LESSON 3 Information Gathering

Techniques

Members:
Angeles, Betty Mae S. Evardo, Christine Joy T. Mendoza,
Cielo G.
Bonifacio, Molly Anne Fajardo, Christine Joy Parco,
Angel Cathleen P.
Capanas, Janine R. Lacson, Ma. Diane Audrey
Sabornido, Archie S.
I Must Know:
Aside from the formative assessment used by
the teacher, teacher can also utilize various
information gathering techniques. This
information will form the basis for the
evaluation and reporting of students’
performance. Hill (2002) identified the
following information -gathering techniques
for purposes of evaluation.
A. OBSERVATION
Observation is an extensive means of
assessing and evaluating students’ behavior and
learning. It can provide valuable data to make
valid judgements and evaluations. By carefully
observing students, the teacher learns about each
student’s unique interests, personality, learning
style, and learning needs.
Observation can be used in a variety of ways in education, such
as to:
 Assess student learning progress and mastery of content
 Identify areas where additional support or interventions may
be needed.
 Tailor instruction and support to meet individual student
needs.
 Monitor and assess student behavior and social-emotional
development.
 Evaluate the effectiveness of instructional strategies and
programs.
 Advantages of Observation:
Observation can help you get to know children so that you
can build relationships with them. When children sense that
you know them, they feel safe and secure and are more open to
learning.
Observation can give you the information you need to about
what and how to teach each child. You can respond in just the
right way if you take a moment to observe in the midst of an
interaction.
Can enhance your knowledge of child development and
 Disadvantages of Observation:
1.Observer bias - Observers may bring their own biases and
assumptions into the observation process, leading them to interpret
and record information in a way that is not objective or accurate.
2. Incomplete picture - Observations can only capture a limited
amount of information at a given time, and may not give a complete
picture of student behavior or learning.
3.Time-consuming - Observations can be time-consuming,
especially if educators are observing multiple students or groups of
students over an extended period of time.
4. Ethical concerns - There may be ethical concerns about
observing students without their consent, especially if the observations
are intrusive or involve recording sensitive information.
5. Interference with natural behavior - Students may modify
their behavior if they know they are being observed, leading to
inaccurate or misleading information.
6. Subjectivity - Observations can be subjective and may vary
depending on the observer's experience, training, and background.
7. Lack of generalizability - Observations may be specific to the
context in which they are conducted, and may not be generalizable to
other contexts or situations.
B. Checklist
Using checklists in education can facilitate the
learning process, help in memorization, and
deepen the concepts being studied. Further studies
are required to examine the impact of checklists in
teaching undergraduate students and students from
other non-healthcare disciplines.
C. Self-evaluation

What is Self-evaluation?
It is the process of examining and reflecting on
one's own performance and progress in a particular
area of study or activity. In education, self-
evaluation is a powerful tool for students to assess
their own learning and to identify areas where they
need to improve.
 Examples of self-evaluation in education:

 Self-assessment of academic performance

 Self-evaluation of learning strategies
 Self-reflection on social-emotional skills
 Self-evaluation of work quality
 Self-assessment of personal growth
Importance of Self-evaluation
Here are a few ways to explain the importance of
self-evaluation in education:
1. Encourages personal growth
2. Increases motivation
3. Enhances self-awareness
4. Develops critical thinking skills
D. ANECDOTAL NOTES
• It is a teacher’s narration about significant
student behavior, student’s development,
attitude, interest in learning, & work
habits.
• Objective observation
Its purpose:

• Assist in planning instruction,

learning activities & intervention.
• Keep track of the learning trajectories
and behavioral development of
students.
E. PORTFOLIO
What is a Portfolio?
A Portfolio is a compilation of students’ work that
creates pictures of students learning growth. Through a
portfolio, the teacher is able to see the progress of each
student and the areas of learning which need attention.
The portfolio may contain a picture of students’ best
work, anecdotal records, teachers, observation sheet of
the student, assessment records and etc.
 There are two main types of
Portfolios:
 Showcase Portfolio
 Developmental Portfolio
 Portfolios as a data collection method
for assessment
Portfolios can be created for course
assessment as well as program assessment.
Although the content may be similar, the
assessment process is different
 Advantages and Disadvantages of portfolio
Advantages of a portfolio
 Enables faculty to assess a set of complex tasks, including
interdisciplinary learning and capabilities, with examples of different
types of student work.
 Helps faculty identify curriculum gaps and a lack of alignment with
outcomes.
 Promotes faculty discussions on student learning, curriculum,
pedagogy, and student support services.
 Encourages student reflection on their learning. Students may come to
understand what they have and have not learned.
 Provides students with documentation for job applications or
applications to graduate school.
Disadvantages of a portfolio
 Faculty time is required to prepare the portfolio assignment
and assist students as they prepare them. Logistics are
challenging.
 Students must retain and compile their own work, usually
outside of class. Motivating students to take the portfolio
seriously may be difficult.
 Transfer students may have difficulties meeting program-
portfolio requirements.
 Storage demands can overwhelm (which is one reason why e-
portfolios are chosen).
 Using portfolios in assessment
Determine the purpose of the portfolio. Decide
how the results of a portfolio evaluation will be
used to inform the program.
 E-portfolios (electronic portfolio)
Traditional portfolios consist of papers in a
folder. Electronic or “e-portfolios” consist of
documents stored electronically. Electronic
portfolios offer rich possibilities for learning and
assessment, with the added dimension of
technology.
F. RATING SCALES
The rating scale is a closed-ended survey question
used to represent respondent feedback in a comparative
form for specific particular features/products/services. It
is one of the most established question types for online
and offline surveys where survey respondents are
expected to rate an attribute or feature.
 What are the types of rating scale?
When conducting a survey, there are four types of rating
scales that can be used effectively:
 Graphic rating scale.
 Numerical rating scale.
 Descriptive rating scale.
 Comparative rating scale.
 THE
END.
THANK YOU FOR LISTENING!