Monitoring and Evaluation of Learner Progress and Achievement

Monitoring and Evaluation of Learner
Progress and Achievement

by
BRYAN A. HIDALGO
Mathematics Education Program Supervisor
Curriculum and Learning Management Division
Delivered and developed by Mr. Bryan A. Hidalgo, DepEd CAR Teaching with IMPACT Course for Master Teachers
Program Accreditation No. PTR-2022-390-2379
Terminal Objective:
At the end of the session, the

participants should be able to
provide advice on, and mentor
colleagues in the effective analysis
and use of learner attainment data.
Enabling Objectives
At the end of the session, the participants

should be able to:
a. Identify the value of assessment in the
teaching and learning process
b. Define the terms: monitoring, evaluation,
and learner attainment data
Objectives
c. Identify appropriate monitoring and
evaluation strategies of learner
attainment data to support learner
progress and achievement.
d. Identify best practices in monitoring and
evaluating learners progress and
achievement.
Objectives
e. Analyze learner attainment data.
f. Develop a learning action cell (LAC) plan
with an objective to mentor colleagues in
the effective analysis and use of learner
attainment data.
Activity 1 Individual Activity (10 minutes)
The
Teaching,
Learning,
and
Assessment
Process
Activity 1 The Teaching, Learning, and Assessment
Process (Individual - 15 Minutes)
Direction:
1. Fill-out the “Teaching, Learning, and Assessment
Process” diagram with the appropriate steps
2. Share your work to your group and discuss the appropriate
arrangement of the activities.
3. At the back of the activity sheet, determine and write the
value of assessment to teaching and learning.
Choose from the following:
o Use assessment information to review teaching
o Undertake the assessment activities
o Identify the assessment method/s or strategies
o Record evidence of learning
o Develop and undertake the teaching and assessment activities
o Make consistent judgments about learning
o Design the assessment activities
o Develop the assessment criteria
o Give immediate feedback
o Identify the curriculum standards and competencies to be learned and
assessed
Identify the curriculum
standards and competencies
to be learned and assessed
The
Teaching,
Learning,
and
Assessment
Process
Developing and Administering
Assessment Activities
1. Identify the curriculum standards and competencies
Develop the assessment

criteria
The
Teaching,
Learning,
and
Assessment
Process
2. Develop the assessment criteria

criteria
The Identify the assessment

Teaching, method/s or strategies
Learning,
and
Assessment
Process
3. Identify the assessment method/s or strategies

criteria

Learning,
and Design the assessment
activities
Assessment
Process
4. Design the assessment activities

criteria

Learning,
activities
Assessment
Process
Develop and undertake the
teaching and assessment
activities
5. Develop and undertake the teaching and assessment
activities

criteria

Learning,
activities
Assessment
Process
Develop and undertake the
teaching and assessment
activities
Undertake the with

Delivered and developed by Mr. Bryan A. Hidalgo, DepEd CAR Teaching assessment
IMPACT Course for Master Teachers
activities
6. Undertake the assessment activities

criteria

Learning,
activities
Assessment
Process
Record evidence Develop and undertake the
of learning teaching and assessment
activities
Undertake the with

activities
7. Record evidence of learning

criteria

Learning,
and Make consistent
judgments about learning
Design the assessment
activities
Assessment
Process
activities
Undertake the with

activities
8. Make consistent judgments about learning

criteria
The Give immediate Identify the assessment

Teaching, feedback method/s or strategies
Learning,
and Make consistent
activities
Assessment
Process
activities
Undertake the with

activities
9. Give immediate feedback
Use assessment
information to review
criteria
teaching
The Give immediate Identify the assessment

