Module 1A: Assessment Competencies Required for Teachers

GUIDELINES IN ACCOMPLISHING THE INDIVIDUAL ACTION PLAN

I. Purpose
The purpose of these guidelines is to assist the Assessment PD program
participants in accomplishing the Individual Action Plan, which is the required output for the
completion of Module 1A.

These guidelines are being provided a few days after Module 1A was conducted, in
response to the questions and requests of some participants who need additional
instructions or guidance to accomplish the Individual Action Plan.

II. General Guidelines

1. The intended learning outcome for Module 1A is for PD program participants to
plan individually one’s actions on identified strengths and weaknesses among
assessment competencies that are required of teachers. Hence, the Individual
Action Plan serves as the required output needed for the participants’ completion of
Module 1A.

2. Before accomplishing the Individual Action Plan, PD program participants should

have attended the synchronous session for Module 1A, which was streamed
through the Assessment PD participants Facebook group and through the
Assessment PD Program YouTube channel. Participants who missed the
synchronous session may still access the recording on the said platforms.

3. The Individual Action Plan shall be submitted through the specified Google Form
link. A downloadable document may also be accessed here.

4. It is important that PD program participants have the following documents on hand

while preparing their Individual Action Plan:
a. A copy of their Teacher Assessment Literacy Inventory (TALI) results with
feedback. The TALI is a 25-item measure of teachers’ assessment
competencies, which was given as part of the PD participants’ pre-training
survey. A downloadable copy of TALI with corresponding SOLO feedback
per item may also be downloaded here for reference.
b. A copy of the PD program Course Overview Handout, which contains the
objectives and schedule of all five modules of the program.

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 5. The Individual Action Plan form (Google Form) has a section on Informed Consent.
Participants must read this section carefully and confirm their consent before
proceeding to answer the form.

6. The Individual Action Plan form consists of four (4) major parts or sections.
Participants are encouraged to provide responses to the form as honestly and as
accurately as possible. Participants are also encouraged to think and reflect well
before providing their responses, especially in Part 4.
7. After accomplishing and submitting the Action Plan, participants will receive a copy
of their submission via email. Participants shall refer to this copy of their responses
in accomplishing the self-evaluation rubric later.

III. Step-by-step Guide in Accomplishing the Action Plan form

A. Part I (Personal Information)

1. Part I is the section in the Individual Action Plan that requires participants to provide
their basic personal information.

2. Participants must carefully read the instructions and respond correctly and
accurately.

Figure 1. Screenshot of Part I (Personal Information)

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 B. Part II (Self-appraisal of Assessment Competencies)

1. To be able to accomplish this part properly, participants need to refer to their

Teacher Assessment Literacy Inventory results.

2. Participants must read the instructions carefully. As indicated in the form, Part II is
the section in the Action Plan that requires you to rate yourself from 1 (Extremely
Incompetent) to 10 (Extremely Competent) in each of the seven assessment
competencies that were measured by the TALI.

Figure 2. Screenshot of the instructions for Part II (Self-Appraisal of Assessment Competencies)

3. To help participants in their self-appraisal, the items in the TALI that measure a
specific competency are indicated at the end of the description for each competency.
For example, items 1 to 4 of the TALI measure Competency 1 (see Figure 3).

4. The self-appraisal uses a 10-point scale; as such, a rating that is closer to 10

indicates a higher self-rating in the competency measured.

5. For each rating given, participants also need to describe specific areas or skills that
they need to improve on, or to develop.

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6. To provide an example, Teacher A’s self-appraisal on Competency 1 is provided in
Figure 3.

Figure 3. Sample response from Teacher A on the Self-Rating for Competency 1

7. Another example from Teacher A, specifically for Competency 6, is provided here as

Figure 4.

Figure 4. Sample response from Teacher A on the Self-Rating for Competency 6

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 C. Part III (Expectations on the Professional Development Program)
1. To be able to accomplish this part more effectively, participants may refer to the
Course Overview Handout, which contains the objectives of all five modules. The
description of each module is also provided within the Individual Action Plan form.

