REFLECTIVE PRACTICE USING ASSESSMENT DATA

“We do not learn from experience. We learn from reflecting on experience” --- John Dewey

Learning Outcomes

At the end of the Chapter, the pre-service teacher (PST) can:

 demonstrate reflective self-assessment, using learner assessment data and other

reflection aids, for purposes as adjusting one’s teaching practices and for purposes
growing in the profession and
 explain how professional reflection and learning can be used to improve teaching
practice.

Introduction

After learning how to assess students’ learning by way of authentic assessment methods
and tools, this chapter is now focused on the assessment of your own teaching practice as a
future teacher. The assessment of your teaching practice will be discussed based on 1) learners’
attainment data as revealed in test scores and non-test data and on 2) your teaching
performance as evaluated by your students, your peer and your supervisors.

If the proof of the pudding is in the eating, then the proof of a teacher’s teaching
performance is in the learning and performance of hi/her students after you have taught them.
Necessarily, teachers have to examine learners’ performance if they want to really know how
effective they are in their teaching. The learners’ test scores and learners ‘non-test data
another information serve as the learners’ attainment data. Non-test data refer to students’
product and performance and change in attitude, motivation and values (affective) that serve as
evidence of learning. These products and performances usually make up the student’s portfolio
or e-portfolio as discussed in the earlier Chapters.

To assess your teaching practice as a teacher, you have to engage in what is called
reflective practice. As John Dewey put it “We don’t learn from experience; we learn from
reflecting on experiences”. Thus, the phrase reflective practices.

What is Reflective Practice?

Reflective practice is, in its simplest form, thinking about what you do. It is closely linked
to the concept of learning from experience, in that you think about and monitor what you
would do differently next time. Reflective practice is beyond casual thinking. Reflective practice
requires a conscious effort to think about events and develop insights from them. It also
encourages teachers to explore their own beliefs and assumptions about learners, teaching-
learning including assessment and to find solutions to problems.

The reflective practice for teachers whose main task is to teach is to analyze data that
reveal if they are teaching effectively or not as proven by learners’ learning expressed in
learners’ test scores derived from traditional assessment or in non-test data shown in learners’
products, processes performed and changes in attitude, values and motivation (authentic and
performance assessment).

Using Learner Attainment Data: A Measure of Teaching Effectiveness

Which can serve as sources of data that reveal learner’s attainment of learning
outcomes that ultimately reflect teachers’ teaching effectiveness? Learners’ attainment data
serve as a measure of teachers’ teaching effectiveness. They can be analyzed to monitor and
evaluate learners’ progress and achievement. They are the result of effective teaching.

Let us take a look at the different documents that teachers can use to monitor learner’s
performance.

1. Daily Lesson Log (DLL) for a week – The DLL shows the lesson for each day with the
index of mastery computed accurately. The index of mastery contains the learner
attainment data that measure the learners’ mastery level of the competency. It guides
the teachers in their instruction and allows them to determine whether the learners are
ready to proceed to the next lesson, or if they need additional activities or remediation.
Likewise, the teacher may also use the data to modify or adjust his/her instruction in
order to address the needs of his/her learners.
2. Electronic Class Record (ECR) – This is another document that teachers use to monitor
and evaluate the learners’ progress and achievement. The electronic class record,
including the grading sheet and summary of quarterly grades, allow teachers to monitor
individually the learner attainment data per specific learning area and assess whether
the learner passed or failed. With this tool, teachers can clearly assess the progress and
achievement of each learner and can provide him or her with instructional intervention
or enrichment.
3. Progress Chart – The teacher also uses a progress chart to monitor his/her learners’
progress quarterly based on class average. The chart helps him/her to have a general
assessment of his/her learners’ progress and to design activities appropriate to their
level of proficiency.
 These forms, particularly the DLL and ECR, used by teachers are provided by the school.
Temples are also available for download in DepEd websites. The templates can easily be
modified using Word File or Excel Spreadsheet. The progress chart, on the other hand, can
be replicated using the mentioned computer programs. Always feel free to ask for technical
assistance from your teacher-friends in using, modifying or creating these forms.

Suggestions for the Use of Documents

To use these effectively, teachers should take note of the following suggestions:

Plan monitoring and evaluation activities. Before the school year begins, we may
identify monitoring and evaluation activities to be conducted daily, weekly, quarterly, and
yearly. The documents or school forms needed for these activities may already be prepared and
saved in folders or in the computer.