Teaching, feedback method/s or strategies
Learning,
and Make consistent
activities
Assessment
Process
activities
Undertake the with

activities
10. Use assessment information to review your teaching
Point for Reflection
What is the value of assessment to

teaching and learning?
Important Terms to Know
1. Monitoring
2. Evaluation
3. Learner attainment data
Monitoring
This refers to the continuous and systematic use of data in
order to track learner progress through a variety of forms
such as daily learning log, class record, progress chart,
checklist, and anecdotal record.
Formative assessment, checking for understanding, providing

feedback, and other strategies that are not standardized are
used to monitor learner progress for teachers to appropriately
address misconceptions
Delivered and and DepEd
developed by Mr. Bryan A. Hidalgo, other
CARlearning problems.
Teaching with IMPACT Course for Master Teachers
1. Monitoring
2. Evaluation
Evaluation
This refers to the periodic and systematic use of assessment forms
and strategies (e.g., quarterly assessments, pretest & posttest) in
order to judge learner achievement; that is, how well the learner
has learned the knowledge and/ or skills covered in a unit.
Summative assessment, essays, presentation, group work,

performances and standardized tests are used to inform the teachers
about their teaching. Learners are marked on formal evaluation tasks
andProgram
thisAccreditation
Delivered mark
and isNo.usually
developed by Mr. Bryanpart of
A. Hidalgo,
PTR-2022-390-2379
their
DepEd report
CAR card
Teaching with grade.
1. Monitoring
2. Evaluation
Learner Attainment Data
This pertains to evidence(s) and results of various assessments that

are used in the monitoring and evaluation of learner progress and
achievement.
Activity 2.a. Individual and Group
Activity
1. What assessment activities do you
conduct in each quarter?
2. In each assessment activity, what
monitoring and evaluation strategies
do you use?
ASSESSMENT ACTIVITIES
First Quarter
❑ Pretest/ Diagnostic Test
❑ Profiling of the Learners
❑ Formative and Summative Assessments
❑ Quarterly Assessment
❑ Culminating Task
❑ Computation of Grades
Second Quarter
Third Quarter
Fourth Quarter
❑ Posttest/ Achievement Test
Activity 2.b. Group Activity
1. Complete the year-round assessment

plan with the appropriate monitoring
and evaluation strategies to target
each assessment activity.
2. Share your output to the whole
group.
MONITORING AND
EVALUATION STRATEGIES
A Year-Round Plan of Monitoring and Evaluation Practices
Quarter Activity Monitoring and Evaluation Documents/ Strategies
First Pretest/ Pretest paper with Table of Specification (TOS), Frequency

Quarter Diagnostic Test of Scores, Pre-reading Assessment Tools
Profiling of the Learner’s Profile Form, Interest Surveys

Learners
Formative and Daily Lesson Log (DLL), Written Works, Performance Tasks,
Summative Rubrics, E-class Record, Progress Chart, Portfolio, Checklist,
Assessments Anecdotal Record
Quarterly 1st Quarter Assessment with TOS, Test Item Analysis
Assessment
Culminating Task Final Performance Task, Rubric
Computation of E-class Record, Grade Sheets, Consolidation of Grades in all

ProgramGrades Learning Areas
Accreditation No. PTR-2022-390-2379
Second Formative and Daily Lesson Log (DLL), Written Works, Performance
Quarter Summative Tasks, Rubrics, E-class Record, Progress Chart,
Assessments Portfolio, Checklist, Anecdotal Record
Quarterly 2nd Quarter Assessment with TOS, Test Item Analysis

Assessment
Culminating Final Performance Task, Rubric

Task
Computation of E-class Record, Grade Sheets, Consolidation of
ProgramGrades Grades in all Learning Areas
Third Formative and Daily Lesson Log (DLL), Written Works, Performance
Quarter Summative Tasks, Rubrics, E-class Record, Progress Chart,
Assessments Portfolio, Checklist, Anecdotal Record
Quarterly 3rd Quarter Assessment with TOS, Test Item Analysis

