Introduction

After learning how to assess students’ learning by way of authentic assessment methods and tools, this
Chapter is now focused on the assessment of your own teaching practice as a future teacher.

The assessment of your own teaching practice will be discussed based on 1) learners’ attainment data as
revealed in test scores and non-test data and on 2) your teaching performance as evaluated by your

Students, your peers and your supervisors. If the proof of the pudding is in the eating, then the proof of
a teacher’s teaching performance is in the learning and performance of his/her students after you have
taught them. Necessarily, teachers

Have to examine learners’ performance if they want to really know how effective they are in their
teaching. The learners’ test scores and learners ‘non-test data and other information serve as the

Learners’ attainment data. Non-test data refer to students’ product and performance and change in
attitude, motivation and values (affective) that serve as evidence of learning. These products and
performances usually make up the student’s portfolio or e-portfolio as discussed in the earlier Chapters.

To assess your teaching practice as a teacher, you have to engage in what is called reflective practice. As
John Dewey put It “We don’t learn from experience; we learn from reflecting on Experience.” Thus, the
phrase reflective practice.

What is Reflective Practice?

Reflective practice is, in its simplest form, 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. Reflective practice is beyond casual
thinking. Reflective practice requires a conscious effort to think about Events and develop insights from
them. It also encourages teachers To explore their own beliefs and assumptions about learners,
Teaching-learning including assessment and to find solutions to Problems.

The reflective practice for teachers whose main task is to Teach is to analyze data that reveal if they are
teaching effectively Or not as proven by learners’ learning expressed in learners’ test Scores derived from
traditional assessment or in non-test data Shown in learners’ products, processes performed and
changes In attitude, values and motivation (authentic and performance Assessment).

Using Learner Attainment Data: A Measure of Teaching Effectiveness

Which can serve as sources of data that reveal learner’s Attainment of learning outcomes that ultimately
reflect teachers’ Teaching effectiveness? Learners’ attainment data serve as a Measure of teachers’
teaching effectiveness. They can be analyzed To monitor and evaluate learners’ progress and
achievement. They Are the result of effective teaching.

Let us take a look at the different documents that teachers can Use to monitor learner’s performance.

1. Daily Lesson Log (DLL) for a week The lesson for each day with the index of mastery The DLL
shows Computed accurately. The index of mastery contains the Learner attainment data that
measure the learners’ mastery Level of the competency. It guides the teachers in their
 Instruction and allows them to determine whether the Learners are ready to proceed to the next
lesson, or if they Need additional activities for remediation. Likewise, the Teacher may also use
the data to modify or adjust his/Her instruction in order to address the needs of his/her
Learners.

2. Electronic Class Record (ECR) – This is another Document that teachers use to monitor and
evaluate the Learners’ progress and achievement is the. 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. With this tool, Teachers can clearly assess the progress and achievement of Each learner
and can provide him or her with instructional Intervention or enrichment.

3. Progress Chart – The teacher also uses a progress chart To monitor his/her learners’ progress
quarterly based on Class average. The chart helps him/her to have a general Assessment of
his/her learners’ progress and to design Activities appropriate to their level of proficiency.

These forms, particularly the DLL and ECR, used by Teachers are provided by the school.
Templates are also available For download in DepEd websites. The templates can easily be
Modified using Word File or Excel Spreadsheet. The progress Chart, on the other hand, can be
replicated using the mentioned Computer programs. Always feel free to ask for technical
Assistance from your teacher-friends in using, modifying or Creating these forms.

Suggestions for the Use of Documents

To use these documents more effectively, teachers should take Note of the following suggestions:

Plan monitoring and evaluation activities. Before the School year begins, we may identify monitoring
and evaluation Activities to be conducted daily, weekly, quarterly and yearly. The Documents or school
forms needed for these activities may already Be prepared and saved in folders or in the computer.
Monitor and evaluate learners’ performance regularly And consistently. A day without monitoring and
evaluation may Cause us to miss serious problems in the learners’ learning. If Left unchecked, this will
certainly hamper the learners’ academic Monitoring and evaluating learners’ performance Religiously
according to plan is the best way to avoid potential Problems in the process. Success.

Explore varied monitoring and evaluation documents. Although our schools provide us with the
standard documents and school forms, such as DLL and ECR, we can always find or create additional
ones that can help us in the monitoring and evaluation process. For instance, we may also use a daily
checklist To track our learners’ performance. A daily progress chart, not just quarterly, may give us
immediate information about the learners’ achievement of the daily target so as to provide a prompt
intervention. Another strategy is to have an anecdotal record of Each learner in order to gain a more
individualized assessment of the learner’s progress.

Validate monitoring and evaluation documents to ensure accuracy of learner attainment data.
A number of monitoring and evaluation documents may be used. However, we must ensure that these
documents are validated and reliable such as those provided by DepEd. Do some research and testing of
the assessment documents before using them so that the learners are evaluated accurately and fairly.

Involve the learners in certain types of monitoring and evaluation.

Monitoring and evaluation is definitely hard work especially for teachers handling large classes. As a
strategy, we May also instruct our learners to have group or peer monitoring within the class and check
their progress weekly. This may help the learners become more conscious of the quality of their
performance and aim for a higher achievement.

Other Ways of Evaluating Learner Achievement

Here are other ways of determining how well learning outcomes were attained by learners:

Item Analysis

Item analysis is a process which examines

Learner responses to individual test items in order to assess the quality of each test item and of the test
as a whole. This is to improve test items and to enhance the teacher’s skills in test construction and to
identify specific areas which need improvement. An effective item analysis starts from a carefully

Written test based on the table of specifications (TOS). The competencies covered for the grading period
are included and organized according to the domains of learning. The teacher makes sure that the test
construction aligns with the TOS. You

Can evaluate the achievement of the class in their respective learning areas. You can also determine the
least mastered skills or competencies and evaluate their attainment data. In addition, you can compare
the mastery level of a group of

Learners with other groups. You may also change the item that Only a few learners answered correctly
which may indicate That the question is ambiguous or is not part of the learning Competency.

The teacher makes sure that the test construction aligns With the Table of Specifications (TOS). With the
TOS, you Can evaluate the achievement of the class in their respective Learning areas. You can also
determine the least mastered Skills or competencies and evaluate their attainment data. In Addition, you
can compare the mastery level of a group of Learners with other groups. You may also change the item
that Only a few learners answered correctly which may indicate That the question is ambiguous or is not
part of the learning Competency. The results of an item analysis may inform the teacher Of the
necessary interventions (e.g. enrichment, activities, reTeaching, remediation) that we can provide to the
learners.
Frequency Table with Mean Score, Standard Deviation and Mean Percentage – In addition to the item
analysis, you may Also measure learner achievement by using a frequency table For pretest and posttest
results. The mean score, standard Deviation and mean percentage of pretest and posttest are Computed
and compared. Learner achievement is determined By calculating the mean score or mean percentage
increase From pretest to posttest. By analyzing tests results, we can evaluate learner Achievement in
several areas. Specific weaknesses of an Individual learner or a class can also be determined using this
Approach.