Communicating and

Reporting of Assessment
Data from Alternative
Methods
 ASSESSMENT and REPORTING

ASSESSMENT refers to all the ways we

gather information about progress in a
student's learning. Assessment tasks
should reflect the objectives and criteria
to be meaningful and relevant. It may
include tests, observations, peer
discussions, work samples, presentations,
performances and projects.
ASSESSMENT and REPORTING

REPORTING is the process used to

communicate knowledge gained from
assessing student's learning. The
purpose of reporting is to provide
relevant information about a student's
progress to students, parents, support
staff and other teachers.
So,ASSESSMENT REPORTING:

Assessment reporting are integral parts of

the teaching and learning program and
important aspects of the work of teachers
and students.
Assessment reporting are combined to
support students to achieve high standards
and to provide the basis for guiding further
learning, as well as informing parents about
their child's achievements.
SIGNIFICANT CULMINATING
PERFORMANCE TASK AND SUCCESS
INDICATORS
YOU ARE CONSIDERED TO BE
SUCCESSFUL IN A PERFORMANCE
TASK IF YOU HAVE SATISFIED AT
LEAST SOME OF THE FOLLOWING
INDICATORS OF SUCCESS:
WHY IS FEEDBACK A
POWERFUL MEANS TO HELP
LEARNERS IMPROVE?

It helps the learner/s improve their academic

performance.

Allows the learners to determine which part of their

performance needs improvement.
Provides specific information to learners on what they
need to do to revise/redo their task in a better way.
THE CONTENT OF FEEDBACK
CAN BE:

The part of the answer or response that need to be corrected;

The specific strategy to be used to perform the task, and the

suggested procedure that need to be undertaken by the
learner;

A direction to the learner where to find the answer;

THE CONTENT OF FEEDBACK
CAN BE:

A challenge to the learner to think about the

appropriate response; and

A clarification on some misconception of the learner.

FEEDBACKS ARE EITHER
PROVIDED DURING OR AFTER
A PERFORMANCE

Feedbacks during performance can be verbal or non-verbal.

Verbal feedback can be written in a big signage visible to

the learner. This is possible when a performance cannot
be stopped like when currently dancing/singing. (ex. If
you are watching got talents, they are pressing buzzers)
FEEDBACKS ARE EITHER
PROVIDED DURING OR AFTER
A PERFORMANCE

The teacher can also provide segments of feedback, (like

a short reminder during performance) where the learner
can pause when performing drama/role playing.
Feedbacks during performance is useful to immediately
correct the performance to avoid further mistakes. (ex.
Some teachers are understandable and let students correct
their mistakes
FEEDBACKS ARE EITHER
PROVIDED DURING OR AFTER
A PERFORMANCE

Feedback can also be given after the

performance of the task. This is appropriate
when learners are provided another
opportunity to revise and show again the
performance. (ex. Reperform)
FEEDBACKS ARE NEED TO BE
SPECIFIC AND CONCRETE
FEEDBACKS ARE NEED TO BE
SPECIFIC AND CONCRETE
FEEDBACKS ARE NEED TO BE
BASED ON THE AGREED
CRITERIA
FEEDBACKS SHOULD PROVIDE
RECOMMENDATIONS/SUGGESTIONS
ON HOW TO IMPROVE PERFORMANCE
WHAT IS FEEDBACK??
Is an information about reactions on a
product, a person's performance of tasks,
etc., which is used as a basis for
improvements.
In classroom, feedback is given to the
learner or teacher about the learner's
performance relative to learning targets or
outcomes.
Aim towards improvement in students'
learning.
PURPOSE OF FEEDBACK TO
LEARNER'S IMPROVEMENT
Feedback is an essential part of effective
learning.
It helps students understand the subject
being studied and gives them clear guidance
on how to improve their learning.
Academic feedbacks are more strong and
consistent related to achievement than
other teaching behavior.
PURPOSE OF FEEDBACK TO
LEARNER'S IMPROVEMENT
Feedback can improve student's
confidence, self- awareness and enthusiasm
for learning.
Effective feedback can aid the transition to
higher education and may support student
retention.
Engaging students to feedbacks can
enhance learning and improve assessment
performances
DIFFERENT FORMS OF
FEEDBACK

