Lesson 1 Design, Selection, Organization, and Utilization of Assessment Strategies

Assessment is as old as education itself (Mitchell 1992). Every day, teachers assess their students
to ensure the quality of instruction. This lesson will guide you in understanding the proper procedures in
designing, organizing, and using appropriate assessment strategies. The objectives of this lesson are the
following:
1. explain the meaning of the term assessment;
2. compare diagnostic, formative, and summative assessment strategies; and
3. observe how teachers use different assessment strategies inside the class.

Education Theory

As defined in DepEd Order No. 8, series of 2015, assessment is a continuous process of

identifying, gathering, organizing, and-interpreting quantitative and qualitative information about what
learners know and can do. Indeed, the objective and subjective information accumulated from various
assessments is valuable.
In designing and utilizing an assessment strategy, the teacher must know the purpose of
assessment.
There are three ways to assess students' learning according to purpose (edudemic.com):
1. Diagnostic assessment is given at the beginning of the school year or at the beginning of a new
unit of study. This assessment strategy attempts to quantify what students already know about a
topic.
2. Formative assessment is given throughout the learning process. This assessment strategy seeks
to determine how students are progressing through a certain learning goal.
1. 3. Summative assessment is given at the end of the year or unit. This assessment strategy
assesses the students' mastery of a topic after instruction.
Through the use of various assessment strategies in our learning episodes, we can ensure that we
hone not only the cognitive domain but also the affective and psychomotor domains, which will result in the
holistic learning and development of the students.

Observation

A. Define the meaning of assessment by completing this acronym with a word that is related to
assessment.
A – Analyzing
S – Strategical
S – Scheme

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E – Evaluation
S – Supply
S - Systematic
M – Measure
E - Evenhanded
N – Neutral
T – Test

B. Compare diagnostic, formative, and summative assessments by completing this Venn diagram.

It is a form of evaluation
that occurs at the
conclusion of the learning
process. This form of
evaluation is used to
determine student
achievement in order to

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C. Observe the
assessment
strategies
used by your
cooperating
teacher in class.
List down five
assessment strategies and
categorize the type of each assessment
strategy.

Assessment Types of Assessment

1. Exam Summative Assessment
2. Pre-test Diagnostic Assessment
3. Quiz Formative Assessment
4. Journal Formative Assessment
5. Oral exam Formative Assessment

D. Interview the cooperating teacher on how he or she uses the results of diagnostic, formative, and
summative assessments.
1. Results of diagnostic assessments
According to Mr. Jemuel, before discussing a new subject matter, he will conduct first a pretest to
the students to examine their knowledge regarding the topic. By that, he can determine those
students who have some ideas and those who don’t have and imply appropriate and differentiated
teaching style, strategy to the students that is based on their needed knowledge and skill that must
be address.

2. Results of formative assessments

According to Sir Jemuel. Normally, after the discussion, I will directly initiate a formative
assessment through board work or quiz to ensure that they acquire the knowledge and skills that
they need to have.

3. Results of summative assessments

According to Sir Jemuel, Summative assessment will be conducted sometimes after the
whole chapter being tackled or every month depending on how many topics were being finished. It
is to make sure that the students have totally internalized those information and ideas.

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Processing

Read carefully and answer the following questions.

1. What will happen if the teacher uses the same assessment strategy every day?
There is no challenge for the students because they will easily understand the method and
will be able to quickly obtain the proper response to the question.

2. Which of the three assessment strategies has been used more often in class? Why do you think
so?
As far as I can tell, the most common approach employed by teachers is formative
assessment, which allows you to detect whether or not your students are listening to and
comprehending your talk.

3. In your own opinion, which of the three assessment strategies is the most important? Explain your
answer.
Formative Assessment is the most powerful type of assessment for improving student
understanding and performance

4. How does assessment improve the students' learning and the teachers' performance?
Through a system of well-designed formative and summative exams, students can
demonstrate their skills and knowledge, which then reflects how close they are to
achieving educational goals and standards. Assessment results immediately help
students.
Reflection

Complete the following:

2. I realized that teacher must give pupils skills to understand expectations and performance
standards as well as strategies for evaluating students learning and performance by utilizing.

