INSTRUCTIONAL

DECISION IN
ASSESSMENT
The major objective of Educational assessment is to
have a holistic appraisal of a learner, her/his environment
and accomplishments.

The educational assessment process starts in analyzing

the criterion together with the teaching –learning
environment. It is done to determine the effect of the
environment to the teaching-learning situation after
which, the kind of evidence that are appropriate to use
for assessment of the individuals are set. This helps to
determine the strengths, weaknesses, needs and
personality characteristics, skills and abilities of the
learner.
 It is clear that educational assessment
encompasses the total educational setting and not
limited to the teacher-student engagement. It is not
merely based on a single aspect such as taking a
test, and checking it. In totality, the process of
measurement and evaluation are submitted in the
educational assessment process.
 Decision-making at Different Phases of
Teaching-Learning Process

Assessment is constantly taking place in

educational settings. Decisions are made about
content/subject matter and specific target, nature
of students and faculty, morale and satisfaction of
both the teachers and the students, as well as the
extent of which student performances meet the
standard and or deliver the outcomes expected
from them by the teacher.
Assessments can be used as basis for decision-making at
different phase of the teaching-learning process, how and
what decision are made by the teachers:
PHASE DECISION(S) to be made Source(s) Information

Before starting Content to cover during Informal observation of

teaching following day, week, students during class
month, grading period
and so on. Conversation with
students’ previous
Abilities of students teachers
considering the cultural
background, interests, Scholastic aptitude test
and skills of students in results
planning the teaching
activities. Students’ past grades
and standardized test
results.
PHASE DECISION(S) to be made Source(s) Information
Materials appropriate to use Knowledge of student’s
with the students personal family
circumstances
Learning activities that will
engage both the teacher and
students as the lesson is
being taught

Learning targets that the

teacher 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) Information
During Students learning on • Observation of students
Teaching what and how the lesson during learning activities
is presented • Students’ response to
questions the teacher
Improvement needed to asked them
make the lesson work • Observation of students
better interaction
• Diagnosis of the types of
What feedback to give errors the students made
each student about how erroneous thinking the
well the student is students are using
learning • Look for alternative ways to
teach the materials
Readiness of the • Identify if there are
students to move to students who are not
planned in the learning participating and acting
sequence appropriately
 PHASE DECISION(S) to be made Source(s) Information
After a How well students • Classroom tests,
Teaching achieve the short and projects, observations
Segment long term instructional • Interviews with students
targets • Standardized test
Strengths and results
• Observations of each
weaknesses to be
student’s classroom
given as feedback to participation
parents or guardians • Review each student’s
of students homework results
• Review each student’s
standardized
achievement and
scholastic aptitude test
results
PHASE DECISION(S) to be Source(s) Information
made
After a Grade to be given to • Review information about a
Teaching each student for the student’s personal family
Segment lesson or unit, grading circumstances
period or end of the • Informal observation of how well
the student has attained the
course intended learning targets
• Summaries of the class’
Effectiveness of performance on the important
teaching the lesson to instructional target
the students • Summaries of the class’
Effectiveness of the performance on selected questions
curriculum and on standardized
materials used for the • Summaries of how well the
lesson students liked the activities and
lesson materials
• Summaries of the class’
achievement on classroom tests
that match the curriculum