2. Participants must read the instructions carefully. As stated in the form, Part III is the
section in the action plan that requires participants to describe their personal
expectations on how each of the five modules may help them develop their
assessment literacy or assessment competencies, especially on areas or skills that
they identified to be their weaknesses in Part II of the action plan.

Figure 5. Screenshot of the instructions for Part III (Expectations on the Professional Development Program)

3. In this section, participants should describe their personal expectations for each of
the five modules in the PD program. Expectations may refer to the learning that the
participants anticipate to gain from each module. These may also refer to the
specific skills or competence that the participants think can be developed by
participating in each module.
4. As an example, sample responses from Teacher B for Module 1 and Module 2 are
presented in Figure 6.

Figure 6. Sample response from Teacher B on Module 1 and Module 2

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5. Additionally, sample responses from Teacher A for Module 4 and Module 5 are
provided here as Figure 7.

Figure 7. Sample response from Teacher B on Module 4 and Module 5

D. Part IV (Personal Strategies to Improve Assessment Competencies)

1. To be able to accomplish this part effectively, it is recommended that participants
again refer to the Course Overview Handout, which contains the objectives and
schedule of all five Modules.
2. Participants must read the instructions carefully. As noted in the form, Part IV has
two sub-sections, namely 4.1 and 4.2.

Figure 8. Screenshot of the instructions for Part IV

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3. Section 4.1 requires participants to enumerate and explain at least three
applications of their expected learning from the five modules to their classroom
practice of assessing student learning. Participants are expected to have at least a
one-sentence explanation for each application that they will identify.

4. Participants may refer to their responses in Part III of the Action Plan (personal
expectations) in formulating the specific ways/tasks/activities through which they
aim to apply their learning from the five modules. It would be best to identify
specific tasks and strategies that can be implemented in the participant’s day-to-day
classroom practice. Figure 9 shows an example for item 4.1, which was lifted from
the response of Teacher A.

Figure 9. Sample response on item 4.1 from Teacher A

5. Meanwhile, Section 4.2 requires teachers to plan and describe tasks/activities that
they can/will do within the next ten (10) months to address their weaknesses in
assessing student learning and to improve their assessment competencies. The
corresponding outcome after accomplishing the tasks/activities should also be
specified. Preferably, at least a one-sentence explanation will be given for the
task/activity for each month, while a short phrase would do for the expected
outcome.

6. In formulating the plan for each month (November 2021 to August 2022),
participants must consider the activities they will be participating in the PD modules
(see Course Overview Handout), as well as their work schedule in the current
school year, and during summer.

7. To further explain, please refer to Figure 10, which shows the sample plans from
Teacher A for the months of November, January, and August.More examples of
plans can also be gleaned from Figure 11, which is lifted from the response of
Teacher B November, April, and August.

8. After accomplishing Part IV and checking that all other parts of the Action Plan form
are completely accomplished, click the submit button at the bottom portion of the
form.

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Figure 10. Sample responses on Item 4.2 from Teacher A

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 Figure 11. Sample responses on Item 4.2 from Teacher B

9. To further assist you in accomplishing section Part IV of the Action Plan, the following
sample responses (in matrix form) is provided as Annex A. A separate handout for the
self-evaluation rubric shall also be sent to the training participants.

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 Annex A

SAMPLE INDIVIDUAL ACTION PLAN ON ASSESSMENT COMPETENCIES

Instructions:

1. Appraise your weaknesses or limitations in assessment competencies required of teachers. Base your personal appraisal on current
experiences and the results of the pre-training survey (assessment literacy).

2. Describe your expectations on the different modules in the professional development program.

3. Enumerate and discuss specific actions or strategies to address your self-appraised weaknesses in assessing student learning.

PART I. PERSONAL INFORMATION

Name Ricardo Santos

Position Teacher I

Region Region IV-A (CALABARZON)

Division Batangas

School Plaridel National High School

PART II. SELF-APPRAISAL OF ASSESSMENT COMPETENCIES

a. Rate your perceived competence in each assessment competency from 1 to 10 with 1 as the lowest rating (Extremely Incompetent) and
10 as the highest rating (Extremely Competent).

