1

COLEGIO DE STA. ANA DE VICTORIAS, INC.

Osmeña Avenue, Victorias City, Negros Occidental, 6119

ASSESSMENT OF LEARNING 2
(Educ 316 A)
Module 3: Analysis and Reporting of Assessment Data Using the Alternative
Methods

Lesson 8: COMMUNICATING and REPORTING OF ASSESSMENT DATA FROM

ALTERNATIVE METHODS

LEARNING
Requires specific skills adOUTCOMES
e

 Provide appropriate feedback based on alternative methods of assessment

 Communicate learners’ progress based on alternative methods of assessment
 Report to parents the results of alternative methods of assessment

ESSENTIAL QUESTION:
How do we make the learners understand the results of alternative
assessment?

Why is feedback a powerful means to help learners improve?

 Feedback is a specific means that allows the learners to determine which part of their
performance needs improvement.
 It provides specific information to learners on what they need to do to revise or redo their
task in a better way.
 The content of feedback can be:

 The part of the answer or response that needs to be corrected

 The specific strategy to be used to perform the task
 The suggested procedure that needs to be undertaken by the learner
 A direction to the learner where to find the answer
 A challenge to the learner to think about the appropriate response
 A clarification on some misconceptions of the learner

 Feedback is given every time students perform a task whether it is a paper-and-pencil

test or performance task. Feedback is provided either during or after the performance.

1. Feedback during performance

Feedback during performance can be verbal or nonverval.

 Verbal can be written in a big signage (like a poster or a handy white board)
visible to the learner.
 This is possible to do when a performance cannot be stopped like when one
is currently dancing or singing.
 The teacher can also provide feedback in segments of the performance
where the learner can pause like when performing drama or doing some
presentations.
 The feedback during performance is useful to immediately correct the
performance to avoid further mistakes.
 2

2. Feedback after performance

 Feedback can also be given after the performance of the task.

 This is appropriate when learners are provided another opportunity to revise
and show again the performance.
 This is applicable for writing essays and compositions where students submit
the completed work before a full feedback is provided.
 Students in these tasks have the opportunity to rewrite their work and
resubmit for another round of feedback.

To make feedback a powerful means to help learners improve, the following can be
considered:

1. Feedback needs to be specific and concrete. The following are illustrations of general
and specific feedback.

General Feedback Specific Feedback

The essay is good. You started the paragraph in your essay
with a topic sentence and supporting
Note: Saying that the essay is good does sentences were provided after. This
not provide idea to the learner which part helped strengthen the point you want to
was good. The learner might think that make.
the essay is good in all aspects.
Note: This feedback is specific in saying
why the feedback is good based on the
structure of the sentences in the
paragraph.
The painting needs improvement. I can’t Perhaps you may want to use other colors
see any object. in your painting so that we can distinguish
the objects.
Note: This is a broad feedback because it
does not say what specific part needs to Note: this feedback is specific in giving a
be improved. recommendation on what can be done
about the painting.

2. Feedback needs to be based on the agreed criteria. The criteria serve as a guide to
provide feedback on the work. For example, the criteria in writing a technical paper are
as follows:
 The parts are organized according to the guide questions.
 The ideas are well understood by the reader.
 The information included are accurate
 More than 5 reference are used.

Feedback NOT based on Criteria Feedback based on Criteria

There are several grammatical errors in Check again the idea conveyed by the
the paper author in the journal because there are
discrepancies on page 3 (pertaining to
the criteria on accuracy of information).
The heading needs to be in bold font. Add one more reference to support
further your claim on the benefits of using
organic fertilizers on page 5 (pertaining to
the criteria on references.)

3. Feedback should provide recommendations or suggestions on how to improve

performance.

Bad Feedback Good Feedback

I cannot hear your voice. Make your voice louder.
Why are you looking at the ceiling while Look at your classmates when you speak
speaking? in front.
 3

What are the different forms of feedback?

There are three areas to focus when giving feedback. These areas are feedback on the product
or performance on the procedure or process performed, and on the strategy in improving the
work.

1. Focus on the product or performance. This kid of feedback describes how well the
performance was done. Examples of such feedback are:

“All the parts of the paper are complete.” You have used up-to-date references in your
paper.”

“Include a definition of the term based on the main author.”

“Rephrase the findings stated by the author on page 25”.

2. Focus on the procedure. This kind of feedback focuses on the step-by-step process
that needs to be done by the learner.

“Follow the guidelines stated in the workbook in conducting the experiment to get
accurate results.”

“Try a different procedure in solving the problem.”

“Use more adjectives to describe the main character in your story.”

3. Focus on the strategy to improve the work. Strategies refer to the different cognitive
and metacognitive actions that the learner needs to think about in order to arrive at a
better work or performance.