3. I believe that teachers have a critical role in assessments, particularly in providing comments
afterward. This will provide helpful input in identifying student’s strengths and limitations.

4. I feel that when they believe they are successful in assisting all student’s learning, meeting their
needs, and tackling the complex demands of teaching with insight and fluid flexibility, teachers feel
happiness, excitement, exhilaration, and deep satisfaction.

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 5. When I become a teacher, I will be teachers who possess a love of learning that can share with
pupils. A teacher who will shapes those who instruct high schoolers about literature and writing, for
young people to attain their goals. A degree teacher who is allows to specialize in a subject area,
age group, or educational setting.

Lesson 2 Monitoring and Evaluation of Learner Progress and Achievement

Monitoring the learners' progress is a vital element of high-quality education. This lesson will guide
you in understanding the importance of monitoring the students' learning, progress, and achievement. The
objectives of this lesson are the following:
1. discuss the meaning of monitoring the learners' progress;
2. observe how the teacher monitors students' progress in class; and
3. observe how the teacher evaluates the learners' achievement.

Education Theory

Continuous monitoring of the students' progress inside the classroom has many benefits. By doing
this, teachers collect useful data, improve instruction, ensure achievement of every learner, and identify
students at risk.
"Monitoring" is viewed by Cotton (1988) as activities pursued by the teacher to keep track of
student learning for purposes of making instructional decisions and providing feedback to students on their
progress.
Teachers carefully monitor the students' learning and progress through the following:

 questioning students during classroom discussions to check their understanding of the material
being taught;
 going around the classroom during seatwork and engaging in one-on-one contact with students
about their work;
 assigning, collecting, and correcting homework and recording grades;

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  conducting periodic reviews with students to confirm their grasp of the learning material and
identify gaps in their knowledge and understanding;
 Administering and correcting tests and recording scores; and*reviewing student performance data
and using these data to make the needed adjustments in instruction.
In addition, Gutierrez (2007) believes that if the instruction is satisfactory and acceptable, the teacher
can proceed to the next instructional objective. If the result of instruction is unsatisfactory or unacceptable,
he or she has to reteach the same lesson using different strategies and materials. On the next page is the
goal-oriented instructional model (GOIM) that teachers use as a reference in monitoring the students'
learning.

Specification of
Pre-assessment Instruction Evaluation
Objectives

If formative test result

is not satisfactory,
RETEACH

The Goal-Oriented Instructional Model (GOIM)

Every learner's achievement should be given worth and value? The DepEd Order No. 36, series of
2016, recognizes that all students have their unique strengths that need to be identified, strengthened, and
publicly acknowledged. The table below shows the academic excellence awards given to learners who
meet the following cutoff grades.

Academic Excellence Award Average Grade per Quarter

1. With Highest Honors / May Pinakamataas na Karangalan 98-100
2. With High Honors 7May Mataas na Karangalan 95-97
3. With Honors / May Karangalan 90-94

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Observation

A. Observe how your cooperating teacher monitors the following:

1. Seatwork
Observation 1:Mr. Jemuel, during his seatwork, sometimes he let the students to spread their chairs a one
seat apart to avoid cheating and temptation.
Observation 2: He also give the problem that are different from one another to see to it that they don’t have
any chance to cheat.
Observation 3: He not only let the students to learn from their answers on the activities, but he also give
some additional feedback from students to work.
_________________________________________________________________________

2. Students' comprehension during discussion

Observation 1: Mr.Jemuel, most of the time, he will parse his discussion for a while and ask a random
student mostly student that are very noisy in the class and a student that sleepy during the class, he ask
question to determine whether they are following to his discussion.
Observation 2: He let the student to represent the given problem before solving through board work or oral.
Observation 3: He let the student to create scenario that best illustrates the topic.

3. Examination
Observation 1: Mr. Jemuel, let the student’s to spread out their class (one sit apart)
Observation 2: He divide the class if ever the students are too many and the space can’t cater them all he
divide it into two batches. Each batch he give 45 minutes to one hour to answer their exam.
Observation 3: He prepared an examination that is clear and answerable by the students.