Monitor and evaluate learners’ performance regularly and consistently. A day without
monitoring and evaluation may cause us to miss serious problems in the learners’ learning. If
left unchecked, this will certainly hamper the learners’ academic success. Monitoring and
evaluating learners’ performance religiously according to plan is the best way to avoid potential
problems in the process.

Explore varied monitoring and evaluation documents. Although our schools provide us
with the standard documents and school forms, such as DLL and ECR, we can always find or
create additional ones that can help us in the monitoring and evaluation process. For instance,
we may also use a daily checklist to track our earners performance. A daily progress chart, not
just quarterly, may give us immediate information about the learners’ achievement of the daily
target so as to provide a prompt intervention. Another strategy is to have an anecdotal record
of each learner in order to gain or more individualized assessment of the learner’s progress.

Validate monitoring and evaluation documents to ensure accuracy of learner attainment

data. A number of monitoring and evaluation documents may be used. However, we must
ensure that these documents are validated and reliable such as those provided by DepEd. Do
some research and testing of the assessment documents before using them so that the learners
are evaluated accurately and fairly.

Involve the learners in certain types of monitoring and evaluation. Monitoring and
evaluation is definitely hard work especially for teachers handling large classes. As a strategy,
we may also instruct our learners to have group or peer monitoring within the class and check
their progress weekly. This may help the learners become more conscious of the quality of their
performance and aim for a higher achievement.
Other Ways of Evaluating Learner Achievement

Here are other ways of determining how well learning outcomes were attained by
learners:

Item Analysis - Item analysis is a process which examines learner responses to individual test
items in order to assess the quality of each test item and of the test as a whole. This is to
improve test items and to enhance the teacher’s skills in test construction and to identify
specific areas which need improvement. An effective item analysis starts from carefully written
test based on the table of specifications (TOS). The competencies covered for the grading
period are included and organized according to the domains of learning. The teacher makes
sure that the test construction aligns with the TOS. You can evaluate the achievement of the
class in their respective learning areas. You can also determine the least mastered skills or
competencies and evaluate their attainment data. In addition, you can compare the mastery
level of a group of learners with other groups. You may also change the item that only a few
learners answered correctly which may indicate that the question is ambiguous or is not part of
the learning competency.

The teacher makes sure that the test construction aligns with the Table of Specifications
(TOS). With the TOS, you can evaluate the achievement of the class in their respective learning
areas. You can also determine the least mastered skills or competencies and evaluate their
attainment data. In addition, you can compare the mastery level of a group of learners with
other groups. You may also change the item that only a few learners answered correctly which
may indicate that the question is ambiguous or is not part of the learning competency.

The results of an item analysis may inform the teacher of the necessary interventions
(e.g. enrichment, activities, re-teaching, and remediation) that we can provide to the learners.

Frequency Table with Mean Score, Standard Deviation and Mean Percentage - In addition to
the item analysis, you may also measure learner achievement by using a frequency table for
pretest and posttest results. The mean score, standard deviation and mean percentage of
pretest and posttest are computed and compared. Learner achievement is determined by
calculating the mean score or mean percentage increase from pretest to posttest.

By analyzing tests results, we can evaluate learner achievement in several areas. Specific
weaknesses of an individual learner or a class can also be determined using this approach.
Reflective Practice through Performance Evaluation

As expressed in the above paragraphs, the most concrete and obvious proof of teachers'
teaching performance is students' learning or students' demonstration of the learning
outcomes. In addition to learners' performance, however, teachers' performance can also be
evaluated by the students themselves, peers and supervisors. Let us not forget that teachers'
self-evaluation is also a rich source of teachers' evaluation performance for teachers imbued
with that genuine desire for continuous professional development. But mind you, dear
teachers, this is just one of the many sources and NOT the only source of information as regard
your teaching performance. Remain open to the observations and evaluation comments of your
primary customers, the students, and your colleagues and supervisors. Reflective practice is not
necessarily an individual activity. It is a shared activity. Each of us has a blind spot. Others help
us see ourselves objectively. Besides, a reflective practice of performance evaluation that is
shared among teachers, students, fellow teachers and supervisors leads to the building of a
professional learning community.