3 Areas to focus:
1. Focus on the product or
performance;
2. Focus on the procedure;
3. Focus on the strategy to improve
the work.
DIFFERENT FORMS OF
FEEDBACK
1. Focus on the product or performance
This kind of feedback describes how well the performance
or product was done.
Ex:
*all the parts of the paper are complete. You have used
up-to-date references in you paper.*

*include a definition of terms based on the main author"

*rephrase the findings by the author on page 30*

DIFFERENT FORMS OF
FEEDBACK
2. Focus on the procedure:
This kind of feedback focuses on the step-by-step process that
needs to be done by the learner.
Ex:
*follow the guidelines stated in the workbook in conducting
the experiment to get accurate results.*

*try a different procedure in solving the problem*

*use more adjectives to describe the main character in your

story*
DIFFERENT FORMS OF
FEEDBACK
3. Focus on the strategy to improve the work:
Strategies refers to the different cognitive and metacognitive
actions that the learner needs to think about in order to
arrive at a better work or performance
Ex:
"given the criteria on delivering a speech, which parts did you
achieve well and provide evidence?*

*use a different method to check if your answers are correct*

*compare your work with the model, which parts are

different? How can you improve these parts further?"
USE OF
PORTFOLIO IN
IMPROVING
LEARNING
How to use PORTFOLIOS to help Learner's Improve?
One of the important roles of the teacher is to
communicate the progress of the learners based on
the learning targets.
Progress of the learners is better communicated if
there is a good documentation of their formative
assessment.
The work that the learners have produced can be
collected and compiled in a portfolio.
Some Tips in making PORTFOLIOS a powerful
vehicle in communicating learning progress
and areas needing improvement
Schedule a time slot to sit beside each child
to show progress in learning;
Let the learners reflect on each entry in the
portfolio;
Let the learners report their observation on
the transition of one work to another
Some Tips in making PORTFOLIOS a powerful vehicle
in communicating learning progress and areas
needing improvement
Let the learners to reflect on the other areas that
need to be continued and improved for the
succeeding work.
End the conversation with the learners with an
encouragement and a belief that they can improve
and are capable of mastering task.
ORGANIZING
PARENTS'
CONFERENCE
How to Organize Meeting with Parents?
Assessment results are also
communicated to parents.
The parents are partners in the child's
learning
Information about the academic
standing of their child should be
communicated with them.
Parents are needed to provide further
support in their child's learning.
How to Organize Meeting with Parents
Assessments results are communicated
through the process of parent and
teacher conference.
The school usually sets schedule and
guidelines for teachers to confer with
parents.
These guidelines are communicated
during the parent's orientation at the
beginning of the school year.
Guidelines than can be followed in
Conducting Parent and Teacher conferences
Send a letter inviting parents for a meeting,
indicate availability for this meeting to
happen;
Greet the parents in a positive tone, express
how you care about their child that is why
you set a meeting with them;
Let the parents talk, avoid interrupting them
while they are saying their concerns.
Guidelines than can be followed in Conducting
Parent and Teacher Conferences
When responding to parent's concerns, you
may want to restate or clarify their ideas,
report relevant incidents, or ask further
questions;
When reporting assessment results, avoid
judging the ability of the child.
Prepare the evidence of the performance
and show the parents how rating was done,
and describe the performance based on the
rubric.
Guidelines than can be followed in Conducting
Parent and Teacher Conferences
When describing performance of the child,
use words that are understandable to the
parents;
Avoid too technical terms, or explain the
terms to the parents;
Commit to the parents a course of action
that you can realistically do but to not
guarantee a result.
06 CONCLUSION

If the audience has answered the basic

questions earlier, we can develop these
answers into follow-up questions that
will lead you to ideas and solutions to
existing problems.
 THANK YOU
I hope you can get useful knowledge from
this presentation. Good luck !