4. Homework
Observation 1: After the lesson, students were given specific assignment for them to have ideas for the
lesson. Homework/Assignment may be a research type of own understanding from the topic.
Observation 2: The teacher make sure that the students learn from it.
Observation 3: The teacher gives some sort of clarifications before the students take the examination.

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B. Complete the table below by making an inventory of academic excellence awardees.
School Name: Picong National High School
Grading Period: Fourth Grading School Year: 2022-2023

Section A Section B Section C Section D Section E

With Highest Honor 5 4 3 3 1
With High Honor 10 10 8 5 3
With Honor 15 15 13 10 8
Total 30 26 20 15 10

C. Based on your inventory of the learners' achievement per section, write five tips on how your
cooperating teacher can evaluate and recognize the students' achievement.
Tip 1: Identify what and how the students is thinking and learning.
Tip 2: Identify the student’s level of knowledge, skills, and understanding.
Tip 3: Build up a clear picture of the student and his or her interest.
Tip 4: Assess the effectiveness of the environment on the student’s learning.
Tip 5: Extend the student’s learning.

Other comments and observations:

To be fair and maintain the equality of the students the teacher evaluation refers to the
official progress by which a school assesses and rates performance and effectiveness of the educators in
the classroom. Student’s work samples, teacher’s records and lesson plan and other pertinent criteria were
frequently taken into consideration.

Processing

Read carefully and answer the following questions.

1. Which of your observations in monitoring seatwork is the best? Why?
I believe that implementing rules and regulations when assigning seatwork is the best way
to manage student misbehavior. They won't be distracted by others and will remain
concentrated on their work as a result.

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 2. Which of your observations in monitoring students' comprehension during class discussion is the
best? Why?

The best monitoring student’s comprehension. When Mr. Randy, most of the time, he will
parse his discussion for a while and ask a random student mostly student that are very noisy in the
class and a student that sleepy during the class, he ask question to determine whether they are
following to his discussion. By these the student will behave and able to listen to the discussion
these will also a feedback if the student’s really listen to the discussion.

3. Which of your observations in monitoring examination is the best? Why?

For me, the best is when the teacher corrects the test paper of the students fairly because
as a teacher, we should be always fair when giving a grade so that we can know or monitor our
teaching skill if it is effective and productive.

4. If you are going to handle an advisory class, how are you going to make your class awarding
unique?
I will push or motivate my student’s to work hard in order to make our class special and
award winning. I will call their parents attention and offer them the prize if they do really
well in class and study extremely hard.

5. Which of the tips in evaluating and recognizing students' achievement is the best? Why?
I believe that providing rewards to students who achieve excellent marks is the greatest
since it recognizes the effort put in by those students in order to succeed. It will motivate
and inspire other learners to study well in order to make their parents proud.
Reflection

Complete the following:

1. I realized being a teacher we should make different strategies for the learners not being bored
during class discussion and have attention to give compliment or awards to the students so that
they can be inspire and study well.

2. I believe that without bias, teachers should present rewards to outstanding students. They take into
account and acknowledge the pupil’s efforts. As a result, they will be pleased of their
accomplishment and motivated to work harder in school.

3. I feel that students can effectively learn when the teacher gives his/her efforts to teach young
children and to give extra patience, for them to bitterly understand the topic of discussion. Upon
becoming a teacher, patience is much important because the students are not yet equipped in their
perspective mode of learning and it took time for them to learn effectively.

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 4. When I become a teacher, I will remove the word favoritism from my classroom because students will
look up to the teacher as a role model so we as a teacher be fairness and dependability since students has
unique strengths so we must be responsible to our duty as an educator.

Lesson 3 Feedback to Improve Learning

Learning is a two-way process. The teacher and the students both learn during and after the
instruction through feedback. This lesson will guide you in understanding the importance of providing
constructive feedback in developing the students' learning and achievement. The objectives of this lesson
are the following:
1. discuss how constructive feedback improve students' learning;
2. critique teacher's feedback on a sample student work; and
3. observe how teachers give feedback to students' performance.