With teachers' performance evaluation from students, peers, supervisors and self, we
are assured of a reliable 360-degree assessment. It is no wonder why in many school systems,
the teachers' performance rating is a product of the teacher's evaluation by students, by
her/his Department Head, by his/her Dean and for some schools, by the teacher
himself/herself. Some important reminders for teachers and schools to benefit to the optimum:
1) evaluation from each sector of evaluators must not be viewed in isolation and 2) teachers
must remain reflective, honest and open to others' comments and observations.

Students as Evaluators: Making Students' Evaluation Meaningful

Meaningful student involvement calls for something that is deliberate, empowering, far-
reaching and sustainable. Engaging students as evaluators calls for educators to develop
practical, applicable feedback opportunities where students are encouraged to be honest, open
and solution-oriented. Students find particular investment in evaluation when they can see
tangible outcomes, and have some measure of accountability from the systems, educators, or
situations they are evaluating.

By involving students as evaluators, schools can develop purposeful, impacting, and

authentic assessments of classes, schools, teachers and enact accountability and ownership for
all participants in the learning process. Effective evaluations may include student evaluations of
classes and schools; student evaluations of teachers; student evaluations of self, and; student-
led parent-teacher conferences, where students present their learning as partners with
teachers and parents, instead of as passive recipients of teaching done "to" them.
 Engaging students as evaluators should not mean replacing any other evaluations.
Instead, it should be seen as an additional information source. This is true whether students are
evaluating themselves, their peers, classroom curricula, school climate, or their teachers
directly. Student evaluations should not replace

Teacher evaluations. To get the most from students' evaluation, students need to be
partnered meaningfully with adults and need to teach about what they were evaluating. This is
essential for student learning as well as whatever as whatever is being evaluated.

Over the course of a school year, teachers might want a variety of evaluations from
students. These may include:

 An occasional large-scale forum where the opinions of students in one or all grade levels
are canvassed;
 Creating a regular pattern of evaluative feedback in lessons; or,
 Facilitating a series of one-to-one or small group discussions, how members of a
particular sub-group of students (the disengaged, high-achievers, young women, young
men, or students not from the majority culture in the surrounding community, for
example) are feeling about their learning experiences; or shaping a new initiative in the
classroom or school.

Peer as Evaluators: Making Peer Evaluation of Teaching Work

Peer evaluation or peer review is a type of performance evaluation that is done by one
or more people of matching competencies. Peer review is usually done among the members of
the same team. This is a method employed to preserve the quality standard at a desired level
and improve productivity and performance. It is understandable why peer evaluation of
teaching consists of the review of teaching performance by colleagues, usually in the same or a
similar discipline.

As England (1996) put it, peer evaluation is " ... Excellent teachers ... seting out to
inquire into their own practice, identifying key issues they want to pursue, posing questions for
themselves, exploring alternatives and taking risks, and doing all of these in the company of
peers who can offer critique and support. These are the habits of mind we expect, after all, in
scholarly work, and we should expect them in teaching as much as in research."

Peer review is also a part of the 360-degree assessment along with students' teacher
evaluation, self-review and manager assessment. It helps in pointing out the strengths and
weaknesses that a teacher faces at the ground level.
Concrete Examples of Peer as Evaluators

Below are first hand experiences of teachers who were part of peer evaluation in
Summit Elementary School of Cherry Creek School District, Colorado, U.S.A. They also serve as
concrete illustrations of peer observation, mentoring and evaluation.

Discussing the Observations

We visited classes during the second semester. Each time an observation was scheduled,
we met before and after school for group discussions. Observing others prompted us to ask hard
questions about our own teaching styles: How patient am I? Are some of the rules in my
classroom necessary? Do I use techniques that appeal to different learning styles? Questions
such as these formed the foundation for our discussions about a variety of shared issues such as
individual organizational skills, common behaviors of children that can be difficult to deal with,
and the possible role voice tone plays in classroom management.

The level of trust we developed throughout the year made it possible for us to support
and listen to one another and to adapt our instruction based on individual needs. The following
scenario is a case in point.

After noticing how an intermediate teacher arranged furniture in her classroom - in

clusters of four desks - a primary teacher commented that the students in one cluster, which
was fitted against a wall, were less attentive than the others. The observing teacher humorously
commented, "It's just like being in a restaurant. Everybody wants a booth!" The upper grade
teacher had never thought about this before. After she tried a different arrangement, the
general patterns of student behavior improved. This teacher may not have accepted the
recommendation if it had not come from one of her peers in this caring, trusting environment.

