MODULE 3 PART 1D
THE TEACHER’S ROLE IN STANDARDIZED
TESTING:
I. These include:
a) Preparing students for the test
b) Administering the Test
c) Communicating test results to students and parents
d) Using the test result for planning
A. Preparing students for the test
 FACTS:
 Students who have good test-taking skills do better
on standardized tests than do those with poor
skills.
 FUNCTIONS OF A TEACHER:
1. Familiarize students with a test’s formats and
provide practice opportunities for them to use
these formats.
 Test formats would include multiple choice, fish
and feather types, true or false statements
(e.g. If statement 1 is true…, statement 2 is
false), and all other kinds of tests.
2. Communicate a positive attitude toward
standardized tests and explain to students how
important it is for them to try their best. They can
strive to get students to see the test as an
opportunity to discover how much they have
learned rather than as a burden.
 Especially when the student is taking his/her
board exams, anxieties and all emotions are felt
that’s why the teacher/lecturer will be there to
help the student to have a positive feedback/
motivation.
 GUIDELINES FOR PRACTICES TEACHERS SHOULD
AVOID IN PREPARING STUDENTS FOR A TEST:
(In preparing a test, drills are done and these
things are what the teacher must avoid doing)
1. Focusing instruction only on the task or item
format used on the test.
2. Using examples during instruction that are
identical to test items or tasks.
3. Giving students practice taking actual test items.
(the most important)
 For example, if you’re going to have a
comprehensive exam/ final exam, the
teacher must not focus on the questions
alone that are included/ similar in the exam
paper itself, although the test/ exam must
have the same format as the practice tests, it
still needs to be a different question because
the teacher is testing the student’s test-
taking skills or the strategies and how to
answer.
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 Just like when the teacher gave out the same
situation through changing the subject/’s
name, which this is not good and must be
avoided.
B. Administering the Test
 INCLUDES:
 Directions about how to set up the room and the
time allowed for each section should be followed
closely.
 Especially when you take your board exam,
beforehand the teachers/proctors are already
there/present to check the room assignments,
the number of chairs and its distances, and
usually for the setup of the room, it will be
alphabetically arranged and is divided once it
comprises 30 people inside a classroom.
 For direction of the time, when you are about
to take the board exam, there is a given
allotment for answering each part of the
exam such as 15 minutes to read the
instructions, 15 minutes to write your names
and other information and after all is done,
the 2-hour exam will start.
 If a script is provided, it should be word for word.
 This only applies for high school and grade
school students but as for college students,
they are given the time to read it on their
own.
 Guidelines are provided for reducing the test
anxiety often experienced by students.
 Because usually when taking the exam,
students get scared and are left disconnected
in the middle of the exam, so the teachers
are giving out guidelines before it and
motivation to ease the students’ anxiety and
emotions felt upon taking it.
D. Using Test Results
 Standardized tests also provide information that is
helpful in diagnosis and curriculum planning.
 For example:
 In a certain topic in the comprehensive
exam, most students got low on that part, so
by the next curriculum the teacher must plan
out on how both classroom discussion and
instruction can be better for the next
students.
 Especially for students who took an exam,
we have two things to consider:
 If a few students have low scores on the
test, teachers may wish to explore why
and to consider instructional or
BHEA
 curriculum adaptations for particular
students.
 E.g. In a special test for neurological
condition, where the students
couldn’t understand well on how to
assess a cranial nerve test because
they were able to get low
marks/grades on their return
demonstration or in their
examination. So if a few students
were able to have such low scores,
(out of 30 there were 10 of them who
got the low grades), the teacher will
think of other ways to explain the
discussion better to those 10 students
but he/she should be discussing it
with everyone in the class.
 Like on a part in the exam, if they
weren’t able to understand it, the
teacher must give out another set of
examples for those who have poor or
low comprehension/ thinking skills.
 On the other hand, if a large proportion of
students consistently scores poorly on a
section of the test, it is likely that this
content is not being taught thoroughly or is
sequenced inappropriately.
 Let’s say out of 30 students, only 5
have passed, so at this point there
should be a review on the content and
on how it should be instructed because
it must be changed since not
everybody was able to understand or
maybe the teacher wasn’t able to
teach that topic well that’s why it
resulted to students having low scores.
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A TEACHER’S CLASSROOM ASSESSMENT
PROGRAM
Three Important Purposes of Teacher’s Assessment
Program:
1. Assessment FOR LEARNING
2. Assessment AS LEARNING
3. Assessment OF LEARNING
I. Assessments for learning
 Also called Formative Assessment.
 These assessments are used to diagnose students’
prior knowledge and interests, to monitor their
learning, and to provide feedback information.
 It talks about Diagnosing Prior Knowledge of
students.
CONSIDER:
 Monitoring Learning
 Providing Corrective Feedback
 Assess Frequently- “or assess the knowledge of
the student frequently.”
PURPOSE:
 Differentiate instruction for specific students or to
tailor instruction for a particular classroom group.
 “Example: In section A, B, and C, in assessing the
prior knowledge of the student. This will help you
know the things that are lacking in this section
and you will know the instructions that are
needed to be tailored in this section. The teacher
could adapt on what knowledge to teach a specific
section.”
EXAMPLE: (How will you diagnose the knowledge of your students?)
 Teachers can observe students closely as they
approach a particular task and get some sense
about how difficult or easy it is for them.
 Listening carefully to students and by asking
probing questions.
 Especially in asking questions, some students
wouldn’t understand or would tend to overthink
the topic given with their straying questions.
 Teacher and student questions are a major
means of ascertaining student understanding.
 If the student/ teacher is asking a question, the
teacher must be keen upon listening on these
situations.
 Verbal responses help teachers decide whether to
move forward with the lesson or to back up and
review. Nonverbal responses such as frowns,
head nodding, puzzled looks, and the like also
provide hints about how well students understand
a topic.
Note:
Some teachers have found that interviewing students
in small groups can be a good way to gather the diagnostic
 information needed.
IA. MONITORING LEARNING
 Some examples of Informal response techniques that a
teacher can use in collecting information from students
as the lesson is progressing. (Specifically, for younger
population):
1. Whiteboards
 To use this response technique, the teacher provides
each student with a small (8” X 12”) whiteboard or
chalkboard.
 During the lesson, the teacher can stop and ask
students a question that can be answered in a phrase
or a few words.
 The teacher can then scan students’ responses to see
if students understand the main ideas of the lesson
or if they are confused. Obviously, if students are
confused further instruction is required.
2. Traffic lights
 The teacher gives each student three cones or cups
(one green, one yellow, one red) and has them stack
them on their desks, with the green cup on top.
 At a particular point in the lesson, the teacher can
stop and check for levels of students’ understanding.
If students have a good understanding, they display
their green cones or cups.
 Partial understanding requires showing a yellow cone
or cup.
 Red indicates confusion.
 Some teachers teach their students to display an
appropriate cone independently as the lesson
proceeds.
IB. PROVIDING CORRECTIVE FEEDBACK
 Corrective feedback provides students with
information about how well they are doing.
 Biofeedback Techniques are available to help students
monitor their own physical reactions to stress and
certain types of exertion.
GUIDELINES IN MIND THAT CAN HELP IMPROVE THE
EFFECTIVENESS OF FEEDBACK:
 Provide feedback that focuses directly on the learning
task.
 If the student doesn’t know the 6MWT, teacher
must demonstrate or discuss on how it must be
performed.
 Make feedback as immediate as possible.
 If the teacher was able to easily understand the
student’s question he/she must answer it
immediately.
 If the teacher was able to finish the lesson first,
then she can respond immediately to the student’s
question as long as it won’t take long that much.
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 Make feedback specific and nonjudgmental.
 Identify the mistakes and misconceptions and follow
with instruction on how to improve.
 Don’t confine feedback to mistakes; confirm what is
correct.
 If the teacher noticed a mistake, he/she must
correct the student right away.
 Provide feedback that is understandable and
developmentally appropriate.
 This doesn’t require the teacher to use highfalutin
examples instead simple ones to make the
students understand it better.
IC. ASSESS FREQUENTLY
 Most of the researchers recommend that five to ten
assessments should be given over a unit of study and
at least two or three weeklies for each particular
subject.
 Remember to repeat and repeat so that the
information retains.
II. Assessment as Learning
 Involves information collected by students
themselves and/or their peers about their own
learning.
 You may remember times when you were in school
and the teacher had you exchange a test with a
neighbor for the purpose of checking correct
answers.
TWO TYPES OF ASSESSMENT AS
LEARNING
SELF PEER
ASSESSMENT ASSESSMENT
Learning Logs Preflight Checklist
KWL Two Stars & A Wish
IIA. SELF-ASSESSMENT
PURPOSE:
 Help students become independent and self-
regulated learners
 Help accomplish this goal by encouraging students
to be involved in identifying and clarifying their
own learning goals, monitoring their progress
toward achieving those goals, and making
adjustments, if needed.
SAMPLE OF SOME STRATEGIES:
1. Learning Logs
 The learning log is a strategy to help students
consider their learning goals and monitor their
progress.
  Teachers have students keep a log and make
entries on a regular basis.
 Sometimes teachers ask students to divide the
learning log into two columns.
 In one column, students describe the learning task
or activity they are involved in and the goals for
the lesson.
 In the other column, they record what they have
learned, the problems they have had, and
reflections on their learning.
FOLLOWING QUESTIONS TO HELP STUDENTS WITH THEIR
LEARNING LOGS:
 How can you best describe the learning activity you
just completed and what do you think was the
purpose of the activity?
 What were your most successful responses or actions
in regard to the activity and what made them
successful?
 What errors did you make or do incorrectly as you
completed the activity and why do you think this
happened?
 What would you do differently when doing a similar
kind of learning activity in the future?
2. KWL
 Develop to help students assess their prior
knowledge before an instructional activity and to
reflect about what they have learned after the
activity.
THREE QUESTIONS GUIDE THE KWL STRATEGY:
1. What do I think I know?
2. What do I want to know?
3. What have I learned?
IIB. PEER ASSESSMENT
Example:
 You may remember times when you were in school
and the teacher had you exchange a test with a
neighbor for the purpose of checking correct
answers. Today, this type of activity is likely to be
used not for the purpose of saving the teacher time,
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but as a self-assessment strategy for helping students
obtain information about their learning.
1. Preflight Checklist
 The preflight checklist technique is a way to get
students to do this checking with a partner.
 Teacher provide students with a checklist that
shows required components and criteria for a
particular assignment.
 Students then exchange papers (products) with a
peer and compare the peer’s work against the
required components.
 For example: Mia and Janelle have a cranial nerve
testing. They were assigned to write about the
assessment of the CN 3 and the teacher’s instruction
was to write it word by word. Janelle was checking
Mia’s paper and noticed that some words were
missing then Janelle returned the paper to Mia for
her to add the missing words and vice versa.
 If a component is missing, it is returned for revision.
 Peers must sign off on the checklist before the paper
or the product can be handed in to the teacher.
2. Two Stars and a Wish
 This is another strategy where students exchange
their work and provide feedback.
 After the exchange, each student reviews his or her
partner’s work and identified two strengths (stars)
and one area that needs improvement (wish).
 For example: Mia will give her work to Janelle and
she noticed that Mia’s work was lacking she gave
Mia 2 strengths or stars of comments and give 1
area of improvement and vice versa.
 Then they will discuss the stars and wished with
each other and sometimes with another pair.
III. ASSESSMENT OF LEARNING
 Teachers must also devote considerable time and
energy to assessing student achievement,
determining grades, and reporting progress.
 This is true with the student’s prelim, midterm
and end term grades
PURPOSE:
 Many students perform academic work for
grades, and they expect their work to be
evaluated fairly.
 The larger society has assigned the job of making
judgments about student achievement and
capabilities to teachers.