ASSESSMENT OF ONE’S

TEACHING PRACTICE
(Prof Ed 8B)
Group 9 Members:

DELIM, RHEYMERSON
DUPINGAY, DEMY ANN
RAMOS, JIM PAUL
TABBAGON, JOMAIMA
The assessment of your own teaching practice will be discussed based on:

1) Reflective practice using Learners’ attainment

data as revealed in;
a. test scores and
b. non-test data and other information.

2)Reflective practice through performance evaluation;

a. Students as evaluators
b. Peers as evaluators
c. Supervisors as evaluators
Assessment of One’s Teaching Practice

Evaluating teachers’ teaching is a way to identify the strong

aspects of their practice, as well as their weaknesses which may
need to be changed and improved. Teachers should take the
initiatives and responsibility to evaluate their teaching and make
improvements over time. It is important to understand that
evaluating your teaching does not mean you are a bad teacher it
means quite the opposite.
 A. REFLECTIVE PRACTICE USING ASSESSMENT DATA

What is Reflective Practice?

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 did and what
happened and decide based from that what you
would do differently next time.
Learner Attainment Data

This pertains(s) to evidences and results of

various assessments that are used in the
monitoring and evaluation of learner progress
and achievement.
The different documents that teachers can
use to monitor’s learner’s performance:
1.Daily Lesson Log(DLL) for a week
- shows the lesson for each day with the index of mastery
computed accurately.
2.Electronic Class Record(ECR)
- a 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, allows
teachers to monitor individually the learner attainment data per
specific learning area and assess whether the learner passed or failed.
Example: Google Forms
3.Progress Chart–The teacher also uses a progress chart to monitor
his/her learners’ progress quarterly based on class average.
Learners Test Score

• A result of formative assessment.

• A test scores is a piece of information, usually a number, that
conveys the performance of an examinee on a test.
Test scores are interpreted with:
Norm referenced interpretation
• Means that the score conveys meaning about the examinee with
regards to their standing among other examinees.
Criterion- referenced interpretation
• Means that the score conveys information about the examinee
with regard to a specific subject matter, regardless of other
examinees’ scores.
2 Types of Test scores

1. Raw Scores 2. Scale Scores

- A raw score without • A scaled score is the
any sort of adjustments result of some
or transformation, such transformation(s)
as the simple number of applied to the raw
questions answered score, such as in
correctly. relative grading.
Learners’ Non Test and other information
Teacher Based observation, based on individual’s performance and
does not produce scores that allow us to compare that performance to
another.
1. Through Portfolio Assessment - From teachers perspective,
provide holistic evaluation of the learners written language
proficiency. For the learners, it serves as a tool for self-reflection.
2. Through Analysis of Test – a process w/c examinees learner
responses individual test items in order to asses the quality of each
item and of the test as a whole.
3. Through Teacher Observations – The teacher observes the
students, while they work, to make certain the students
understand the assignment and are on task.
Example: Cooperative Learning
 B. REFLECTIVE PRACTICE THROUGH PERFORMANCE EVALUATION

1. STUDENT AS EVALUATOR
- involves students assessing their own learning
(self-assessment), evaluating their peers' work (peer
assessment), using clear criteria and rubrics,
discussing feedback, taking ownership of their
learning, developing skills, and applying this
approach to both ongoing progress checks (formative)
and final evaluations (summative).
• Self-assessment involves students reflecting on their learning,
identifying strengths and weaknesses, and pinpointing areas for
improvement using methods like quizzes, journals, or reflective STUDENT AS
EVALUATOR
essays.
• Peer assessment means students also evaluate their peers' work,
offering feedback on assignments, projects, or presentations. This
process deepens their understanding as they critically analyze
others' work.
• Criteria and rubrics are used to ensure fairness and objectivity in
evaluations. They define specific standards for assessing work and
provide a structured method for consistent feedback and grading.
• Feedback and discussion follow self-assessment and peer
assessment, typically occurring through one-on-one instructor
meetings, small groups, or class discussions. Feedback plays a vital
role in helping students recognize areas needing improvement and
celebrating their achievements in the learning process.
• Ownership of Learning:
encourages students to take ownership of their learning STUDENT AS
and become motivated to improve by actively evaluating their EVALUATOR
progress and assuming responsibility for their educational
journey.
• Skill Development:
aids in the development of critical thinking,
communication, and analytical skills, as students learn to
express their ideas effectively and offer constructive feedback
to their peers.
• Formative and Summative Assessment:
applies to both formative and summative assessments.
Formative assessments track ongoing learning progress during a
course, while summative assessments evaluate learning
outcomes at the course's conclusion.
 B. REFLECTIVE PRACTICE THROUGH PERFORMANCE EVALUATION