Education Theory

Indeed, it is important that the teacher encourages and supports each student by giving
constructive feedback. Feedback can be given as a mark or grade, comments, or a mixture of the two. You
will know that if a mark is given, then it is perhaps the first and only thing that is looked at. The comments
take time to write, but should be of much greater benefit to the student in terms of future improvements
(Reece and Walker 2003).
Moreover, the learners must be given feedback about their performance. Feedback must be
specific. "Good work!" is a positive feedback and is welcome but actually is not a very good feedback since
it is not specific (Corpuz 2015). A better and more specific feedback includes written observations and
comments of the teacher on how the learners can improve their works.
The following is a checklist for giving feedback to students (Gibbs et al. 1986):
1. Keep the time short between the student writing and the feedback. Where possible, make feedback
instantaneous.

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 2. Substantiate a grade or mark with comments both in the text for specific aspects and with a
summary at the end.
3. Balance negative comments with positive ones and ensure that negative ones are constructive.
4. Follow-up written comments with oral feedback and aim for a dialogue.
5. Make the criteria clear to students when setting the work and give them written criteria where
possible.
6. Make further suggestions to further develop ideas.
7. Give periodic oral feedback on rough drafts.

Lack of time is one of the biggest challenges that teachers face on a regular basis and this especially
impacts feedback opportunities. You may know exactly what you want to tell your students about their
work, but with time constraints and a potentially high volume of students, it can be difficult to give them the
feedback they need. With this in mind, make it your goal to work smarter, not harder. Do not try to spend
more time than you already do on feedback. Instead, make the effort to optimize your time.

Observation

A. Discuss the importance of giving constructive feedback to improve the students' learning. Write
your answer on the space below.
Giving positive feedback is important because it keeps students motivated while they perform and
master each session. Receiving constructive criticism will drive them to push themselves to learn
more in class, and they will be able to increase their self-esteem. One of the most crucial
foundations for making each learner proud of himself or herself is feedback. As a future educator, I
will work harder to provide constructive criticism to my pupils in order to assist them improve their
abilities.
B. Paste a sample of student activity or quiz. Highlight the feedback given by the teacher.

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C. Check YES if the statement for giving feedback to students is observed. Otherwise, check NO (adapted
from Reynolds 2018).

Giving Student Feedback Yes No

1. The student feedback is educative in nature. 
2. The student feedback is given in a timely manner. 
3. The teacher is sensitive to the individual needs of the students. 
4. The teacher anticipates the four questions. (What can the students do? 
What can't the student do? How does the student's work compare with that of
others? How can the student do better?)
5. The student feedback is a reference for a skill or specific knowledge. 
6. The teacher gives feedback to keep the students "on target" for 
achievement.
7. The teacher hosts a one-on-one conference. 
8. The student feedback is given verbally, non-verbally or in written form. 
9. The teacher concentrates on one ability. 
10. The teacher alternates due dates for students/classes. 
11. The teacher educates the students on how to give feedback to each 
other.
12. The teacher asks another adult to give student feedback. 
13. The students take down notes on teacher's verbal feedback. 
14. The teacher uses a notebook to keep track of student progress. 
15. The teacher returns tests, papers, or comment cards at the beginning of 
class.
16. The teacher uses Post-It notes in giving written feedback. 
17. The teacher gives genuine praise. 
18. The teacher uses the phrase "I noticed ...” in acknowledging the student's 
effort.
19. The teacher provides a model or an example. 
20. The teacher invites students to give YOU feedback. 

Other comments and observations:

Activities are not list alphabetically but organized well which it can track easily. Overall, the teacher
and students feedback is the best way for improvement.

Processing

Read carefully and answer the following questions.

