REFLECTIVE

PRACTICE
USING
ASSESSMENT
DATA
John Paul Baloma, Jericho Capalis, Rishelle Monsanto
 OVERVIEW

• Abstract • Methodology

• Introduction • Result

• Problem • Conclusion

• Objectives • Reference
 LEARNING
OUTCOMES
At the end of the Chapter, the student should be
able to:
• Demonstrate reflective self-assessment, using
learner assessment data and other reflection
aids, for purposes as adjusting one’s teaching
practices and for purposes growing in the
profession and
• Explain how professional reflection and
learning can be used to improve teaching
practice
We don't learn from
experience; we learn
from reflecting on
experience

-John Dewey
REFLECTIVE
PRACTICE
• Thinking about what you do.
• You think about and monitor what you did and
what happened and decide based from that
what you would do differently next time
• Beyond casual thinking
• Reflective practice requires conscious effort to
think about events and develop insights from
them. It also encourages teachers to explore
their own beliefs and assumptions about
learners, teaching—learning including
assessment and to find solutions to
 REFLECTIVE
PRACTICE
• The reflective practice for teachers whose main
task is to teach is to analyze data that reveal if
they are teaching effectively or not as proven
by learners' learning expressed in learners' test
scores derived from traditional assessment or
in non-test data shown in learners' products,
processes performed and changes in attitude,
values and motivation(authentic and
performance assessment)
 Using Learner Attainment
Data: A Measure of Teaching
Effectiveness
Which can serve as sources of data that reveal
learner's attainment of learning outcomes that
ultimately reflect teachers' teaching
effectiveness? Learners' attainment data serve
as a measure of teachers' teaching
effectiveness. They can be analyzed to monitor
and evaluate learners' progress and
achievement. They are the result of effective
 DIFFERENT
DOCUMENTS THAT
TEACHERS CAN USE TO
MONITOR LEARNER'S
PERFORMANCE
1. DAILY LESSON LOG
(DLL) FOR A WEEK
• Lists daily lessons and includes the Index
of Mastery (learner attainment data).
• Index of Mastery measures how well
students understand the lesson.
• Helps teachers decide if students are
ready for the next lesson or need
remedial activities.
• Allows teachers to adjust or modify
teaching strategies based on students'
 2. ELECTRONIC
CLASS RECORD (ECR)
• A digital tool for tracking student progress
and grades.
• Includes a grading sheet and summary of
quarterly grades.
• Helps teachers monitor individual student
performance in each subject.
• Identifies whether a student passed or failed.
• Guides teachers in providing extra help
(intervention) or advanced activities
3. PROGRESS CHART

• Tracks students' progress every quarter.

