Lesson 8

Communicating and Reporting of Assessment Data from Alternative Methods

Suggested Timeframe: 6 hours

How do we make the learners understand the results of alternative assessment?

UNDERSTAND
Desired Significant Learning Outcomes:
In this lesson, you are expected to:

 Provide appropriate feedback based on alternative methods of assessment;

 Communicate learners’ progress bases on alternative methods of assessment; and
 Report to parents the results of alternative methods of assessment.

Significant Culminating Performance Task and Success Indicators

At the end of the lesson, you should be able to demonstrate your knowledge and skills in
giving feedback to learners based on the results of alternative forms of assessment like
performance-tasks, checklists, scales, and portfolios. You are considered successful in this
culminating performance task if you have satisfied at least the following indicators of success:

Performance Tasks Indicators of Success

Provide adequate feedback to learners.
Communicate progress of learners based on
their portfolios.
Organize a meeting with parents relaying the
result of the learner’s performance.
All information about the assessment task and
corresponding rubric are given to learners to
monitor progress in the attainment of
educational targets or objectives
All information contained in the portfolio are
used to inform the learners of what they can
and cannot do based on evidences of learning.
The guidelines in communicating with parents
about the performance of the learner are
followed

Prerequisite of this Lesson

To be able to do successfully this culminating performance task, you should have
understood how to analyze information coming from assessment data and organize the results in
a way that is useful for the learners. In the previous lesson, you were provided with different
ways of quantifying assessment information and how to use qualitative means to describe the
standing of the learner. You have also learned that there are ways on how to organize assessment
information.
PREPARE
In order to provide proper feedback to learners and inform them about their progress, you
need to know the techniques on how to give feedback and the guide that you need to use to
determine the contents of your feedback. You are expected to read this before you can practice
giving feedback.
Why is feedback a powerful means to help learners improve?
Feedback is a powerful means of helping the learners improve their academic
performance. Feedback is a specific means that allows the learners to determine which part of
their performance needs improvement. Feedback provides specific information to learners on
what they need to do to revise or redo their task in a better way. The content of feedback can be:
 The part of the answer or response that needs to be corrected
 The specific strategy to be used to perform the task
 The suggested procedure that needs to be undertaken by the learner
 A direction to the learner where to find the answer
 A challenge to the learner to think about the appropriate response
 A clarification on some misconceptions of the learner
Feedback is given every time students perform a task whether it is a paper-and-pencil test
or performance task. Feedback is provided either during or after the performance.
1. Feedback during performance. Feedback during performance can be verbal or
nonverbal. Verbal feedback can be written in a big signage (like poster or a handy white
board) visible to the learner. This is possible to do when a performance cannot be stopped
like when one is currently dancing or singing. The teacher can also provide feedback in
segments of the performance where the learner can pause like when performing drama or
some presentations. The feedback during performance is useful to immediately correct
the performance to avoid further mistakes.
2. Feedback after 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. This is applicable for writing essays and compositions
where students submit the completed work before a full feedback is provided. Students in
these tasks have the opportunity to rewrite their work and resubmit for another round of
feedback.
To make feedback a powerful means to help learners improve, the following can be
considered:
1. Feedback needs to be specific and concrete. The following are illustrations of general and
specific feedback.
 General Feedback Specific Feedback
The essay is good. You started the paragraph in your essay with a
Note: Saying that the essay is good does nottopic sentence and supporting sentences were
provide idea to the leaner which part was provided after. This helped strengthen the
good. The learner might think that the easy is
point you want to make.
good in all aspects Note. This feedback is specific in saying why
the feedback is good based on the structure of
the sentences in the paragraph
The painting needs improvement. I can’t see Perhaps you may want to use other colors in
any object! your painting so that we can distinguish the
Note. This is a broad feedback because it objects.
does not say what specific part needs to be Note. This feedback is specific in giving a
improved recommendation on what can be done about
the painting.

2. Feedback needs to be based on the agreed criteria. The criteria serve as a guide to provide
feedback on the work. For example, the criteria in writing a technical paper are as
follows:
 The parts are organized according to the guide questions.
 The ideas are well understood by the reader.
 The information included are accurate.
 More than 5 references are used.
Feedback NOT based on Criteria Feedback based on Criteria
There are several grammatical errors in the Check again the idea conveyed by the author
paper. in the journal because there are discrepancies
on page 3 (pertaining to the criteria on
accuracy of information)
The heading needs to be in bold font Add one more reference to support further
your claim on the benefits of using organic
fertilizers on page 5 (pertaining to the criteria
on references)

3. Feedback should provide recommendations or suggestions on how to improve

performance.
Bad Feedback Good Feedback
I cannot hear your voice. Make your voice louder.
Why are you looking at the ceiling while Look at your classmates when you speak in
speaking? front

What are the different forms of feedback?

 There are three areas to focus when giving feedback. There areas are feedback on product
on the product or performance, on the procedure or process performed, and on the strategy in
improving the work.
1. Focus on the product or performance. This kind of feedback describes how well the
performance was done. Examples of such feedback are:
“All the part of the paper are complete.” You have used up-to-date references in your
paper.”
“Include a definition of the term based on the main author.”
“Rephrase the findings stated by the author on page 25.”
2. Focus on the procedure. This kind of feedback focuses on the step-by-step process that
needs to be done by the learner.
“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.”
3. Focus on the strategy to improve the work. Strategies refer to the different cognitive
and metacognitive actions that the learner needs to think about in order to arrive at a
better work or performance.
“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?”
How to use portfolios to help learners improve?
One of the most important roles of the teachers is to communicate the progress of the
learners based on the learning targets. Progress of the learner is better communicated if there is a
good documentation of their formative assessment. The works that learners have produced can
be collected and compiled in a portfolio. This is a visual representation on what the learners have
achieved from their initial work to their improved work. For example, their essay is an English
class is collected from the first draft to the revised draft. This progress is communicated when the
teacher creates an opportunity to sit beside each learner to show progress in learning as
evidenced in the portfolio. The following are some tips in making portfolios a powerful vehicle
in communicating learning progress and areas needing improvement.
1. Schedule a time slot to sit beside each child to show progress in learning. The teacher
may focus on the first work to the present work for one learning target at a time (one
objective). The teacher may need about 5 minutes with each learner to show evidences of
attainment of each learning target.
2. Let the learners reflect on each entry in the portfolio. This can be guided when the teacher
starts to ask questions pertaining to the learning strategy used.
3. Let the learners report their observation on the transition of one work to another. Ask
questions for the learners to describe and compare their previous work with their present
 work by pointing at the differences, things that are present and missing the entries, and
the changes that happened from one entry to another.
4. Ask the learners to reflect on the areas that need to be continued and improved for
succeeding work. Make the learners commit to their future plan of strategy when
engaging on the same task. Help the learners focus on making specific and achievable
plans.
5. End the conversation with the learners with an encouragement and a belief that they can
improve and are capable of mastering the task.
How to organize meeting with parents?
Assessment results are also communicated to parents. The parents are partners in the
child’s learning, and information about the academic standing of their child should be
communicated with them. They are needed to provide further support in their learning.
Assessment results are communicated through the process of parent and teachers
conferences. The school usually sets schedule and guidelines for teachers to confer with parents.
These guidelines are communicated during the parents’ orientation at the beginning of the school
year. The following are guidelines that can be followed in conducting parent and teacher
conferences:
1. Send a letter inviting parents for a meeting. Indicate availability for this meeting to
happen.
2. Greet the parents in a positive tone. Express how you care about their child that is why
you set a meeting with them.
3. Let the parents talk. Avoid interrupting them while they say their concerns.
4. When responding to a parents’ concerns, you may want to restate or clarify their ideas,
report relevant incidents, or ask further questions.
5. When reporting assessment results, avoid judging on the ability of the child. Focus on the
performance based on the criteria. Prepare evidence of the performance and show the
parents how rating was done. Describe the performance based on the rubric.
6. When describing the performance of the child, use words that are understandable to the
parents. Avoid too technical terms. If technical terms cannot be avoided, explain the
terms to the parents.
7. Commit to the parents a course of action that you can realistically do but do not
guarantee a result. Some course of action would be to verify an incident further, check
documents, and try to ask the child again.
DEVELOP
Let me check the ideas you have acquired about communicating assessment results.
1. Why do we need to give feedback?
Answer: Feedback is crucial for growth and improvement. It helps individuals understand
their strengths and weaknesses, identifies areas for development, and guides them in making
necessary changes.
 2. Why should feedback be specific?
Answer: Specific feedback is actionable and clear, making it easier for recipients to
understand what they did well and what needs improvement. It avoids confusion and
provides a clear path for progress.
3. What makes a concrete feedback?
Answer: Concrete feedback is detailed, relevant, and based on observable behaviors or
outcomes. It includes specific examples, suggestions for improvement, and actionable steps
for the recipient.
4. Why is it important to sit beside each learner as you explore his or her learning portfolio?
Answer: Sitting beside each learner as you explore their learning portfolio shows
personalized attention and allows for deeper understanding of their progress, challenges, and
goals. It fosters trust, engagement, and meaningful conversations.
5. How do we avoid negative reactions with parents when relaying assessment results?
Answer: To avoid negative reactions with parents when relaying assessment results, focus
on being transparent, emphasizing progress alongside areas for improvement, using neutral
language, and offering actionable suggestions for support or further development.
Collaboration and open communication can also help build understanding and trust.
APPLY
The following are incidents about the performance of a learner. Provide the appropriate
feedback for each situation. Write the feedback to be communicated to the child on the lines
provided.
1. In a Grade 2 mathematics class, a subtraction task is provided for a two-digit number and
a one digit number. The task given is 24-5 = ?, the child subtracted 4 from 5 and brings
down 2 resulting to an answer of 21.
24
- 5
21
What feedback will you provide?
It's great that you tried to solve the subtraction problem! Let's take a closer look at it
together. When we subtract 5 from 24, we need to start from the ones place first. 4 from 5
is indeed 1, but then we subtract 2 from 2 in the tens place, which gives us 2. So, the
correct answer is 19: 24 - 5 = 19. Keep practicing, and you'll get even better at these!
2. In a Grade 4 English class, the students are tasked to write an essay. One pupil did not
provide an indention in the first line of the composition.
What feedback will you provide?
Nice job on your essay! One thing to remember for next time is to indent the first line of
your composition. Indenting helps organize our writing and makes it easier for others to
read. Keep up the good work with your writing skills!
 3. In a Grade 7 class, recitation was conducted on the topic of characteristics of metals. One
student was asked to give three characteristics of metals. The student stood up and kept
quiet for more than three minutes. The child is taking too much time to provide the
answer.
What feedback will you provide?
You did a great job standing up for your recitation! Next time, try to recall the
information a bit faster. Remember, it's okay to take a moment to gather your thoughts,
but we want to keep our answers concise and clear. Keep practicing, and you'll become
more confident in your responses!