1. When is the right time to provide constructive feedback: during or after the students' performance?

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 The timing of feedback is important to consider. Feedback during task execution
may interrupt task performance, interrupt the cognitive process of task execution and
prevent users form learning how to identify their own error.
2. How does giving feedback help in the instructional decisions of the teacher?
Feedback is similar to formative evaluation in that it helps you improve your performance
throughout the year. Teachers receive feedback on how well they are meeting standards and
achieving desirable’s education results. Feedback is an effective supervisory tool for principals.
3. What is the best practice of your cooperating teacher in giving feedback?
For me, the best practice of my cooperating teacher in giving feedback is when she makes
the students feel safe. Through that way students know that they need to feel protected and
supported in their learning environments. And it is the best way because when giving students
feedback to the students they know that they are working together and belong to the group.

Reflection

Complete the following:

1. I realized that In order to avoid making a learner feel depressed or defensive, effective feedback
uses words that aren’t necessarily negative but are instead specific and honest.
2. I believe that expressing gratitude to my students can make them motivated to learn more and
consider you as a teacher as their hero. With that I can say to myself that I really do my job and
passion as an educator who has a dream for her students.

3. I feel that feedback should be concise and focused on the areas of strength and growth that will
have the greatest impact on the students’ learning. It is not feasible or advisable to provide
feedback on every aspect of students work. To be effective, feedback must also be ongoing
consistent, and timely.

4. When I become a teacher, I will show my appreciation to my students by telling them their value
and belongings and complements so that they will feel love and motivate them to study and work
harder to improve their learning and continue become productive.

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Lesson 4 Communication of Learners' Needs, Progress, and Achievement to the Key Stakeholders
Effective communication of assessment results is one of the essential components of assessment
principles. This lesson will guide you in understanding how to properly communicate the needs, progress,
and achievement of the students to their parents. The objectives of this lesson are the following:
1. discuss the essence of communicating the students' needs to their parents;
2. write a narrative report of a parent-teacher conference; and
3. explain how the teacher communicates the students' achievement.

Education Theory

Learning will not be successful without the help and cooperation of the key stakeholders, the
parents or guardians. According to the Code of Ethics for Professional Teachers, every teacher shall inform
the parents, through proper authorities, about the progress and deficiencies of the learners under him,
exercising utmost candor and tact in pointing out the learners' deficiencies and in seeking the parents'
cooperation for the proper guidance and improvement of the learners.
In DepEd Order 8, series of 2015, the summary of the learner's progress is shown quarterly to the
parents or guardians through a parent-teacher conference, in which the report card is being discussed. A
parent-teacher conference (PTC) is conducted every grading period to ensure the effective communication
of the learners' needs and progress to the key stakeholders. The table below is used to determine the
learners' progress, which includes the grading scale with the corresponding descriptor and remark.

Descriptor Grading Scale Remarks

Outstanding 90 – 100 Passed
Very Satisfactory 85 – 89 Passed
Satisfactory 80 – 84 Passed
Fairly Satisfactory 75 – 79 Passed
Did Not Meet Expectations Below 75 Failed

The prospect of a PTC can arouse intense emotions in both the teacher and the parent. New
teachers can be especially anxious about meeting parents for the first time. The reality is that most parents

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really do want their children to have a positive school experience and prefer to develop a cooperative
home-school relationship. Professionally conducted PTCs can prove a most valuable strategy for improving
student classroom behavior as well as enhancing learning (Partin 2005).
Furthermore, the students' achievement can be communicated to the parents or guardians through
recognition programs conducted by the schools. In DepEd Order 36, series of 2016, the following awards
may be bestowed on the deserving students: classroom awards, grade-level awards, and special awards.

Observation

A. Observe how your cooperating teacher communicates the students' needs and progress to their parents
when conducting a PTC and card distribution. Write a narrative report of the PTC on the space provided.

NARRATIVE REPORT OF PARENT-TEACHER CONFERENCE

Grade and Section: Grade 7- St. Cecelia Grading Period: 1st Am

Date: October 14, 2022
Agenda:
1. Signing of Cards
2. Follow up the absences of the students.
3. Follow up their grades.
4. Other

The meeting started at 1:45 in the afternoon. Before they proceed to agenda, the teacher
let the parents to get the report card of their children so in order for to comply those blanks grades.
It talked also the absence of their children, and lastly those who need to comply their grades.
The teacher and parents agreed of their son/daughter will absent for consecutive 3 days it
will automatically drop.
It ended at 3:20 in the afternoon.