• Based on the class average performance.
• Gives a general view of student learning.
• Helps teachers adjust lessons to fit students'
skill levels.
SUGGESTIONS FOR THE
USE OF DODUMENTS
 PLAN MONITORING AND
EVALUATION ACTIVITIES
Before the school year begins, we may
identify monitoring and evaluation
activities to be conducted daily, weekly,
quarterly and yearly. The documents or
school forms needed for these activities
may already be prepared and saved in
folders or in the computer
 MONITOR AND EVALUATE
LEARNERS' PERFORMANCE
REGULARLY AND
CONSISTENTLY
A day without monitoring and evaluation may
cause us to miss serious problems in the
learners' learning. If left unchecked, this will
certainly hamper the learners’ academic
success. Monitoring and evaluating learners'
performance religiously according to plan is
the best way to avoid potential problems in
the process
 EXPLORE VARIED
MONITORING AND
EVALUATION DOCUMENTS
Although our schools provide us with the standard
documents and school forms, such as DLL and
ECR, we can always or create additional ones that
can help us in the monitoring evaluation process.
 VALIDATE MONITORING AND
EVALUATION DOCUMENTS TO
ENSURE ACCURACY OF LEARNER
ATTAINMENT DATA
A number of monitoring and evaluation
documents may be used. However, we
must ensure that these documents are
validated and reliable such as those
provided by DepEd. Do some research and
testing of the assessment documents
before using them so that the learners are
evaluated accurately and fairly.
 INVOLVE THE LEARNERS IN
CERTAIN TYPES OF
MONITORING AND
EVALUATION
Monitoring and evaluation is definitely hard
work especially for teachers handling large
classes. As a strategy, we may also instruct our
learners to have group or peer monitoring
within the class and check their progress
weekly. This may help the learners become
more conscious of the quality of their
performance and aim for a higher
 OTHER WAYS OF
EVALUATING LEARNER
ACHIEVEMENT
ITEM ANALYSIS
• Process which examines learner responses
to individual test items in order to assess
the quality of each test item and of the test
as a whole
• An effective item analysis starts from a
carefully written test based on the table of
specifications (TOS)
• Results may inform the teacher of the
necessary interventions (e.g. enrichment,
activities,re-teaching, remediation) that we
can provide to the learners
FREQUENCY TABLE WITH
MEAN SCORE, STANDARD
DEVIATION AND MEAN
PERCENTAGE
• Using a frequency table for pretest and post-
test results.
• The mean score, standard deviation and
mean percentage of pretest and post-test
are computed and compared
• Evaluate learner achievement in several
areas.
• Determine specific weaknesses of an
REFLECTIVE PRACTICE
THROUGH
PERFORMANCE
EVALUATION
 REFLECTIVE PRACTICE
THROUGH PERFORMANCE
• EVALUATION
The most concrete and obvious proof of teachers'
teaching performance is students' learning or
students' demonstration of the learning outcomes
• Teachers' performance can also be evaluated by
the students themselves, peers and supervisors
• Teachers' self-evaluation is also a rich source of
teachers' evaluation performance for teachers
imbued with that genuine desire for continuous
professional development
 REFLECTIVE PRACTICE
THROUGH PERFORMANCE
• Reflective EVALUATION
practice is a shared activity, not an
individual one.
• A reflective practice of performance evaluation
that is shared among teachers, students, fellow
• teachers and supervisors leads to the building of
a professional learning community
• We are assured of a reliable 360- degree
assessment
 REFLECTIVE PRACTICE
THROUGH PERFORMANCE
EVALUATION
Some important reminders for teachers and schools
to benefit to the optimum:

1. Evaluation from each sector of evaluators must

not be viewed in isolation, and;
2. Teachers must remain reflective, honest and
open to others’ comments and observations
 STUDENTS AS
EVALUATORS: MAKING
STUDENTS' EVALUATION
MEANINGFUL
STUDENTS AS EVALUATORS:
MAKING STUDENTS'
EVALUATION MEANINGFUL
• Meaningful student involvement calls for
something that is deliberate, empowering, far-
reaching and sustainable.
• Engaging students as evaluators calls for
educators to develop practical, applicable
feedback opportunities where students are
encouraged to be honest, open and solution-
oriented.
• Students find particular investment in evaluation
when they can see tangible outcomes, and have
some measure of accountability from the systems,
STUDENTS AS EVALUATORS:
MAKING STUDENTS'
EVALUATION MEANINGFUL
• By involving students as evaluators, schools can
develop purposeful, impacting, and authentic
assessments of classes, schools, teachers and
enact accountability and ownership for all
participants in the learning process.
• Effective evaluations may include student
evaluations of classes and schools; student
evaluations of teachers; student evaluations of
self, and; student led parent-teacher conferences,
where students present their learning as partners
with teachers and parents, instead of as passive
STUDENTS AS EVALUATORS:
MAKING STUDENTS'
EVALUATION MEANINGFUL
• Engaging students as evaluators should not mean
replacing any other evaluations. Instead, it should
be seen as and additional information source.
• This is true whether students are evaluating
themselves, their peers, classroom curricula, school
climate, or their teachers directly. Student
evaluations should not replace teacher evaluations.
To get the most from students' evaluation, students
need to be partnered meaningfully with adults and
need to taught about what they were evaluating.
This is essential for honoring student learning as
 STUDENTS AS EVALUATORS:
MAKING STUDENTS'
EVALUATION MEANINGFUL
Teachers might want a variety of evaluations from students.
These may include:
 An occasional large-scale forum where the opinions of
students in one or all grade levels are canvassed;
 Creating a regular pattern of evaluative feedback in lessons;
or
 Facilitating a series of one-to-one or small group
discussions, how members of a particular sub-group of
students(the disengaged, high-achievers, young women,
young men, or students not from the majority culture in the
surrounding community, for example) are feeling about
PEER AS EVALUATORS:
MAKING PEER
EVALUATION OF
TEACHING WORK
 PEER AS EVALUATORS: MAKING
PEER EVALUATION OF TEACHING
• WORK
Peer evaluation or peer review is a type of
performance evaluation that is done by one or
more people of matching competencies.
• Peer review is usually done among the members
of the same team. This is a method employed to
preserve the quality standard at a desired level
and improve productivity and performance.
• It is understandable why peer evaluation of
teaching consists of the review of teaching
performance by colleagues, usually in the same
 PEER AS EVALUATORS: MAKING
PEER EVALUATION OF TEACHING
As England (1996) put it,WORK
peer evaluation is ". . .
Excellent teachers... setting out to inquire into their
own practice, identifying key issues they want to
pursue, posing questions for themselves, exploring
alternatives and taking risks, and doing all of these
in the company of peers who can offer critique and
support. These are the habits of mind we expect,
after all, in scholarly work, and we should expect
them in teaching as much as in research."
 CONCRETE EXAMPLES
OF PEER AS EVALUATOR
 DISCUSSING THE
OBSERVATION
• We visited classes during the second semester
• Each time an observation was scheduled, we met before and
after school for group discussions
• Observing others prompted us to ask hard questions about our
own teaching styles: How patient am I? Are some of the rules
in my classroom necessary? Do I use techniques that appeal to
different learning styles?
• Questions such as these formed the foundation for our
discussions about a variety of shared issues such as individual
organizational skills, common behaviors of children that can
be difficult to deal with, and the possible role voice tone plays
in classroom management
 DISCUSSING THE
•
OBSERVATION
The level of trust we developed throughout the year made it
possible for us to support and listen to one another and to
adapt our instruction based on individual needs.
• After noticing how an intermediate teacher arranged furniture
in her classroom in clusters of four desks, a primary teacher
commented that the students in one cluster, which was fitted
against a wall, were less attentive than the others. The
observing teacher humorously commented, "It's just like being
in a restaurant. Everybody wants a booth!" The upper grade
teacher had never thought about this before. After she tried a
different arrangement, the general patterns of student
behavior improved. This teacher may not have accepted the
recommendation if it had not come from one of her peers in
WRITING LETTERS THAT
INVITE REFLECTION
• At the end of the second semester, we
discussed how to write letters to our peers:
How much time should we allow for writing?
How do we write supportive messages that
contain more than "fluff”?
• Although writing in pairs would take more
time, we felt that this process would produce
higher quality. Two peers paired up based on
how frequently they had been in a particular
classroom and the variety of lessons they
WRITING LETTERS THAT
INVITE REFLECTION
