E

EVIDENCE-
BASED L

TEACHING
L
N
HAYDEE C. CAYACO
PASTRANA DISTRICT


E
EVIDENCE
L
L
TEACHING
N
 EVIDENCE-BASED
TEACHING... E
...is the mark of a GOOD TEACHER.
L
What makes a good teacher? L
N


E
L
L
N


What you KNOW

E
about...
L
EVIDENCE-BASED L
TEACHING?
N


What do you WANT

E
L
KNOW about...

EVIDENCE-BASED
TEACHING?
L
N
 Objectives:


E
L
 Define evidence-based teaching
 Explain the importance of evidence-
based teaching
 Describe a) classroom-based
assessment and b) diagnostic teaching
 Discuss the connection of classroom-
based assessment and diagnostic
L
N
teaching to evidence-based teaching
 Outline:


 Evidence-based Teaching E
 Classroom-based

L
Assessment
 Assessment
 Meaningful Assessment
 Teacher’s Role in
Assessment L
 Principles of Classroom-

N
based Assessment
 Diagnostic Teaching
 E

Evidence-Based Teaching1
- is teaching that both
benefits from existing
educational research and
from evidence collected as L
teaching unfolds. It is
undertaken in the spirit of
inquiry, with the enrichment L
of the learning experience
as its goal.
N


E
L
L
N


E
Why is
evidence-based L
teaching
important? L
N
 Classroom-


Based
E
Assessment 2

- An informal practices
L
L
conducted by teachers and
learners themselves to both
monitor and improve the
quality of learning
processes. N
 Assessment
E
- is "a systematic
process of gathering
information about what
L
a student knows, is
able to do, and is
L
N
learning to do."
(Manitoba Education and Training, Reporting on Student
Progress and Achievement, 1997.)

Meaningful Assessment E
- should occur in
authentic contexts that L
allow students to
demonstrate learning by
performing meaningful
L
N
tasks.
 The Teacher’s Role


in Assessment E
In the classroom, teachers are the
primary assessors of students. L
Teachers design assessment tools
with two broad purposes: to collect
information that will inform classroom
instruction, and to monitor students’
L
progress towards achieving learning
outcomes and standards of student
performance. N


E
What is
classroom- L
based
assessment? L
N
 E

Principles of
Classroom-Based
Assessment
Classroom-based
assessment provides regular
L
feedback and allows
teachers and students to
reflect on progress and
L
adjust instruction and
learning accordingly.
N
Principles of Classroom-


Based Assessment E
L
L
N
Principles of Classroom-


Based Assessment E
L
L
N
Principles of Classroom-


Based Assessment E
L
L
N
Principles of Classroom-


Based Assessment E
L
L
N
Principles of Classroom-


Based Assessment E
L
L
N
Principles of Classroom-


Based Assessment E
L
L
N
 Principles of Classroom-
 Based Assessment
E
L
L
N
Principles of Classroom-


Based Assessment E
L
L
N
Principles of Classroom-


Based Assessment E
L
L
N


Which principle of E
classroom-based
assessment is L
most applied?
least applied? L
Why?
N
 E
 Diagnostic Teaching 3

Diagnostic teaching is

L
the “process of
diagnosing student
abilities, needs and

L
objectives and
prescribing requisite
learning activities.”

N
(www.ibe.unesco.org/international/DocServices/Thesaurus/
00001796.htm)
 Diagnostic Teaching3
Diagnostic teaching is
E
embedded within the
teachers’ regular
instruction. Through
L
diagnostic teaching, the
teacher monitors the
understanding and L
performance of students

N
before, during, and after
teaching the lesson.
 E
 Diagnostic Teaching 3

Diagnostic teaching can

inform teachers of the
effectiveness of their
lessons with individuals,
L
small groups of students,
or whole classes,
depending on the
L
instruments used.
N
 E
 Diagnostic Teaching 3

Within a diagnostic
teaching perspective,
assessment and
L
instruction are
interacting and L
continuous
processes...
N


What is easiest to do
E
L
in diagnostic
teaching?
What is the most
difficult? L
Why?
N


How are classroom-based

E
L
assessment and diagnostic
teaching connected to

evidence-based
teaching? L
N


E
L
L
N


E
L
L
N


E
L
L
N