B. Interview the cooperating teacher. Ask for some useful tips on how he or she communicates the
students need to the parents.

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 Tip 1: Teacher must have positive interactions of aims.
Tip 2: Teacher collect has own information on students care givers on day one.
Tip 3: Inform the parents about the performance of the students.

C. Of the three useful tips given by your cooperating teacher, what is the most important? Explain and write
your answer below.
For me, the most importance is the tip number three which is to inform the parents about
the performance of the students because no one knows more about the students do than a parents. It’s just
as important for parents to tell teachers about issues at home that may affect school performance as it is
for teachers to report how the students are doing in the classroom. When parents and teachers collaborate
as partners, students benefit the most and most of all it helps the learners to be a productive one.

D., Help in the preparation of a school-based recognition program. Write your experience and cite the
contributions you have made to make the recognition program successful.
I experience to be part of school-based recognition program through helping to decorate the stage
and arranging tables and chairs in the certain area where the recognition program should be held.

Processing

Read carefully and answer the following questions.

1. Why is PTC important?
The PTC is important because it provides programs to improve family-school partnership
as well as fee resources for members on the topics like STEM and health and, safety. Become a
member of a strong organization that advocates for children and educators at the local, state, and
national levels.

2. If you will conduct a PTC, what will you include in your agenda?
If I were to hold a PTC, I would include the reasons for gathering information, the positive
and negative elements of their children, and any changes they might make to improve their child's
circumstances on the agenda.

3. How will you communicate the failing grade of a student to the parent?
In this case, I will draw the parents' attention to the matter and we will meet in private to
avoid any discrimination. I'll inquire as to whether or not their youngster is doing well at home, as
well as whether or not they are experiencing any difficulties. When the parents have finished
answering, I will demonstrate why I drew her attention to myself. However, I will continue to
encourage parents to never give up on their children because poor grades do not reflect their
intelligence.

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 4. What will you suggest to the parent of a student who got a failing mark twice in the same subject?
As educators, we genuinely care about and want the best for our students. Even while we
may occasionally believe that we are doing what is best for the pupils, the parent, not we,
is ultimately responsible for their care. Yes, we have a very big and significant function. We
shouldn't attempt to assume the parental role, though. Instead, even if they don't
necessarily want it, we should try to return ownership to them.
Reflection

Complete the following:

1. I realized that Parent-teacher communication is a skill in and of itself. To keep the parents of your
kids informed on their children's progress each week as well as impending tests, homework, and
any changes requires patience, practice, and composure. Otherwise, the pupils may get resentful
of the teacher and lose interest in learning.

2. I believe that in order to manage to develop the school, I believe that the school needs to gain
parental support. I believe that in order to help determine the school's development, parents must
always be present at the conference.

3. I feel that relationship is a living thing that grows and changes over time. It is important to check in with
parents to see how things are going, how your agreed-upon plan is working, and where you might need to
make some adjustments. Communication is the key to making any partnership work.

4. When I become a teacher, I will be an inspirational educator to both parents and students. I will be
a teacher who truly inspire you and push you to follow your dreams. A teacher stands by you every
step of the way and shows your correct path and helps boost your confidents.

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Lesson 5 Use of Assessment Data to Enhance Teaching and Learning Practices and Programs
The effectiveness of the teacher's classroom instruction reflects on the students' performance. This
lesson will guide you in understanding how to use the qualitative and quantitative data of the students
through assessment to further improve classroom instruction. The objectives of this lesson are the
following:
1. determine the use of assessment data;
2. distinguish how assessment data can help in improving teaching and learning; and
3. observe how teachers use the qualitative and quantitative data of the students.