• Reading the letters generously shared by our
colleagues from the previous year helped us
establish content priorities.
• The most powerful letters were those that
provided specific examples of how teachers
interacted with students, raised questions about
how the observing teacher was able reflect on his or
her own teaching, and included telling details
about classroom atmosphere.
• By constantly running ideas by one another,
WRITING LETTERS THAT
INVITE REFLECTION
• The letters contained portions written by the
pair jointly and sections written by each of
the teachers separately.
• First, each pair of writers tried to capture the
essence of the person they were writing
about. Some letters had a formal tone,
others were more casual, but all achieved
the goal of personalization.
WRITING LETTERS THAT
INVITE REFLECTION
For example:
• Observing you teach 1st and 2nd graders
was an impressive experience for both of us.
The deliberate steps that you take to
provide your students with meaningful
experiences were obvious. In a lesson on the
value of money, you were clear, concise,
and methodical. Visual aids enabled the
children to understand the intent of your
lesson and helped children on all levels of
 A second pair of
teachers wrote to
another teacher
“We were impressed with the number of
lifelong skills and activities that were
incorporated into a relatively short time
period... listening, reading, following
directions, measuring, problem solving,
dividing portions equally, and sharing
responsibilities. Is this deliberate on your part
as you plan your lessons? We know from being
in your classroom on several occasions that
you do this consistently.”
• Next, each of the writers recorded an
individual response. Questions were raised
that helped the observers to reflect on their
own teaching.
• For example, our art teacher noticed how
children received instructions as they sat in
a group on the floor with the teacher and
then made a smooth transition back to their
tables. This allowed her to reflect about
using this procedure in the art room.
 She shared the following
• thoughts:
“I was pleased to see you referring to the artist’s
illustrations and the writer's format in several books.
This enhances what students learn in art about how
artists work differently and how they tell a story
visually. [The way] you use imagination activities
and questioning technique certainly helps children
tune in to right brain thinking. Closer association with
you through our peer assessment has brought about
a research project between the two of us and your
class. With some applied kinesiology techniques we
both integrate in our classrooms, we hope to improve
reading and writing skills, as well as creative thinking
 Another observing teacher’s
• response:
“You and I recently had a conversation about tone of
voice in the classroom. You were concerned about
whether or not you were expressive enough when
interacting with your students. Believe me, you
captivate your students. In addition to your voice
intonations, your facial expressions keep children
glued on what you are doing. It is a humbling
experience to witness your high level of
organizational skills. Your day is carefully
orchestrated for the benefit of you and your
students. Will I ever be as thorough in my planning?
You anticipate a variety of outcomes so that you can
HOW TO MAKE PEER
EVALUTATION WORK
 ELEMENTS THAT SHOULD BE
PRESENT
1. Support from school administrators. - Supportive
administrators recognize that experienced teachers,
through their daily contact with students, provide
effective role models for one another. Administrators
who support teachers are aware of the importance
of empowerment and see themselves as facilitators
to that end.
2. Trust - The foundation for productive communication
opens the door for self-evaluation.
 ELEMENTS THAT SHOULD BE
PRESENT
3. Time - As with anything else that we hope to
learn and grow from, this process also takes
time, sometimes above and beyond the school
day. However, the time spent is well worth the
rewards gained.
4. Voluntary - If teachers feel coerced by other
teachers or administrators, the necessary
foundation of trust will not exist
SUPERVISORS AS EVALUATORS
OF TEACHING PERFORMANCE

• Remember, that if we are including in

here a discussion teacher supervision
by school head or supervisor it is
because the results of teacher
supervision by school head are a
source of data for assessment of
teaching performance on which
teachers must reflect to further
GENERAL SUPERVISORY
PROGRAM PROCEDURE
 PHASE I: START UP
• Includes establishing the specific purpose of the
supervisory activity.
• As a data-based teacher support, it will use
either the information derived from the results
of the Teacher Strengths and Needs
Assessment (TSNA)and the Individual Plan for
Professional Development (IPPD) or
fromDepartment of Education directives in the
implementation of programs and projects.
Phase I will also clarify whether the purpose of
the activity isDiagnostic or Formative Appraisal
 PROBLEM
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 OBJECTIVE
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 METHODOLOGY
Qualitative Quantitative
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 RESULT
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 RESULT

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 CONCLUSION
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DOCUMENTATIO
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 REFERENCE

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Thank You
For your attention