Assessment
Culminating Final Performance Task, Rubric

Task
Computation of E-class Record, Grade Sheets, Consolidation of
ProgramGrades Grades in all Learning Areas
Third Formative and Daily Lesson Log (DLL), Written Works, Performance Tasks,
Quarter Summative Rubrics, E-class Record, Progress Chart, Portfolio, Checklist,
Assessments Anecdotal Record
Quarterly 3rd Quarter Assessment with TOS, Test Item Analysis
Assessment
Culminating Task Final Performance Task, Rubric
Posttest/ Posttest with TOS, Frequency of Score, Pretest & Posttest

Achievement Test Results Form with Mean Percent Increase, Post-reading
Assessment and Reading Profile Report
Computation of E-class Record, Grade Sheets, Consolidation of Grades in all
ProgramGrades Learning Areas
Activity 3. Group Activity
1. What best practices in monitoring and

evaluating learners’ performances do
you employ?
2. Share these practices to the whole
group.
Practice No. 1
Monitoring learner’s performance through

portfolio assessment
1.1. Portfolio Assessment and
Checklist (Monitoring)
1.2. Assessment Rubric (Evaluation)
Practice No. 1
Monitoring learner’s performance through

portfolio assessment
1.1. Portfolio Assessment and
Checklist (Monitoring)
1.2. Assessment Rubric (Evaluation)
What is a portfolio?
Here are some suggestions on how we can
maximize the use of learners’ portfolio:
1. Communicate clearly to the learners the
objectives and rubric for the portfolio.
2. Ensure that the collected works of learners are
related to the learning objectives. With this,
sufficient work must be collected to provide
ample evidence of learners’ achievement.
3. The teacher may provide an individual record of
the learner for him or her to monitor his or her
own progress weekly.
Here are some suggestions on how we can
maximize the use of learners’ portfolio:
4. Keep a daily checklist of each learner’s outputs.
The checklist shows all the portfolio
requirements for a particular grading period with
the names of each learner.
5. Monitor the completeness of the portfolio. If the
work is not complete, the learner may be given a
chance to finish it.
6. Review and evaluate the component and items in
the portfolios to determine whether the learners
complied
Delivered with
and developed by Mr. Bryanthe requirements.
A. Hidalgo,
DepEd CAR Teaching with IMPACT Course for Master Teachers
Using a Daily Checklist
What is a rubric?
What is a rubric?
Analytic and Holistic Rubrics
Analytic Rubric - Each criterion (dimension,

trait) is evaluated separately.
Holistic Rubric - All criteria (dimensions,

traits) are evaluated simultaneously.
Analytic Rubric
Holistic Rubric
Practice No. 2
Evaluating Learner Achievement through