Writing Letters That Invite Reflection

At the end of the second semester, we discussed how to write letters to our peers: How
much time should we allow for writing? How do we write supportive messages that contain
more than "fluff"?

Although writing in pairs would take more time, we felt that this process would produce
higher quality. Two peers paired up based on how frequently they had been in a particular
classroom and the variety of lessons they had observed. Reading the letters generously shared
by our colleagues from the previous year helped us establish content priorities. The most
powerful letters were those that provided specific examples of how teachers interacted with
students, raised questions about how the observing teacher was able to reflect on his or her
own teaching, and included telling details about classroom atmosphere. By constantly running
ideas by one another, we were able to spot generalizations and repeated themes.

The letters contained portions written by the pair jointly and sections written by each of
the teachers separately. First, each pair of writers tried to capture the essence of the person
they were writing about. Some letters had a formal tone, others were more casual, but all
achieved the goal of personalization. For example:

Observing you teach 1st and 2nd graders was an impressive experience for both of us.
The deliberate steps that you take to provide your students with meaningful experiences were
obvious. In a lesson on the value of money ... you were clear, concise, and methodical. Visual
aids enabled the children to understand the intent of your lesson and helped children on all
levels of understanding to grasp your concepts.

A second pair of teachers wrote to another teacher

We were impressed with the number of lifelong skills and activities that were incorporated
into a relatively short time period ... listening, reading, following directions, measuring, problem
solving, dividing portions equally, and sharing responsibilities. Is this deliberate on your part as
you plan your lessons? We know from being in your classroom on several occasions that you do
this consistently.

Next, each of the writers recorded an individual response. Questions were raised that helped
the observers to reflect on their own teaching. For example, our art teacher noticed how
children received instructions as they sat in a group on the floor with the teacher and then made
a smooth transition back to their tables. This allowed her to reflect about using this procedure in
the art room. She shared the following thoughts:

I was pleased to see you referring to the artist’s illustrations and the writer’s format in
several books. This enhances what students learn in art about how artists work differently and
how they tell a story visually. [The way] you use imagination activities and questioning
techniques ... certainly helps children tune in to right-brain thinking.

Closer association with you through our peer assessment has brought about a research
project between the two of us and your class. With some applied kinesiology techniques we
both integrate in our classrooms, we hope to improve reading and writing skills, as well as
creative thinking and drawing skills.

Here's another example of an observing teacher's personal response to the same teacher
described above:
 You and I recently had a conversation about tone of voice in the classroom. You were
concerned about whether or not you were expressive enough when interacting with your
students. Believe me, you captivate your students. In addition to your voice intonations, your
facial expressions keep children glued on what you are doing.

It is a humbling experience to witness your high level of organizational skills. Your day is
carefully orchestrated for the benefit of you and your students. Will I ever be as thorough in my
planning? You anticipate a variety of outcomes so that you can make adjustments for them.

How to Make Peer Evaluation Work

Peer evaluation works only when necessary elements such as those given below are present:

1. Support from school administrators - Supportive administrators recognize that

experienced teachers, through their daily contact with students, provide effective role
models for one another. Administrators who support teachers are aware of the
importance of empowerment and see themselves as facilitators to that end.
2. Trust - The foundation for productive communication opens the door for self-evaluation.
3. Time - As with anything else that we hope to learn and grow from, this process also
takes time, sometimes above and beyond the school day. However, the time spent is
well worth the rewards gained.
4. Voluntary - If teachers feel coerced by other teachers or administrators, the necessary
foundation of trust will not exist.

Supervisors as Evaluators of Teaching Performance

Remember, that if we are including in here a discussion on teacher supervision by

school head or supervisor it is because the results of teacher supervision by school head are a
source of data for assessment of teaching performance on which teachers must reflect to
further improve their teaching practice.

Below is a description on how the Department of Education does supervision of

teachers for effective teaching.
General Supervisory Program Procedure

The supervisory programs of the Department of Education go through three phases:

Start Up. Build Up and with closure before Move-On.