“Given the criteria on delivering a speech, which parts did you achieve well and provide
evidence.”

“Use a different method to check if your answers are correct.”

“Compare your work with the model, which parts are different? How can you improve
these parts further?”

How to use portfolios to help learners improve?

 One of the important roles of the teacher is to communicate the progress of the
learners based on the learning targets. Progress of the learner is better
communicated if there is a good documentation of their formative assessment and
this can be compiled in a portfolio – a visual representation on what the learners
have achieved from their initial work to their improved work.

 The following are some tips in making portfolios as vehicle in communicating

learning progress and areas needing improvement:

1. Schedule a time slot to sit beside each child to show progress in learning. The
teacher may focus on the first work to the present work for one learning target
at a time ( one objective). The teacher may need about 5 minutes with each
learner to show evidences of attainment of each learning target.

2. Let the learners reflect on each entry in the portfolio. This can be guided when
the teacher starts to ask questions pertaining to the learning strategy used.

3. Let the learners report their observation on the transition of one work to
another. Ask questions for the learners to describe and compare their previous
work with their present work by pointing at the differences, things that are
present and missing among the entries and the changes that happened from
 4

one entry to another.

4. Ask the learners to reflect on the other areas that need to ge continued and
improved for the succeeding work. Make the learners commit to their future
plan of strategy when engaging on the same task. Help the learners focus on
making specific and achievable plans.

5. End the conversation with the learners with an encouragement and a belief that
they can improve and are capable of mastering the task.

How to organize meeting with parents?

 The parents are partners in the child’s learning and information about the academic
standing of their child should be communicated with them. They are needed to provide
further support in their learning.

 Assessment results are communicated through the process of parent and teacher
conferences. The school usually sets schedule and guidelines for teachers to confer with
parents. These guidelines are communicated during the parents’ orientation at the
beginning of the school year.

 The following are guidelines that can be followed in conducting parent and teacher
conferences:

1. Send a letter inviting parents for a meeting. Indicate availability for this meeting to
happen.

2. Greet the parents in a positive tone. Express how you care about their child that is
why you set a meeting with them.

3. Let the parents talk. Avoid interrupting them while they say their concerns.
4. When responding to parents’ concern’s, you may want to restate or clarify their
ideas, report relevant incidents, or ask further questions.

5. When reporting assessment results, avoid judging on the ability of the child. Focus
on the performance based on the criteria. Prepare evidence of the performance and
show the parents how rating was done. Describe the performance based on the
rubric.

6. When describing the performance of the child, use words that are understandable to
the patents. Avoid too technical terms. If technical terms cannot be avoided, explain
the terms to the parents.

7. Commit to the parents a course of action that you can realistically do but do not
guarantee a result. Some course of action would be to verify an incident further,
check documents, and to try to ask the child again.

SCQ

Answer the following questions:

1. Why do we need to give feedback?

2. Why should feedback be specific?
3. What makes a concrete feedback?
4. Why is it important to sit beside each learner as you explore his or her learning
portfolio?
5. How do we avoid negative reactions with parents when relaying assessment result?
 5

COLEGIO DE STA. ANA DE VICTORIAS, INC.

Osmeña Ave., Victorias City, Negros Occidental
Email: [email protected]
Telefax No. (034) 399-2830

STUDENT OUTPUTS

NAME ____________________________ Course/Yr_______ Date: _____

Lesson 8: Communicating and Reporting of Assessment Data from Alternative

Methods

The following are incidents about the performance of a teacher. Provide the
appropriate feedback to each situation. Write the feedback to be communicated to the
child on the lines provided.

1. In a Grade 2 Mathematics class, a subtraction task is provided for a two-digit number

and a one-digit number. The task given is 24 – 5 =? , the child subtracted 4 from 5
and brings down 2 resulting to an answer of 21.

24
-___5
21
What feedback will you provide?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________

2. In a Grade 4 English class, the students are tasked to write an essay. One pupil did
not provide an indention in the first line of the composition.
What feedback will you provide?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______________________________________________.
 6

3. In a Grade 7 class, recitation was conducted on the topic of characteristics of metals.

One student was asked to give three characteristics of metals. The student sttod up
and kept quiet for more than three minutes. The child is taking too much time to
provide the answer.
What feedback will you provide?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________

4. In a Filipino class for Grade 5, the students were tasked to write a letter to a selected
classmate. One student wrote complaints about the behavior of the classmate. The
student wrote in the letter bad words that hurt the classmate.
What feedback will you provide?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________

5. In a music class for Grade 7, each student rendered a solo song number in front of
the class accompanied by a piano. One student could not reach the high note
required in one line of the song.
What feedback will you provide.?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________.