Education Theory

The assessment process should not stop after the final paper has been scored and the last oral
presentation has been evaluated. It is important for teachers to evaluate each assessment after it has been
administered. Doing so can help teachers interpret the assessment results more accurately and use those
results more effectively in their instruction (EducationalTesting Service).
The qualitative and quantitative data obtained from student assessments are vital. However, the
gathered results will not serve their purpose if the teacher does not know how to use the data properly.
Every school year, a transformative teacher uses the different assessment data he or she collects to further
improve his or her instruction. This best practice will ensure that teachers also evaluate their performance
and take preliminary measures to augment it.
If assessments provide information for both students and teachers, then they cannot mark the end
of learning, instead, assessments must be followed by high-quality, corrective instruction designed to
remedy whatever learning errors the assessment has identified (Guskey 1997).

Observation

A. Observe how your cooperating teacher uses the data from student assessments to improve classroom
instruction. List five best practices of using the student assessment data.
1. Assessment will help the teacher on what is effective that will give to student data.
2. It helps the teacher to identify the strength and weaknesses of the students.
3. Basis of the activities/learning materials to be given by the students.
4. Basis in connecting with the learners.

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5. Learner basis on the appropriate teaching strategies to be use by the teachers in implementing the
program of the school.

B. Interview the school principal. Ask five ways by which the teachers can use assessment data to improve
school programs.
1. Assessment data used to evaluate /identify the extent of the implementation of the programs.
2. Used by the teacher as basis on the differentiated instruction to be given to each group of learners.
3. Can be used to evaluate the curricula and intervention programs of the school.
4. Used the growth projection data/assessment data to develop individual academic learning goals.
5. Learner basis on the appropriate teaching strategies to be use by the teachers in implementing the
programs of the school.

Other comments and observations:

The assessment results must be thoroughly understood by teachers in order for them to make
decisions that will enhance student outcomes through guiding instruction.

Processing

Read carefully and answer the following questions.

1. Which of the five best practices of using the assessment data to improve classroom instruction
shown by your cooperating teacher is the most important? Why?
For me the best practices is the “Make sure that your lesson and assessment goals are
aligned” because this is the effective use of assessments. In order to gain meaningful data, it is
critical to make sure that any assessment you administer aligns with the central purpose of the
lesson it follows. This is the best way to ensure that your students are gaining the knowledge they
need within the context of relevant standards. It also will provide you with the most meaningful to
drive future instruction and determine your most effective teaching practice.

2. Which of the five ways of using assessment data to improve school programs mentioned by the
principal is the best? Why?
For me, the best ways of using assessment data to improve school programs is the “Develop daily
instructional strategies” because when it comes to establishing daily instructional tactics, knowing
where each student stands can help teachers see the big picture. This enables them to transition
from assessing pupils to grouping them according to important assessment data trends. And by
this it can help them to create the customized professional development sessions that need and
become the best.

114 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 3. Interview the cooperating teacher. Ask him/her about his or her thoughts on the previous school
year and what he or she has done to improve this year.
“Experience is the best teacher” for her as she experiences the role of the teacher with the
previous year of her teaching, she learned a lot of things which she can used to grow and improve
as a teacher. According to her improving teacher quality is at the heart of our national effort to
achieve excellence in the classroom. This comes at a time when the very structure of education is
going through a profound change. With knowledge all around us, available anytime and anywhere,
the role of the teacher is going to be fundamentally transformed which her thought is awesome for
me as a future teacher to encourage become the best one.

Reflection

Complete the following:

1. I realized that teacher is the one who plans the learning process, he/she manages, partner in his
educational work and in some time valuer of skills and knowledge of students. The teacher education work
is based on sincerity, passion, and love to students but in practicing the profession.

2. I believe that Effective professional development enables teachers to acquire the knowledge and
abilities required to address the learning challenges their pupils confront. Unless professional
development enhances teacher instruction or assists administrators in becoming better school
administrators, it is unsuccessful.

3. I feel that when students struggle in coping lessons, I believe that extra words of encouragement
can help them change their attitudes. The teacher should present a range of strategies for students
to keep their minds stimulated and focused on their studies.

4. When I become a teacher, I will mold the future leaders in the most beneficial manner for society in
order to create inspired and positive future generations and, consequently, design society on a
local and global scale for the change necessary to improve everyone's quality of life.

115 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER