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)

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

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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.

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

Items 1 to 4
of the TALI
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specifically
measure
Competency
1.
 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 SEQ Figure \* ARABIC 4. Sample response from Teacher A on the Self-Rating for
Figure 4. Sample response from Teacher A on the Self-Rating for Competency 6

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.

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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

Figure SEQ Figure \* ARABIC 6. Sample response from Teacher B on Module 1 and Module 2

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

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 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.

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

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

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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 check for
assessment methods appropriate for instructional decisions. samples of written and performance
Items 1 -4
tasks.

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

Competency 3. Teachers should be skilled in administering, I will check my scoring procedure with
scoring, and interpreting the results of both externally-produced other teachers.
Items 9-12
and teacher-produced assessment methods.

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

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

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

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

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

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.

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

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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 task Practice making performance tasks

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 students’ Guidelines for parents
performance

June Orientation for parents on how they can provide feedback to Handout on providing feedback
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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