof of teachers' teaching performance is
students' learning or students' demonstration of the learning outcomes. In addition to learners' performance, however,
teachers' performance can also be evaluated by the students themselves, peers and supervisors. Let us not forget that
teachers' self-evaluation is also a rich source of teachers' evaluation performance for teachers imbued with that genuine
desire for continuous professional development. But mind you, dear teachers, this is just one of the many sources and
NOT the only source of information as regard your teaching performance. Remain open to the observations and
evaluation comments, of your primary customers the students, and your colleagues and supervisors. Reflective practice
is not necessarily an individual activity. It is a shared activity. Each of us has a blind spot, others help us see ourselves
objectively. Besides, a reflective practice of performance evaluation that is shared among teachers, students, fellow
teachers and supervisors leads to the building of a professional learning community.

With teachers' performance evaluation 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 rating is a product of the
teacher's evaluation 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 benefit to the optimum: 1) evaluation from each
sector of evaluators must not be viewed in isolation and 2) teachers must remain reflective, honest and open to others'
comments and observations.

Students as Evaluators: Making Students' Evaluation Meaningful

Meaningful student involvement calls for something that is deliberate, empowering, far-reaching and sustainable.
Engaging students as evaluators calls for educators to develop practical, applicable feedback opportunities where
students are encouraged to be honest, open and solution-oriented. Students find particular investment in evaluation
when they can see tangible outcomes, and have some measure of accountability from the systems, educators, or
situations they are evaluating.

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

Engaging students as evaluators should not mean replacing any other evaluations. Instead, it should be seen as
and additional information source. This is true whether students are evaluating themselves, their peers, classroom
curricula, school climate, or their teachers directly. Student evaluations should not replace teacher evaluations. To get
the most from students' evaluation students need to be partnered meaningfully with adults and need to taught about
what they were evaluating. This is essential for honoring student learning as well as whatever is being evaluated.

Over the course of a school year, teachers might want a variety of evaluations from students. These may include:
 An occasional large-scale forum where the opinions of students in one or all grade levels are canvassed;
 Creating a regular pattern of evaluative feedback in lessons; or
 Facilitating a series of one-to-one or small group discussions, how members of a particular 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 initiative in the
classroom or school.
Peer as Evaluators: Making Peer Evaluation of Teaching Work
Peer evaluation or peer review is a type of performance evaluation 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 productivity and performance. It is understandable why
peer evaluation 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 evaluation is ". . . Excellent teachers... setting out to inquire into their own
practice, identifying key issues they want to pursue, posing questions for themselves, exploring alternatives and taking
risks, and doing all of these in the company of peers who can offer critique and support. These are the habits of mind
we expect, after all, in scholarly work, and we should expect them in teaching as much as in research."
Peer review is also a part of the 360-degree assessment along with students' teacher evaluation, self-review and
manager assessment. It helps in pointing out the strengths and weaknesses that a teacher faces at the ground level.

Concrete Examples of Peer as Evaluators

Below are first hand experiences of teachers who were part of peer evaluation in Summit Elementary School of
Cherry Creek School District, Colorado, U,S.A. They also serve as concrete illustrations of peer observation, mentoring
and evaluation.

Discussing the Observations

We visited classes during the second semester. Each time an observation was scheduled, we met before and after
school for group discussions. Observing others prompted us to ask hard questions about our own teaching styles: How
patient am I? Are some of the rules in my classroom necessary? Do I use techniques that appeal to different learning
styles? Questions such as these formed the foundation for our discussions about a variety of shared issues such as
individual organizational skills, common behaviors of children that can be difficult to deal with, 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 instruction based on individual needs. The following scenario is a case in point.

After noticing 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 fitted against a wall, were less attentive 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. After she tried a different arrangement, the general patterns of
student behavior improved. This teacher may not have accepted the recommendation if it had not come from one of her
peers in this caring, trusting environment.

Writing Letters That Invite Reflection

At the end of the second semester, we discussed how to write letters to our peers: How much time should we allow
for writing? How do we write supportive messages that contain more than "fluff”?
Although writing in pairs would take more time, we felt that this process would produce higher quality. Two peers
paired up based on how frequently they had been in a particular classroom and the variety of lessons they observed.
Reading the letters generously shared by our colleagues from the previous year helped us establish content
priorities. The most powerful letters were those that provided specific examples of how teachers interacted with
students, raised questions about how the observing teacher was able reflect 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
generalizations and repeated themes.

