School Monitoring & Evaluation

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RoleSchool AdminSchool

OwnerTeacherPrincipalO

ther
Module 6
ELT02
Monitoring, evaluation and
accountability of learning for
Macroskills

to your module!

this module is a combination of

synchronous & asynchronous learning
and will last for one week
to two weeks. Diagnostic test will be given In
via this module

Reynaldo S. Dantes
Course Coach
Email:yertesdan@gmail.com

December 8, 2020
Date Initiated
December 15, 2020
Completion

TEACHING AND ASSESSMENT OF MACRO SKILLS (ELT02) i

TABLE OF CONTENT
Page

Brief instruction about the module iii

About the Portfolio iv

Overview v

Rubric vi

Objectives vii

MODULE 1 THE THEORIES, CONCEPTS AND PRINCIPLES OF MACRO SKILLS

MODULE 2 THE ESSENTIALS OF TEACHING AND ASSESSING MACRO SKILLS

MODULE 3 EFFECTIVE STRATEGIES IN TEACHING AND ASSESSING MACROSKILLS

MODULE 4 THE TECHNOLOGY IN TEACHING AND ASSESSING MACROSKILLS

MODULE 5 ASSESSMENT AND QUALITY TEST CONSTRUCTION FOR MACROSKILLS

MODULE 6 MONITORING, EVALUATION AND ACCOUNTABILITY OF LEARNING FOR MACROSKILLS

Acronyms

Answer key to Pre assessment

Answer key to SCQ’s and activities

Bibliography

Appendices

TEACHING AND ASSESSMENT OF MACRO SKILLS (ELT02) ii

 MODULE 6: Monitoring , Evaluation and Accountability of Learning for Macroskills

BRIEF INSTRUCTION ABOUT THE MODULE

This learning module is designed to engage you as

the learner in the subject “Teaching and Assessment of
Macro Skills” (ELT02). It is perceived that your learning and
retention improve when you participates actively in the
learning process that composed this module. This module
can be used as self-study program or as a participatory,
group training experience.

This module is written in a user-friendly manner.

The procedures and instructions are very easy to follow and
the activities are related to what you are doing as a future
teacher.

As you commence reading, always remember that

this module becomes your friend. Carefully read the
instructions and follow them precisely as you would. There
are varied activities that you will be doing like making
researches, answering checklists, analyzing and evaluating cases, and the like.

Do not skip reading any of the pages because you might miss some of the important
information. There are activities that you will be required to do after studying each of the topic.
Accomplish each one as you go along, topic by topic

You will be preparing a Portfolio…where all answers and activity in every module will be
compiled. You will save this Portfolio in a separate file for submission.

There is specific time frame for you to finish the whole module (see module cover).
However if you are focused in your work, you can do some Readings, Self Check Quiz and
Activities in less than two weeks. The above activities must be compiled in an organized manner
in your personal portfolio

Good Luck and keep up the good work!

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 MODULE 6: Monitoring , Evaluation and Accountability of Learning for Macroskills

Here is your Portfolio!!!

Portfolio to Accompany Module 6 : “Monitoring, evaluation and accountability of

learning for Macroskills”

As you browse along this

module, you are to track your progress
through your personal portfolio entries.
A portfolio is a collection of evidences to
include artifacts, audio, video, pictures,
diaries, testimonials and other personal
evidences that reflect your collective experiences and professional growth. This portfolio
together with your module test, quiz and activities will be collected by your mentor.
Your portfolio for all your Modules should have the following parts:
I. An Introduction

II. Objectives of the Portfolio

III. Self Check Quiz

IV. Activities

V. Reflections/Comments/Suggestions/Recommendations

VI. Your Photo In-Action

You have to record all collected evidences presented per Module. Each
section should contain evidences or proofs of your progress kept in an album,
folder, personal file and other forms, organized logically with explanations, captions
or reflections..be innovative to add caricatures, pictures and photos to be creative
and artistic, then saved file on your computer for submission. Thank You ! …..
Have Happy and Inspiring Working Day each day!!!