Analysis of Test
1.1. Item Analysis (Evaluation)
1.2. Frequency Table with Mean
Score, Standard Deviation and
Mean Percentage (Evaluation)
What is item analysis ?
Understanding Item Analyses
Item Statistics
✓ They are used to assess the performance of individual test items
on the assumption that the overall quality of a test derives from
the quality of its item.
Test Statistics
✓ They evaluate the performance of the test as a whole.
Item Statistics
1. Mean and Standard Deviation
✓ The Mean is the “average” student response to an item. It is
computed by adding up the number of points earned by all
students on the item and dividing the total number of students.
✓ The Standard Deviation is a measure of the dispersion of student
scores on that item. It is most meaningful when comparing items
which have more than one correct alternative and when scale
scoring is used.
Item Statistics
2. Item Difficulty
✓ For items with one correct alternative worth a single point, the Item
Difficulty is simply the proportion of students who answer an item
correctly. It is equal to the item mean.
✓ When an alternative is worth other than a single point, or when there
is more than one correct alternative per question, the item difficulty
is the average score on that item divided by the highest possible score
for any one alternative.
Item Statistics
2. Item Difficulty
✓ It is relevant for determining whether students have learned the
concept being tested.
✓ It plays an important role in the ability of an item to discriminate
between students who know the tested material and those who do
not.
Item Statistics
2. Item Difficulty
𝑛𝑜. 𝑜𝑓 𝑒𝑥𝑎𝑚𝑖𝑛𝑒𝑒𝑠 𝑤𝑖𝑡ℎ 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑟𝑒𝑠𝑝𝑜𝑛𝑠𝑒𝑠
𝑃=
𝑡𝑜𝑡𝑎𝑙 𝑛𝑜. 𝑜𝑓 𝑒𝑥𝑎𝑚𝑖𝑛𝑒𝑒𝑠 𝑤ℎ𝑜 𝑡𝑜𝑜𝑘 𝑡ℎ𝑒 𝑡𝑒𝑠𝑡
P Item Evaluation Recommendation
0.90-1.00 Easiest Remove
0.80-0.89 Easy Keep
0.60-0.79 Moderately Easy Keep
0.40-0.59 Moderately Difficult Keep
0.20-0.39 Difficult Keep
< 0.20 Most Difficult Remove
Delivered and developed
Sharma, by Mr. of
L. R. (2020). Analysis Bryan A. Hidalgo,
Difficulty DepEd CAR
Index, Discrimination IndexTeaching withEfficiency
and Distractor IMPACT of Course
Multiple- for Master Teachers
ProgramChoice Questions ofNo.
Accreditation Speech Sounds of English. International Research Journal of MMC, 2, 15-28.
PTR-2022-390-2379
Link for the Assessment Materials
https://tinyurl.com/AssessmentMT3achers
Item Statistics
3. Item Discrimination
✓ Index of discrimination is that ability of an item based on which the
discrimination is made between the superior (the group of high
achievers) and the inferior (the group of low achievers) (Sharma, 2020).
✓ It ranges from -1 to +1.
✓ Gajjar, Sharma, Kumar and Rana (2014) define item discrimination as
“the ability of an item to differentiate between students of higher and
lower abilities”
Item Statistics
𝐷 = 𝑃𝑈𝐺 − 𝑃𝐿𝐺
where:
D – Discrimination Index
𝑃𝑈𝐺 – Item difficulty in the Upper Group
𝑃𝐿𝐺 – Item difficulty in the Lower Group
Item Statistics
D Item Evaluation Recommendation

≥0.40 Very discriminating item/ very good item Keep
0.30- Discriminating item/ good item Keep
0.39
0.20- Moderately discriminating/ fair item Keep
0.29
< 0.20 Not discriminating Revise/ Discard
Negative Worst/ defective item Definitely discard
Sharma, L. R. (2020). Analysis of Difficulty Index, Discrimination Index and Distractor Efficiency of Multiple-
Choice Questions of Speech Sounds of English. International Research Journal of MMC, 2, 15-28.
Item Statistics
4. Distractor Efficiency
✓ A distractor is a wrong option in the multiple-choice
question.
✓ It is designed to see whether the person being tested
can notice the difference in a test or not.
✓ A distractor is good when it attracts more examinees
from the group of low achievers than the group of high
achievers.
Item Statistics
✓ According to Malau-Aduli and Zimitat (2012), a
distractor that fails to “attract any examinees is
dysfunctional, does not assist in the measuring of
educational outcomes, adds nothing to the item or the
test (psychometrically) and has negative impact upon
learners”
Item Statistics
✓ Mehta and Mokhasi (2014) assert that a distractor is an
important component of an item and has a great
impact on the total test score. Students’ performance
depends on how the distractors are designed.
Item Statistics
4. Distractor Effectiveness
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑒𝑥𝑎𝑚𝑖𝑛𝑒𝑒𝑠 𝑐ℎ𝑜𝑜𝑠𝑖𝑛𝑔 𝑡ℎ𝑒 𝑑𝑖𝑠𝑡𝑟𝑎𝑐𝑡𝑜𝑟

𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝑜𝑓 𝑎 𝐷𝑖𝑠𝑡𝑟𝑎𝑐𝑡𝑜𝑟 = 𝑥 100%
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑒𝑥𝑎𝑚𝑖𝑛𝑒𝑒𝑠
Relationship
Percent of a Distractor
of 𝑃𝐷𝑈𝐺 and Recommendation
Distractor (PD) Evaluation
𝑃𝐷𝐿𝐺
0 – 5% Non-functional 𝑃𝐷𝑈𝐺 , 𝑃𝐷𝐿𝐺 = 0 Change
> 5% Functional 𝑃𝐷𝑈𝐺 > 𝑃𝐷𝐿𝐺 Change
> 5% Functional 𝑃𝐷𝑈𝐺 < 𝑃𝐷𝐿𝐺 Keep
𝑃𝐷𝑈𝐺 − Percent of a distractor in the upper group

Delivered and developed
𝑃𝐷𝐿𝐺 by Mr.
− Percent of Bryan A. Hidalgo,
a distractor DepEd
in the CAR
lower Teaching with IMPACT Course for Master Teachers
group
Test Statistics
1. Reliability Coefficient
✓ It refers to the extent to which the test is likely to
produce consistent scores.
✓ Reliability coefficients theoretically range in value
from zero to 1.00.
Test Statistics
Test Statistics
Reliability Interpretation
Coefficient
0.90 and above Excellent reliability; at the level of the best standardized tests
0.80 – 0.89 Very good for a classroom test
0.70 – 0.79 Good for a classroom test; in the range of most. There are probably a few
items which could be improved.
0.60 – 0.69 Somewhat low. This test needs to be supplemented by other measures to
determine grades. There are probably some items which could be improved.
0.50 – 0.60 Suggests need for revision of test, unless it is quite short. The test needs to
be supplemented by other measures for grading
0.50 and below
Program Questionable
Accreditation reliability. This test should not contribute heavily to the course
No. PTR-2022-390-2379
grade, and it needs revision.
Application
Develop a Learning Action Plan

(LAC) Plan with an objective to
mentor colleagues in the effective
analysis and use of learner
attainment data.
Writing of Reflection
1. What were the main things you learned today?
2. How will these be useful to you? What
differences will they make in your teaching?
3. What will you do to derive maximum benefit
from the workshop?
Thank you

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Monitoring and Evaluation of Learner

Progress and Achievement

At the end of the session, the

At the end of the session, the participants

Develop the assessment

Develop the assessment

The Identify the assessment

Develop the assessment

The Identify the assessment

Develop the assessment

The Identify the assessment

Develop the assessment

The Identify the assessment

Undertake the with

Develop the assessment

The Identify the assessment

Undertake the with

Develop the assessment

The Identify the assessment

Undertake the with

Develop the assessment

The Give immediate Identify the assessment

Undertake the with

The Give immediate Identify the assessment

Undertake the with

What is the value of assessment to

Formative assessment, checking for understanding, providing

Summative assessment, essays, presentation, group work,

This pertains to evidence(s) and results of various assessments that

1. Complete the year-round assessment

First Pretest/ Pretest paper with Table of Specification (TOS), Frequency

Profiling of the Learner’s Profile Form, Interest Surveys

Computation of E-class Record, Grade Sheets, Consolidation of Grades in all

Quarterly 2nd Quarter Assessment with TOS, Test Item Analysis

Culminating Final Performance Task, Rubric

Quarterly 3rd Quarter Assessment with TOS, Test Item Analysis

Culminating Final Performance Task, Rubric

Posttest/ Posttest with TOS, Frequency of Score, Pretest & Posttest

1. What best practices in monitoring and

Monitoring learner’s performance through

Monitoring learner’s performance through

Analytic Rubric - Each criterion (dimension,

Holistic Rubric - All criteria (dimensions,

Evaluating Learner Achievement through

D Item Evaluation Recommendation

𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑒𝑥𝑎𝑚𝑖𝑛𝑒𝑒𝑠 𝑐ℎ𝑜𝑜𝑠𝑖𝑛𝑔 𝑡ℎ𝑒 𝑑𝑖𝑠𝑡𝑟𝑎𝑐𝑡𝑜𝑟

𝑃𝐷𝑈𝐺 − Percent of a distractor in the upper group

Develop a Learning Action Plan

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