2. PEERS AS EVALUATOR
- Peer evaluation is an integral part of Team-Based
Learning that leads to an environment wherein
students not only help each other improve but
also deeply reflect on their own work.
 What is the purpose of peer evaluation?

To help peers keep on track, identify mistakes, learn

problem solving skills that will allow growth and allow
managers to discover hidden talents within the team
member (Tal. 2021)
To critique and provide feedback each other on their
work.
KEY BENEFITS
PEERS AS
1. Judgment by peers is a good motivator EVALUATOR
Peer evaluation makes students accountable not only to
the instructors but to their peers as well. Research suggests
that being judged by peers is a better motivator to produce
high-quality work.
2. Students improve by assessing each other’s work
When students are responsible for assessing their peers’
work, they are more thoughtful about the objectives of the
activity at hand by going through the process of assessing
others’ work, students also learn how to evaluate their own
work better.
KEY BENEFITS

PEERS AS
3. Opportunity to grow EVALUATOR

This gives students enough time to identify knowledge

gaps, correct negative behaviors and keep improving on
positive ones.
4. Better informed grades
Instructors cannot know everything that goes on inside
teams, which is why grading application cases can be biased,
often rewarding students for work they may not have equally
contributed to. Factoring in peer evaluation into your grading
can create grades that are better informed and are rewarding
to students who actually did the work!
4 Tips for Writing a Peer Evaluation

PEERS AS
EVALUATOR
1. Be Honest but diplomatic

2. Support your assertation's with

data

3. Try not to let your personal

relationships closed your judgement.

4. Don’t rush through the process.

 B. REFLECTIVE PRACTICE THROUGH PERFORMANCE EVALUATION

3. SUPERVISORS AS EVALUATOR
- is a practical approach to assessing learning in real-
world contexts. It leverages the expertise and experience of
supervisors to provide meaningful feedback and support for
learners as they strive to acquire the necessary skills and
knowledge to succeed in their chosen profession or field of
study.
• Supervisory Role: involves individuals in leadership roles, such SUPERVISORS AS
as supervisors or mentors, assessing learners. These evaluators EVALUATOR

possess a comprehensive understanding of learners' tasks,

responsibilities, and performance expectations.
• Observation and Assessment: entails supervisors regularly
watching and evaluating learners' work, tasks, or projects. They
use predefined criteria, standards, or learning goals, which may
cover technical skills, soft skills (like communication and
teamwork), and other relevant competencies in the specific
learning context.
• Feedback and Guidance: involves supervisors offering both
ongoing feedback for improvement (formative) and evaluating
overall performance (summative) after assessing learners. This
feedback includes constructive criticism, highlighting areas for
improvement, and recognizing strengths and accomplishments.
 Professional Development: stems from supervisors' feedback, aiding
learners in recognizing areas for skill and knowledge improvement. SUPERVISORS AS
EVALUATOR
This prompts learners to engage in targeted professional
development efforts to enhance their performance, with supervisors
often guiding this process.
 Performance Appraisal: In some cases, "Supervisors as Evaluators"
may lead to performance appraisals or formal assessments. These
assessments can influence decisions related to promotions, raises, or
the successful completion of a training program.
 Documentation: To maintain objectivity and consistency, supervisors
often document their observations, assessments, and feedback. This
documentation can serve as a valuable record of the learners'
progress and performance over time.
 Mentorship and Support: Beyond evaluation, supervisors may also
act as mentors and provide guidance, coaching, and support to help
learners achieve their goals and excel in their roles.
APPLICATTION: You will evaluate your
peers.

Direction: Perform a Role Play about the

current issues that the students are facing
today.

Rubrics:
Relevance of the topic – 10%
Cooperation – 5%
Presentation – 5%
Total: 20%
ANY QUESTIONS?
THANK YOU FOR LISTENING! GOD BLESS!