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 MODULE 6: Monitoring , Evaluation and Accountability of Learning for Macroskills
The following rubric provides a general guide as to how your Portfolio in this course will be
reviewed and evaluated.
This served as "a scoring guide used to evaluate the quality of students' constructed responses and
ability to perform task, activities and reflections to every lessons in their Portfolio "
RUBRIC for PORTFOLIO EVALUATION
Criteria Excellent (Grades of 1.0-1.5)
Shows evidence of deeper
depth of thought in
Depth of preparation, organization, and
thought clarity.
Substantial information and
learning are applied.
Portfolio shows engagement
Connection and with course readings and other
reference to relevant literature and
course readings integrates this in an appropriate
and other manner.
relevant Presented trivia, research
literature articles that will support the
legitimacy of the content.
All parts of the Task, Self Check
Completeness, Assessment, Activities are done
adherence to completely and according to
guidelines guidelines.
Innovation — does the design
of portfolio stand out, provide
something new to instructions
or supplement/improve an
existing presentation by way of
Impact to
inter-active and video
readers,
presentation
observers,
evaluators
Aesthetics — applied high
artistic value of the form,
shape, color, texture, finishing,
images. photos that relates,
material used, etc.
Emotional quotient — in
addition to fulfilling its
Affective and practical purpose, the design in
Appreciative every parts of the portfolio
Quality should create high sense of
enjoyment, satisfaction and
inspirations?
Acceptable (Grades of 1.75-
2.00)
Evidence of depth of thought
could be increased in some
areas. Average knowledge and
information are applied
Some parts lack connection to
course readings or other
sources, or they are not
integrated in an appropriate
way. Presented average or
minimum related literatures,
findings or research
All parts of the Portfolio or any
task, activity, presentation are
done completely, however,
lacks adherence to guidelines in
some areas.
Innovation — minimal or
average design of portfolio
average presentation, provide
something at level and fair
enough in relation to
instructions or utilized basic
presentation by way of simple
colors, background shape,
borders and
shades
Aesthetics — apply minimal
artistic value of the form, shape,
color, texture, finishing, images.
photos that relates to material
used, etc.
Emotional quotient — in
addition to fulfilling its practical
purpose, the design is only
partial in every parts of the
portfolio. Create an acceptable
values and sense of
enjoyment, satisfaction and
inspirations?
Unsatisfactory(2.75-3.00)-
Lacks overall depth of thought,
clarity, or preparation.
COPYING!!!
Fails to relate to course
materials and other relevant
literature. No initiated
information. Cutting and
Pasting some others work!!!
Task, Activities and other self
assessment are not entirely
complete, and/or shows lack of
adherence to guidelines.
Innovation — full text only
presentation, design of
portfolio limits to copy and
paste with border.
instructions or utilized boring
and flat presentation by way of
bad selections of colors,
background shape, borders
and shades
Aesthetics — no evidence of
artistic value of the form, shape,
color, texture, finishing, images.
photos that relates to material
used, etc.
Emotional quotient — in
addition to fulfilling its practical
purpose, the design is creates
confusion and dis agreement
in every parts of the portfolio.
No values and sense of
enjoyment, satisfaction and
inspirations? CHEATING!!!!
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 MODULE 6: Monitoring , Evaluation and Accountability of Learning for Macroskills

Overview
Welcome to this Module 6 entitled “Monitoring,
Evaluation and Accountability of Learning for
Macroskills”

Monitoring, evaluation and accountability of

learning for Macroskills are part of everyday
programme management and are critical to the
success of the subject which involve macroskilling.
Monitoring , Evaluation and Accountability of
learning (MEAL) is very important across a portfolio of subject in English Language.

Without an effective MEAL system we would be unable to track progress, make

adjustments, discover unplanned effects of startegies and methods of teaching, or judge the
impact that we have made on the conduct of learning and assessment of macroskills. A MEAL
system also helps individuals and teams to be accountable to stakeholders through information
sharing and developing a complaints or feedback mechanism which can help to guide
intructional implementation. This module introduces some fundamentals to MEAL concepts
and practices. It will stimulate ideas on how to design and implement monitoring and
evaluation processes that strengthen accountability and learning, and so promote project,
methodology and strategy effectiveness for Macroskills.