4. In a Filipino class for Grade 5, the students were tasked to write a letter to a selected
classmate. One student wrote complaints about the behavior of the classmate. The student
wrote in the letter bad words the hurt the classmate.
What feedback will you provide?
Writing letters is a great way to express your feelings, but it's important to choose our
words carefully. Let's talk about using kind and respectful language, even when we have
concerns or complaints. Next time, try to focus on discussing the behavior instead of
using hurtful words. We can work on expressing ourselves respectfully together.
5. In a musical class for Grade 7, each student rendered a solo song number in front of the
class accompanied by a piano. One student could not reach the high note required in one
line of the song.
What feedback will you provide?
You did an excellent job performing your solo song! High notes can be challenging,
especially in front of an audience. Let's practice that part together, focusing on breathing
techniques and vocal control. With practice, you'll become more comfortable and
confident hitting those high notes! Keep up the good work!
TRANSFER
Watch the video of a 10-year-old gild in YouTube. The video is called “kindness speech
by a 10 year old girl”, and it is found in this link: https://www.youtube.com/watch?
v=DtCxjMdE5dM
The following are the criteria for the speech:
1. Mechanics: The voice is loud and clear.
2. Idea: More than two acts of kindness are provided.
3. Structure: The speech has an introduction, body, and conclusion.
4. Evidence: The arguments presented in the speech are supported with evidence.
5. Persuasion: The delivery of the speech is persuasive to the audience.
Suppose you are the teacher, provide a feedback on each aspect of the criteria. Write your
feedback on the space provided.
 1. Mechanics (Voice Clarity)
The young speaker’s voice is clear and audible throughout the speech. She enunciates
well, making it easy for the audience to follow her message.
2. Idea (Acts of Kindness)
The speech effectively highlights more than two acts of kindness. The speaker shares
specific examples, emphasizing the importance of kindness in daily life.
3. Structure (Introduction, Body, Conclusion)

