INSTRUCTIONAL

DECISION
 Instructional Decisions are made to identify
students instructional needs. This is a general
education initiative, and focuses on instruction by
using data about students responses to past
instruction to guide future educational decisions.
Decisions are proactive approaches of providing
early assistance to students with instructional
needs and matching the amount of resources to
the nature of the students needs.
 THE FOLLOWING ARE THE
BENEFITS OF MAKING
INSTRUCTIONAL DECISION

1. Screening all students to ensure early

identification of students needing extra
assistance.
2. Seamless integration of general and special
education services.
3. A focus on research based practices that
match students needs.
- Teachers are constantly collecting informal and formal information about what and how their students are learning.
They check student test and assignments, listen to small-group activities, a nd observe students engaged in structured
and unstructured activities. They use this information for a variety of purposes, ranging from communicating with
parents to meeting standards and benchmarks. However, when teachers systematically collect the right kinds of
information and use it effectively, they can help their student’s to grow as thinkers and learners.
 INFORMAL CLASSROOM OBSERVATION
GUIDES MANY INSTRUCTIONAL DECISIONS.
FOR EXAMPLE, ORAL QUESTIONG OF
STUDENTS MAY INDICATE:

1. The need for a complete review of the material.

2. Class discussion may reveal misunderstanding that
must be corrected on the spot.
3. Interest in a topic may suggest that more time
should be spent on it that originally planned.
 Instructional Decision Requiring Assessment Data

1. If the teacher wants to know how realistic his/her teaching plans for a
[articular group of students, he/she has to conduct scholastic aptitude test, or
look into the past record of achievement of the students.
2. Teacher-constructed test, past record of achievement and observation can be
used to group students for more effective learning.
3. Pretest of the needed skills, past records of achievement can be used to
determine the extent of the readiness of the students for the next learning.
4. Teacher-constructed test, class projects, oral questioning and observation can
be used to determine the extent of students attaining the learning goals.
5. In order to know or determine the extent of students progress beyond the
minimum essentials, the teacher may use teacher-constructed tests, general
achievement test, class projects, portfolios of student work, or observation.
 6. To know at what point would a review be most beneficial to students, the
teacher may conduct periodic quizzes, oral questioning or observation.
7. Diagnostic tests, observation, oral questioning, portfolios of work products,
student conferences can be used by the teacher to determine the learning
difficulties the students are encountering.
8. In terms of determining who among the students should be referred to
counseling, special classes, or remedial programs, the teacher may conduct
scholastic aptitude tests, achievement tests, diagnostic tests, and observation.
9. To help students with poor self-understanding, the teacher may administer
self-ratings, or student conferences.
10. Review of portfolio of all assessment data can done by the teacher to
determine which school grade should be assigned to each student. This can be
used also to inform parents about the progress of their children in school.
11. Achievement tests, students ratings, principals rating can be used to
determine how effective the teacher’s teaching.
To be ableto come up with an effective instructional decisions,
the following steps are suggested as measures of maximum
performance (Cronbach, 1990)

1. Identify instructional goals

2. Pre-assess learners needs
3. Provide relevant instruction by monitoring learning progress
and diagnosing learning difficulties.
4. Assess intended outcomes.
The results will aid teachers in their instructional
decisions:

a. Improvement of learning and instruction

b. Marking and reporting to parents
c. Use of results for other school purposes
 Assessment in the instructional Process

In preparing instructional program, the main concern of every

teacher is how can he/she most effectively bring about student
learning. This is directed to the methods and materials of
instruction, and at the same time the role of assessment in the
instructional process. When assessment is properly designed and
appropriately used, assessment procedures can contribute to more
effective instruction and greater student learning.
 PLACEMENT EVALUATION

There are major question that teachers need to answer

before using the instruction.
1. To what extent do the students possess the skills and abilities
that are needed to begin instruction?
2. To what extent have the students already achieved the
intended learning outcomes?
Performance-based tasks may be useful in determining entry skills. Portfolios
of students work should be maintained during the instruction. To be most
effective, the pre-assessment should be considered during the instructional
planning stage.

Placement evaluation accounts for students entry behaviors or performance.

Iut determines the knowledge and skills the student possesses which are
necessary at the beginning of instruction given subject area.

This evaluation shows the extent to which the student has already mastered the
objectives of the area studied.
 DIAGNOSTIC ASSESSMENT

• Help to determine why the academic and/or behavioral needs are occuring
and identifies what the student needs to learn.
• Used to detect students learning difficulties which are not revealed by
formative tests or checked by remedial instruction and other instructional
adjustments.
• A pre-test/post-test evaluative approach can contribute meaningfully to how
teachers determine their own instructional impact.
• Involves in making judgments as to how a learner is performing based on a
predetermined set of criteria.