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b. For every rating of 5 or below, describe specific areas or skills where you think you need to have significant improvement.

c. For every rating of 6 or above, describe specific areas or skills where you think you can still develop.

Items on
Pre-Survey of
Competency Rating Description of Specific Areas/Skills
Assessment
Needing Improvement
Literacy (1-10)

Competency 1: Teachers should be skilled in choosing I will review Deped Order 8 and
assessment methods appropriate for instructional check for samples of written and
Items 1 -4
decisions. performance tasks.

Competency 2. Teachers should be skilled in developing I will observe other teachers how
assessment methods appropriate for instructional they conduct assessment.
Items 5-8
decisions.

Competency 3. Teachers should be skilled in I will check my scoring procedure

administering, scoring, and interpreting the results of with other teachers.
Items 9-12
both externally-produced and teacher-produced
assessment methods.

Competency 4. Teachers should be skilled in using I will analyze the items and see what
assessment results when making decisions about weak competencies need to be
Items 13-16
individual students, planning, and school improvement. taught further.

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Competency 5. Teachers should be skilled in developing I will ask for assistance on proper
valid pupil grading procedures which use pupil computation of grades.
Items 17-19
assessments.

Competency 6. Teachers should be skilled in I will read guidelines on how to

communicating assessment results to students, parents, effectively give feedback.
Items 20-22
other lay audiences, and other educators.

Competency 7. Teachers should be skilled in recognizing I will search and read relevant
unethical, illegal and otherwise inappropriate assessment DepEd guidelines on ethics in
Items 23-25
methods and uses of assessment information. grading.

PART 3. EXPECTATIONS ON THE PROFESSIONAL DEVELOPMENT PROGRAM

Describe your personal expectations or how each of the five modules may help you in developing your assessment literacy or assessment
competencies, especially on areas or skills that you identified as your weaknesses.

Module Personal Expectations

Module 1 I expect to learn about the differences of the different assessment methods.

Review of Assessment in Learning

Module 2 I expect to hear some updates on assessment from DepEd.

Assessment of learning in DepEd

Module 3 I expect to see how ILSA is similar with the K to 12 Philippine curriculum.

The Philippine K-12 Curriculum and the ILSA

Module 4 I expect to learn specialized methods of assessment in my subject area.

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Adapting assessment principles and practices to the
emerging literacies

Module 5 I expect to learn new procedures of monitoring assessment on distance

learning.
Monitored application of assessment practice in the
classroom setting

PART IV. PERSONAL STRATEGIES TO IMPROVE ASSESSMENT COMPETENCIES

4.1. Enumerate and explain at least three ways where
you can use and will use your expected learning from the
five modules in your classroom practice of assessing
student learning
1. Using the session inputs on how to monitor students’ performance
on formative assessment during remote learning.
2. Using the session input on the proper procedure in making
performance tasks.
3. Using the session input on using assessment to inform instruction.

4.2. Aside from what you may have described in the previous section, plan and describe tasks or activities that you can and will do in the
next 10 months to address your weaknesses in assessing student learning and improve your assessment competencies. Use the matrix
provided.

Month Individual Tasks/Activities Expected Outcome

November Read book on formative assessment Enhance formative assessment in the LAS

December Attend SLAC on assessment Observe other teachers how they conduct assessment

January Study guidelines how to make criteria in performance Practice making performance tasks
task

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February Compare notes on how to write good multiple-choice Make summative assessment using Multiple choice
questions

March Show my rubric to the school head for feedback Revised rubric

April Make a WHLP that integrates formative assessment Enhanced WHLP

May Meeting with parents on their role on monitoring Guidelines for parents
students’ performance

June Orientation for parents on how they can provide Handout on providing feedback
feedback to their child’s performance task

July Study how to conduct item analysis Conduct item analysis on summative assessment

August Practice giving feedback on students’ performance Revised work of students

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