Aklan State University

College of Industrial Technology

Kalibo, Aklan

TEACHER OBSERVATION
and
STUDENT SELF-ASSESSMENT

Presented by: MAYBELYN L. OCZON

 Two Types Of Teacher Observation

Incidental observation Planned observation

Incidental Observation

■ occurs during the ongoing

(deliberate) activities of
teaching and learning and
the interactions between
teacher and students.
 Planned Observation

■ involves deliberate
planning of an
opportunity for the
teacher to observe
specific learning
outcomes.
 ARGUMENTS FOR VALUING
TEACHER OBSERVATION
Teacher observation is an important but
underutilised assessment technique. It is sometimes
argued that teachers are unable to make appropriate
and dependable assessment judgments from
observations of students in natural settings.
Teacher observation allows assessment
to be more:

1. Comprehensive

2. Connected

3. Contextualized

4. Authentic

5. Holistic
COMPREHENSIVE

— ensuring recognition of all

desired learning outcomes,
especially those not otherwise
assessable than in classroom
contexts.
CONNECTED

— situated within familiar

learning contexts and closely
related to curriculum
frameworks, learning
experiences and pedagogical
planning.
CONTEXTUALIZED

— sensitive to the effects of

context on performance and
deriving assessment
evidence from a variety of
situations and occasions.
AUTHENTIC

—interesting, challenging,
worthwhile and
meaningful to students.
HOLISTIC

— emphasising relatedness
and connections in learning
and involving performance
on complex wholes rather
than separate components.
COLLECTION AND RECORDING OF EVIDENCE

- is documentation that
records, illustrates or
confirms student
demonstrations of
learning outcomes.
Collection and recording of evidence is necessary
for two reasons:

■ Accountability — justification of the assessment

judgments; and

■ Verification — confirmation of the assessment

judgments.
PLANNING FOR TEACHER OBSERVATION

The advantages of prepared observation sheets

include:
■ Opportunity to share learning expectations with
students in advance.

■ Encouragement of student self-monitoring and self-

assessment.
The advantages of prepared observation
sheets include:
■ Clarification of the desired learning outcomes to guide
learning.

■ Focus on the desired learning outcomes to guide teaching.

■ Cuing of attention to the full range of relevant learning

outcomes.
The advantages of prepared observation
sheets include:

■ Having available an explicit and standard recording

format.

■ Ease of recording of student performance

characteristics.

■ Structured means of providing feedback to students.

Disadvantages of prepared observation
sheets include:

■ The need to allow for several levels of learning

outcomes on a single sheet.

■ It can be difficult to anticipate all the learning

outcomes that might appear.
Disadvantages of prepared observation
sheets include:

■ It is possible that other serendipitous learning outcomes

will be missed.

■ Students’ learning may be constrained by listed learning

outcomes.
FACTORS AFFECTING VALIDITY OF
TEACHER OBSERVATIONS

■ Prejudgments and prejudices

■ Selective perception
■ Inappropriate inference
■ Inconsistency
STUDENT SELF-ASSESSMENT
Student self-assessment involves
students in evaluating their own work
and learning progress.   
Through self-assessment, students can:

■ identify their own skill gaps, where their

knowledge is weak

■ see where to focus their attention in learning

■ set realistic goals

■ revise their work

■ track their own progress

■ if online, decide when to move to the

next level of the course