 Introduction: The speech begins with a powerful quote by American author Henry
James: “Three things in human life are important: the first to be kind; the second to be
kind, and the third to be kind.” This sets the tone for the topic.
 Body: The speaker elaborates on various acts of kindness, providing relatable scenarios
and personal anecdotes.
 Conclusion: The speech concludes by reinforcing the central message: “Be Kind.”

4. Evidence (Supported Arguments)

The speaker supports her arguments with real-life examples. For instance, she might
share stories of helping a friend, showing empathy, or performing small acts of kindness.

5. Persuasion (Delivery)

The young girl’s delivery is persuasive. She maintains eye contact, uses appropriate
gestures, and speaks with conviction. Her passion for the topic resonates with the audience.

Instructions: Use the checklist below to evaluate the quality of the feedback given.
Checklist
YES NO
✔ 1 Feedback is provided for each option.
✔ 2 The feedback is within the scope of the given criteria.
✔ 3 The feedback is specific.
✔ 4 The feedback describes the performance with evidence.
✔ 5 The feedback provides suggestions for improvement.
✔ 6 The feedback will be understood by a 10-year-old child.

EVALUATE
Review the rating given to your feedback. List down areas needing improvement and
how to improve them.
 Areas for Improvement How will I improve this area?
1. None None
2. None None
3. None None
4. None None

REFLECT
Summarize the results of your performance in doing the culminating task using the
checklist below.
Read Not
y yet
Ready
✔ 1 I can independently give feedback across different performances.
✔ 2 I can be specific with my feedback
✔ 3 I can follow guidelines in giving feedback.
✔ 4 I use feedback to improve learners’ performance.
✔ 5 I use portfolios to communicate assessment results.
✔ 6 I can report the class standing of my students to their parents

SUSTAIN
Choose from the following tasks what you can do given the results of your self-
assessment and teacher’s feedback.
Level of Readiness Possible Tasks to Extend Opportunity for Successful
Performance
Scale Description
1 Not yet Ready Communicate with parents the learner’s assessment results
2 Quite Ready Describe sufficiently the learner’s progress based on
assessment results
3 Ready Provide adequate feedback on learner’s performance.

Educator’s Input
I have conducted seminars for teachers on how to give proper feedback. Based on the
talks, I have found the following common practices of feedback on the workshops conducted.
Common mistakes on giving feedback:
1. Saying broad feedback, such as “very good”, “excellent”, “good job”, very bad”, and
“needs improvement”.
2. Giving stars with no meaning.
3. Putting a large question mark or cross on pull page of the paper
4. Checking only the final answers and ignoring the process
 5. Giving feedback with further discussion
6. Collecting portfolios and returning them with no session with each student
7. Giving the answers when students are unable to answer
8. Giving no feedback after a performance
9. Giving no time for students to revise work after feedback is given
10. Feedbacking is done only by the teacher
Other Support Materials Available
1. PowerPoint presentation of the lesson
2. Other resources available in the internet
Portfolio Assessment
Directions: Choose one (1) output in this lesson that can best show your ability in the 21st
century learning and innovation skills: critical thinking, creative thinking, communication,
collaboration, and knowledge of you content (5Cs).

What output/s in this lesson

shows you a very good in Chosen Output Why?
the following:
1. Content (the output Example: Constructed Table Because it reflects the
reflects understanding of of Specifications framework of the test, which
the topic discussed) is the Revised Bloom’s
Taxonomy where the six
cognitive processes are given
as well as the four dimensions
of knowledge
2. Critical Thinking (the
output reflects ability to
critique /evaluate/ solve
problems)
3. Creative Thinking (the
output reflects ability to
create new ideas)
4. Communication (the
output reflects ability to
express one’s ideas in
words or actions)
5. Collaboration (the
output reflects ability to
work well with others)