Monitoring of macroskills goes on all the time, particularly during writing, listening,
speaking reading and viewing activities when the teacher is concerned with the general
assessment of learners' performance in relation to general progress or recent language and
skills development. Monitoring of individual learners takes place on the entire teaching and
learning of macroskills program which includes practice exercises, when the aim is to point out
errors and encourage self-correction to students performance.

This module covers the principles and insightful and meaningful monitoring and
evaluation of different skills in teaching English Languages. Take your own time to study the
module carefully and get all the possible learnings which involve Monitoring and Evaluation of
Macroskills.

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 MODULE 6: Monitoring , Evaluation and Accountability of Learning for Macroskills

This module will enable future teacher like you to;

 Develop an understanding about the basic principles underlying Monitoring, Evaluation
and Accountability in learning of Macroskills;
 Learn to implement MEAL strategies, systems and frameworks;
 Develop and support the use of MEAL practices in the teaching and learning of
Macroskills
 Support the development of MEAL work pieces for the betterment of instruction of
Macroskills;
 Equip participants with an understanding of the major tools and best practices involved
in MEAL activities;
 Provide participants effective rules of thumb and a framework to approach
methodological issues in MEAL as applied in Macroskills.
 Collect information, ensure quality management and analyses the information to be
use for the enhancement of the course
 Understand the reporting processess involve in MEAL.

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 MODULE 6: Monitoring , Evaluation and Accountability of Learning for Macroskills

MODULE 6
MONITORING, EVALUATION AND
ACCOUNTABILITY OF LEARNING FOR
MACROSKILLS

INTRODUCTION
Educators, including teachers, need tools that help them continually monitor students’
progress and adjust instructional strategies to target and support students’ needs in
particular..their macroskills proficiency. Regularly monitoring students progress in English
Language proficiency and content knowledge allows teachers to target instruction and provide
additional support services, as needed.

For Macroskills ...educators must assess English languages Skills (ELs) at least bi-monthly
using a valid and reliable assessment that is aligned to school standards. In addition, periodic
monitoring and evaluation of their English Languages Proficiency (ELP) help inform instruction
and support (ELs’) English language development throughout the school year.

Monitoring and evaluation (M & E) backed with accountability.. should be an integral

component of any school policy; factored into planning before a session begins. Technology
tools and best practices available for gathering information, applying it to school challenges,
and assessing the results is necessary for the success of any school offerings such as macroskills.

To expand a bit more, effective monitoring & evaluation of school inputs & outputs can
best be achieved through record-keeping and regular reporting systems partnered with a keen
observations in order to figure out whether or not the teaching and learning of Macroskills and
other school resources are being practiced according to plan. And also whether or not the
teaching method is delivering the desired educational outcomes.

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 MODULE 6: Monitoring , Evaluation and Accountability of Learning for Macroskills

At the end of every lesson, you should be able to:

 Develop an understanding about the basic principles underlying Monitoring,

Evaluation and Accountability in Learning (MEAL) of Macroskills;
 Learn to implement MEAL strategies, systems and frameworks;
 Develop and support the use of MEAL practices in the teaching and learning of
Macroskills
 Support the development of MEAL work pieces for the betterment of
instruction of Macroskills;
 Equip participants with an understanding of the major tools and best practices
involved in MEAL activities;
 Provide participants effective rules of thumb and a framework to approach
methodological issues in MEAL as applied in Macroskills.
 Collect information, ensure quality management and analyses the information
to be use for the enhancement of the course
 Understand the reporting processess involve in MEAL.

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 MODULE 6: Monitoring , Evaluation and Accountability of Learning for Macroskills

Let’s Read this !!!

Monitoring
Credit is due to: Monitoring | TeachingEnglish | British Council | BBC

Monitoring is a classroom management technique loosely defined as listening to the learners

for their accuracy and fluency, or checking to see whether activities are going to plan and that
the learners are 'on task'.

However, monitoring is often carried out as a vague listening and looking exercise by the
teacher, and sometimes not done at all, whereas in fact effective monitoring is a skill that needs
to be developed if learners are to benefit fully from activities, particularly those of the
information gap and group interactive types.
Below are process flow which an educators much comply:
 When to monitor
 Purposes of monitoring
 How to monitor
 Conclusion

Let’s have a look at them more closely!!!

When to monitor

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 MODULE 6: Monitoring , Evaluation and Accountability of Learning for Macroskills
Monitoring goes on all the time, but particularly during speaking activities when the teacher is
concerned with the general assessment of learners' performance in relation to general progress
or recent language and skills development. Monitoring of individual learners takes place during
written practice exercises, when the aim is to point out errors and encourage self-correction.
Guided practice activities, particularly of the pairwork format, are monitored for accuracy,
while less guided groupwork activities are monitored for task achievement and fluency.
Monitoring may be general or multipurpose, focusing on one or more of the following aims.

Purposes of monitoring

Not all learners develop at the same rate. Monitoring offers the opportunity to assess the
progress of individuals, and often provides an indication of what to re-teach or practise further.

Specific aims of monitoring, depending on the stage of the lesson and

the activity, includes:
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 MODULE 6: Monitoring , Evaluation and Accountability of Learning for Macroskills
 Being aware of the whole class. The
teacher should always be aware of
how the class is getting on, whether
the pace is too fast or too slow, and
which students may need individual
attention. There is often a tendency
to teach to the lesson plan and
materials at the expense of teaching
the learners themselves.
 Listening for errors in the target language, particularly during guided practice activities.
Correction is required here, since these are usually accuracy-based activities.
 Listening to ensure that learners are on task. Some re-instruction, modelling of the activity or
prompting may be required.
 Taking opportunities for micro-teaching to individuals or pairs who have clearly not grasped the
target language.
 Assessing both individuals and the whole class. Monitoring provides clues to individual and
group difficulties and progress. In this respect, monitoring is a kind of ongoing needs analysis.
All students should receive some attention, even if it is only a few words of encouragement.
 Adding input. Particularly in fluency activities, learners may not be able to sustain output. The
teacher's role here is to feed in language and ideas when appropriate to keep the activity alive.
 Assessing the development of fluency. This involves monitoring from a distance, and the
teacher's role is often to take notes about common errors to be dealt with in a delayed
correction slot, as well as mentally noting the use of target language in a freer context.
 Assessing the task. Some activities work better with one class than another, others are being
tried out for the first time. Monitoring offers the teacher the opportunity to assess the success
of an activity and to get feedback from the learners.
 Planning. Monitoring facilitates decision-making in terms of what to do next, whether to modify
the original lesson plan, planning future lessons and giving feedback to students on their
performance.
 Maintaining discipline. Large groups may become restless and bored if some learners have
finished a task before others. The teacher should have some short back-up activities for these
learners, or could use the quicker learners as assistants to help slower groups.

How to monitor
Monitoring is an acquired skill which hopefully
becomes a good habit. Less experienced teachers may
feel that they need to monitor closely and maintain
control of activities, while other teachers feel that
they should be involved at all times, and that
monitoring is the solution. In either case, there is a
danger of over-monitoring, interference, and a tense
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 MODULE 6: Monitoring , Evaluation and Accountability of Learning for Macroskills
rather than relaxed, student-centred learning environment during less guided practice
activities.
Close monitoring needs to be carried out sensitively, and an element of personal and cultural
awareness is required. Some learners resent a very close physical presence, others object to the
teacher crouching in front of them. Monitoring from in front of the learners is distracting and
sometimes intrusive, tending to interrupt the activity and shifting the focus onto the teacher.
Students then expect the teacher to provide some input, make a comment, or correct them.
Unobtrusive monitoring is most effective, and is often best done from behind the learners.

Some useful tips when administering Monitoring:

 Move chairs away from walls.
 Make sure that there is a clear route around the classroom.
 Arrange seating so that all students are visible from wherever the teacher is positioned.
 Monitor pairs or groups randomly.
 Don't spend too much time with one individual, pair or group, and make sure that all learners
are monitored.
 Rather than standing or crouching, sit with pairs or groups. A chair with wheels is an ideal
vehicle for moving from group to group.
Monitoring from a distance is done from any position in the classroom which offers the
possibility of 'tuning in' on different conversations. In larger classes, the teacher may need to
move around the room. It is important not to sit near one group for the whole activity,
suggesting that the teacher is listening only to them. Often, the best position is behind the
learners, out of their field of vision, so that they are focused on the task and each other rather
than the teacher.
Learners may want to ask questions during freer practice activities. The teacher's response will
depend on the activity, but it is a useful learner-training exercise to teach the learners to note
down any questions to be asked at the end of the activity.
There are possibilities for self- and peer-monitoring. Self-monitoring involves training in self-
correction. All learners may be involved in peer-monitoring, but a useful technique is to ask
learners to work in threes rather than pairs, with learners taking turns in monitoring the
performance of the other two.

Now..Lets relate Monitoring with Evaluation and Accountability

Monitoring and Evaluation (M & E): Why It Matters So Much
Monitoring and Evaluation in schools informs practice, leadership and plays an important role
in accountability and school improvement. Simply put.
To expand a bit more, effective monitoring & evaluation of school
inputs & outputs can best be achieved through record-keeping and
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 MODULE 6: Monitoring , Evaluation and Accountability of Learning for Macroskills

regular reporting systems, in order to figure out whether or not

school resources are being spent according to plan. And also whether
or not the teaching method is delivering the desired educational
outcomes.
By using M & E best practices, any school management team will have a better means of
learning from past experiences to improve teaching, learning, planning and allocating
resources, as well as demonstrating results as part of the school’s accountability to key
stakeholders.
Might I add that, governments and education leaders at all levels use M & E to improve school
systems and educational results, and can play an integral role in holistic education
transformation.

What’s the Deal With Monitoring and Evaluation & Technology?

Recently, technology has started to play an important role in providing school leaders &
teachers with access to data that can be used to inform instruction and improve
student performance. Take annual report for instance, which allows school administrators and
teachers to gather and use student information that covers attendance, assessment and
behavioural criteria to identify areas where the student in question is falling behind. Teachers
can then align their teaching accordingly to improve student performance.
Challenges to Effective M & E Using Technology: What Doesn’t Work
 The biggest problem of M & E in most schools is that the collation and analysis of large sets of
data in educational planning, remains a foreign concept. This primarily has to do with the fact
that most school leaders are slow to adopt technology, and the few that have. really don’t see
it necessary to replace the traditional means of data collection (as rigorous as that exercise is)
 
 Without consistency, commitment and the proper infrastructure, results and impact may be
beyond the school’s control, take years to achieve, and be influenced by many external factors.
This defeats the purpose of the M & E cycle, which schools must do continuously in order to
maintain a high level of school quality
…And What Works
To make monitoring and evaluation effective in schools using technology:
 Schools that are financially stable, need to embrace innovative technologies and equip
themselves with all they need to respond more efficiently to trends and regulatory policies.
After which, planning for monitoring and evaluation should start early on and revisions made to
ongoing strategies as needed.

Conclusion
The monitoring techniques above apply to all teaching and learning situations, but monitoring
also achieves the purpose of providing discipline in certain circumstances. In classes where there
are less well-motivated or younger students, and often in monolingual and mixed-ability classes,
the temptation for the learners may be to abandon the task, leave the task to more able students,
or to lapse into the mother tongue. Sometimes the presence of the teacher in a supervisory role is

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 MODULE 6: Monitoring , Evaluation and Accountability of Learning for Macroskills
enough, but careful monitoring and evaluations guarantees the best performance from the
learners and provides the most instructive feedback for the teacher.

LET’S EXPLORE THIS!!!

Evaluation is the systematic assessment of the design, implementation or results of

an initiative for the purposes of learning or decision-making.
Systematic: An evaluation should be as systematic and impartial as possible (UNEG, 2005). An
evaluation is methodical, providing information that is credible, reliable, and useful to enable
the incorporation of lessons learned into decision-making process of users and funders (OECD,
2010). Evaluation is based on empirical evidence and typically on social research methods, thus
on the process of collecting and synthesizing evidence (Rossi Lipsey and Freeman, 2004).
Conclusions made in evaluations encompass both an empirical aspect and a normative aspect
(Fournier, 2005). It is the value feature that distinguishes evaluation from other types of
enquiry such as basic science research, clinical epidemiology, investigative journalism, or public
polling.

School accountability—the process of evaluating school performance on the basis of

student performance measures—is increasingly prevalent around the world. In the United
States, accountability has become a centerpiece of education policies.

Education accountability defines and directs the learning system , but not necessarily in ways
that will address students’ needs in the 21st century.

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 MODULE 6: Monitoring , Evaluation and Accountability of Learning for Macroskills
The effects on teachers and on students' long-run outcomes are more difficult to judge. It is
also clear that school personnel respond to accountability in both positive and negative ways,
and that accountability systems run the risk of being counter-productive if not carefully thought
out and monitored.

Accountability is best defined as the process through which individuals or organizations in

the education system take responsibility for their actions and report on these actions to those
who are entitled to the information. Accountability also implies an obligation to find ways to
improve the capacity and performance of those responsible, not just measure the achievement
of outcomes of every learner.

Classroom Progress-Monitoring Methods

Checklist
Whenever teachers put an academic or behavioral intervention in place for a student, they will
also want to collect classroom progress-monitoring data to judge whether that intervention is
effective

For teachers, the six most frequent intervention targets are the following:
1. Academics: Acquisition of basic skills
2. Academics: Fluency in basic skills
3. Academics: Complex skills
4. Academics: Survival skills
5. Behaviors
6. Homework

1. Academics: Acquisition of Basic Skills

What to Monitor and Evaluate:
Basic academic skills are those 'building-block' skills that
are the foundation for more advanced learning. When
students are just acquiring basic skills, they often are
expected to learn a finite set of items--such as letter
sounds, multiplication math-facts 0-9, Dolch pre-primer
sight word list, or 50 vocabulary terms necessary for
success in a biology course. At this acquisition stage of learning, the teacher's measurement
objective is to monitor which items the student has mastered from the larger set.

2. Academics: Fluency in Basic Skills

What to Monitor and Evaluate:
When a student has acquired basic academic skills, the next goal is often to
build fluency in those skills. Examples of fluency goals are increasing a

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 MODULE 6: Monitoring , Evaluation and Accountability of Learning for Macroskills
student's oral reading speed and working toward automatic recall of math-facts. In this fluency
stage of learning, the instructor's measurement objective is to continue to monitor accuracy
while also tracking increasing speed of performance.

3. Academics: Complex Skills

What to Monitor and Evaluate:
Teachers often find that they must evaluate a student on
higher-level academic skills that are multi-dimensional
and complex . For example, the Common Core Standard
for grade 5- speaking and listening which sets the
expectation that, in collaborative discussions, the student
will come prepared, participate, engage in appropriate
turn-taking and follow other discussion rules, etc.
Similarly, a standard for grade 4 writing presents as a
goal that the student will write an opinion essay
supporting a specific point of view that includes specific elements such as introductory and
concluding statements and supporting details.

4. Academics: Survival Skills

What to Monitor and Evaluate:
Academic survival skills are those global 'academic
enablers'--such as time management, study skills,
homework completion, note-taking--required to support
a strong academic performance.

5. Behaviors
What to Monitor and Evaluate:
Classroom behaviors are specific, observable behaviors that
relate to such categories as general conduct (e.g., remaining
in seat, calling out), compliance (e.g., following teacher
directives); and academic readiness and engagement (e.g.,
paying attention to the teacher during a lesson, completing
independent seatwork, bringing work materials to class).

6. Homework
What to Monitor and Evaluate:
Homework can be evaluated in a number of ways. Depending on the nature of the
student's presenting problem(s), the teacher may use one or more of the data
sources below to track homework timeliness, completion, accuracy, and/or
quality.

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 MODULE 6: Monitoring , Evaluation and Accountability of Learning for Macroskills

Activity 6.1
Review this Video and Make your Reflections
about the theme of the presentation.

(103) Verbal Feedback and Monitoring Student Progress HD –

YouTube

(103) Topic Series 1 - Monitoring Progress - YouTube

Directions:
1. Choose any one from the video link above;
2. CTL + Click on the link;
3. Your task is to watch the video and make your video review and
Reflections.
4. Relate your reflections to Classroom Activities , classroom control and
management etc.

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