Phase I - Start Up includes establishing the specific purpose of the supervisory activity. As a
data-based teacher support, it will use either the information derived from the results of the
Teacher Strengths and Needs Assessment (TSNA) (so guys, ining TSNA nga gina tawag,
specifically it is a self-assessment tool that enables our teachers to identify their professional
strengths and development needs) and the Individual Plan for Professional Development (IPPD)
(ining IPPD guys is a tool that serves as a guide for the teacher's purposive learning and
development bilang isa ka professional) or from Department of Education directives in the
implementation of programs and projects. Phase I will also clarify whether the purpose of the
activity is Diagnostic or Formative Appraisal which is a component of the Competency - Based
Performance Appraisal System for Teachers (CBPAST) Support Intervention Visit, Follow- up of
Support Intervention or a Celebration Visit.

Phase II - Build Up specifies the supervisory activities that may occur On - Site (in the school) or
Off - Site (if the support will be on - line or outside the school.) The Build Up follows three sub -
phases which include Pre-Conference, Actual Support Activities and Post-Conference.

Phase III -Closure and Move On provide a temporary pause to conclude the specific support
intervention activity where most of the handholding ends in teacher autonomy and the
Professional Learning Community begins. The greater role of the Professional Learning
Community to continually provide support to each teacher becomes more apparent in this
phase. Phase III activities include Exit Conference, Evaluation, Celebration and a smooth
transition to the various activities of the Professional Learning Community in the School.

Tools for Instructional Supervision

The Department of Education cites various forms used by school

administrators/supervisors in classroom supervision.

The CB- PAST Formative Appraisal Tool is being utilized as Instructional Supervision Form
3. This links the instructional supervision process as formative evaluation in the performance
appraisal of the teachers. The basic tools included are: Instructional Supervision Form 1 - Pre -
Observation Information; Instructional Supervision Form 2 - Post Observation Information;
Instructional Supervision Form 3 - A, B, C, Teacher Observation Guide; and Instructional
Supervision Form 4 - STAR Observation Technique. The Instructional Supervision Support
Intervention Strategies are job - embedded learning, study groups, action research, peer
teaching, mentoring, case studies, conferencing, clinical supervision and walkthrough.

Instructional Supervision Support Intervention Strategies

In addition to instructional supervision and in support of teachers' improved teaching

which is part of continuing professional development, the Department of Education offers the
following job - embedded learning strategies:

 Study Groups - This is study group of teachers interested in collegial study and action
such as curriculum design and instructional innovation. It engages teachers in dialogue,
helping them to make meaning of information and develop a shared understanding
about topics such as values, pedagogy and learning.
 Action Research - The teacher-researcher engages in research to address a problem
closely connected to his/her work especially teaching. Action research gives teachers
the skills they need to work on problems specific to student learning.
 Peer Teaching/Coaching - It is a professional development strategy that enables
teachers to consult with one another, discuss and share teaching practices that increase
student learning, observe one's another classrooms, promote collegiality, and support
and help ensure quality teaching for all students. Peer teaching relationship is built on
confidentiality and trust in a non - threatening, secure environment in which teachers
learn and grow together.
 Mentoring - It is a supervisory procedure where the instructional supervisor, school
head. Master teacher or a teacher who is more skilled helps or guide another teacher
for professional growth.
 Conferencing - It is a conference between a school head and a teacher after classroom
supervision. If correctly employed, it gives each teacher the special help needed to
become proficient in self-analysis, self-appraisal and self-improvement.
 Walkthrough - Classroom walkthrough is a brief visit to classrooms throughout the
school, conducted frequently on an informal or non-evaluative basis, designed to collect
patterns of data that can help members of the professional learning community to
continually improve their teaching practice. It is a process of visiting classrooms for a
short period of time of 5 - 15 minutes, where the instructional program is observed and
feedback is provided to teachers.

In conclusion, we have seen many sources of information by which teachers can assess their
teaching performance. The attainment of learning outcomes demonstrated by the learner's
scores in tests and actual performance or change in attitude are direct evidence of teacher
effectiveness. Teacher evaluation comments from students, from peers and from supervisors
with the use of evaluation tools and classroom observation are also other sources of
information regarding teacher teaching effectiveness. Put these data together, teachers will be
able to assess themselves, particularly their teaching effectiveness.

These information and feedback are for teachers to reflect on and so engage in reflective
practice that leads to continuous quality improvement.