The letters contained portions written by the pair jointly and sections written by each of the teachers separately.
First, each pair of writers tried to capture the essence of the person they were writing about. Some letters had a formal
tone, others were more casual, but all achieved the goal of personalization. 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 activities that were incorporated into a relatively short
time period... listening, reading, following directions, measuring, problem solving, dividing portions equally, and sharing
responsibilities. 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. Questions were raised that helped the observers to
reflect on their own teaching. For example, our art teacher noticed how children received instructions as they sat in a
group on the floor with the teacher and then made a smooth transition back to their tables. This allowed her to reflect
about using this procedure in the art room. She shared the following thoughts:

I was pleased to see you referring to the artist’s illustrations and the writer's format in several books. This enhances
what students learn in art about how artists work differently and how they tell a story visually. [The way] you use
imagination activities and questioning techniques…
certainly helps children tune in to right brain thinking.
Closer association 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 writing skills, as well as creative thinking and drawing skills.

Here's another example of an observing teacher's personal response to the same teacher described above:
You and I recently had a conversation about tone of voice in the classroom. You were concerned about whether or
not you were expressive enough when interacting with your students. Believe me, you captivate your students. In
addition to your voice intonations, your facial expressions keep children glued on what you are doing.

It is a humbling experience to witness your high level of organizational skills. Your day is carefully orchestrated for
the benefit of you and your students. Will I ever be as thorough in my planning? You anticipate a variety of outcomes so
that you can make adjustments for them.

How to Make Peer Evaluation Work

Peer evaluation works only when necessary elements such as those given below are present:
1. Support from school administrators. Supportive administrators recognize that experienced teachers, through their
daily contact with students, provide effective 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 foundation for productive communication opens the door for self-evaluation.
3. Time - As with anything else that we hope to learn and grow from, this process also takes time, sometimes above
and beyond the school day. However, the time spent is well worth the rewards gained.
4. Voluntary - If teachers feel coerced by other teachers or administrators, the necessary foundation of trust will not
exist.

Supervisors as Evaluators of Teaching Performance

Remember, that if we are including in here a discussion 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 reflect to further improve their teaching practice.
Below is a description on how the Department of Education does supervision of teachers for effective teaching.

General Supervisory Program Procedure

The supervisory programs of the Department of Education go through three phases: Start Up, Build Up and with closure
before Move-On.

Tools for Instructional Supervision

The Department of Education cites various forms used by school administrators/supervisors in classroom
supervision.
The CB- PAST Formative Appraisal Tool is being utilized as Instructional Supervision Form 3. This links the
instructional supervision process as formative evaluation in the performance appraisal of the teachers. The basic tools
included are:
Instructional Supervision Form 1 - Pre - Observation Information;
Instructional Supervision Form 2 - Post Observation Information;
Instructional Supervision Form 3 - A, B, C, Teacher Observation Guide; and
Instructional Supervision Form 4 - STAR Observation Technique. The Instructional Supervision Support
Intervention Strategies are job embedded learning, study groups, action research, peer teaching, mentoring, case
studies, conferencing, clinical supervision and walkthrough.

Instructional Supervision Support Intervention Strategies

In addition to instructional supervision and in support of teachers' improved teaching which is part of continuing
professional development, the Department of Education offers the following job — embedded learning strategies:

 Study Groups - This is study group of teachers interested in collegial study and action such as curriculum design
and instructional innovation. It engages teachers in dialogue, helping them to make meaning of information and
develop a shared understanding about topics such as values, pedagogy and learning.
 Action Research - The teacher-researcher engages in research to address a problem closely connected to his/her
work especially teaching. Action research gives teachers the skills they need to work on problems specific to
student learning.
 Peer Teaching/Coaching It is a professional development strategy that enables teachers to consult with one
another, discuss and share teaching practices that increase student learning, observe one's another classrooms,
promote collegiality, and support and help ensure quality teaching for all students. Peer teaching relationship is built
on confidentiality and trust in a non threatening, secure environment in which teachers learn and grow together.
 Mentoring - It is a supervisory procedure where the instructional 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 after classroom supervision. If correctly
employed, it gives each teacher the special help needed to become proficient 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-evaluative basis, designed to collect patterns of data that can help members of the professional
learning community to continually improve their teaching practice. It is a process of visiting classrooms for a short
period of time of 5 - 15 minutes, where the instructional program is observed and feedback is provided to teachers .

In conclusion, we have seen many sources of information by which teachers can assess their teaching
performance. The attainment of learning outcomes demonstrated by the learner's scores in tests and actual
performance or change in attitude are direct evidence of teacher effectiveness. Teacher evaluation comments from
students, from peers and from supervisors with the use of evaluation tools and classroom observation are also other
sources of information regarding teacher teaching effectiveness. Put these data together, teachers will be able to assess
themselves, particularly their teaching effectiveness.
These information and feedback are for teachers to reflect on and so engage in reflective practice that leads to
continuous quality improvement.