Instructional Decision

in
Assessment
The major objectives of educational
assessment is to have a holistic
appraisal of a learner, his/her
environment and accomplishments.
Purpose:
 To determine the effect of the environment to the teaching-
learning situation; and

To determined the strengths, weakness, needs and personality

characteristics, skills and abilities of the learner.
 The Following are the Benefits of
making Instructional Decisions
1. Screening all students to ensure early identification
of students needing extra assistance;

2. Seamless integration of general

and special education services; and

3. Focus on research based practices

that match students needs.
 Phase Decision(s) to be made Source(s) of information

Before Starting • Content to cover during following • Informal observation of students

Teaching day, week, month, grading period, during class
and so on.
• Abilities of students considering the • Conversation with students
cultural background, interest and previous teachers
skills of students in planning the
teaching activities. • Scholastic aptitude test results.
• Materials appropriate to use with the
students. • Students past grades and
• Learning activities that will engage standardized test results.
both the teacher and students as the
lesson is being taught. • Knowledge of student’s personal
• Learning targets that the teacher family circumstances.
wants to achieve as a result of
teaching.
• Organization and arrangement of
students in class in consideration of
the lessons and activities.
 Phase Decision(s) to be made Source(s) of information
During Teaching • Students learning on what and how • Observation of students during
the lesson is presented. learning activities.

• Improvement needed to make the • Students response to questions the

lesson work better. teachers asked them.

• What feedback to give each student • Observation of students

about how well the student is interaction
learning.
• Diagnosis of the types of errors the
• Readiness of the students to move to students made or erroneous
the next activity as planned in the thinking the students are using
learning sequence.
• Look for alternative ways to teach
the materials.

• Identify if there are students who

are not participating and acting
appropriately.
 Phase Decision(s) to be made Source(s) of information

After a Teaching • How will students achieve the • Classroom test, projects, observations.
Segment short and long term • Interviews with the students
instructional targets. • Standardized test results
• Strengths and weaknesses to be • Observation of each student’s classroom participation
given as feedback to parents or • Review each student’s homework results.
guardians of students. • Review each student’s standardized achievement and
• Grade to be given to each scholastic aptitude test results.
student for the lesson or unit, • Informal observation of how well the student’s personal
grading period or end of the family circumstances.
course • Informal observation of how well the student has
• Effectiveness of teaching the attained the intended learning targets.
lesson to the students. • Summaries of the class’ performance on the instructional
• Effectiveness of the curriculum targets
and materials used for the • Summaries of the class performance on selected
lesson. questions on standardized tests.
• Summaries of how well the students liked the activities
and lesson materials
• Summaries of the class’ achievement on classroom test
that match the curriculum.
 Assessment in Classroom Instruction

CATEGORY PURPOSE

1. Placement Assessment Measures entry behavior

2. Formative Assessment
3. Diagnostic Assessment
4. Summative Assessment
Monitors learning progress
Identifies causes of learning
problems
Measures end- of- course
achievement