Lesson 11 Report

CHAPTER 11
REFLECTIVE
PRACTICE USING
ASSESSMENT DATA
Presented by: Rhea Jane Gojol
Axielvie Babate
Angela Vega
Gerlie Joy M. Evangelista
"WE DO NOT LEARN
FROM EXPERIENCE. WE
LEARN FROM
REFLECTING ON
EXPERIENCE" ---JOHN
DEWEY
INTRODUCTION
• This chapter focuses on assessing your own teaching practice as a future teacher.
• The assessment is based on learners' attainment data (test scores and non-test data) and your
teaching performance evaluated by students, peers, and supervisors.
• Teachers need to examine learners' performance to determine their effectiveness in teaching.
• Learners' test scores and non-test data serve as the learners' attainment data.
• Non-test data includes students' product, performance, attitude, motivation, and values, which
are evidence of learning and are usually compiled in a student's portfolio or e-portfolio.
WHAT IS REFLECTIVE
PRACTICE?
• Reflective practice involves thinking about and
monitoring one's actions and experiences.
• It is closely tied to learning from experience and
involves reflecting on what was done and what
happened.
• Reflective practice goes beyond casual thinking and
requires a conscious effort to gain insights from events.
• It encourages teachers to examine their beliefs and
assumptions about teaching and learning and find
solutions to problems.
• For teachers, reflective practice involves analyzing data,
such as learners' test scores or non-test data, to
determine the effectiveness of their teaching and the
students' learning.
USING LEARNER ATTAINMENT DATA: A MEASURE OF
TEACHING EFFECTIVENESS
• Learners' attainment data, such as test scores and
non-test data, serve as sources of data that reflect
teachers' teaching effectiveness and reveal
learners' attainment of learning outcomes.
• These data can be analyzed to monitor and
evaluate learners' progress and achievement,
providing evidence of effective teaching.
DAILY LESSON LOG (DLL)
• The Daily Lesson Log (DLL) is a weekly document
that outlines the lessons for each day and includes an
index of mastery, which accurately measures the
learners' mastery level of the competency.
• The index of mastery in the DLL helps guide
teachers in their instruction by allowing them to
assess whether learners are ready to move on to the
next lesson or if additional remediation activities are
needed.
ELECTRONIC CLASS PROGRESS CHART
RECORD (ECR)
• The electronic class record, which includes the
grading sheet and summary of quarterly grades, is • Teachers utilize a progress chart
a document used by teachers to monitor and
evaluate learners' progress and achievement.
to monitor learners' progress
• It allows teachers to individually track learner based on class average, enabling
attainment data for specific learning areas and
them to assess overall progress
determine whether learners have passed or failed.
This tool enables teachers to assess each learner's and design suitable activities.
progress and provide appropriate instructional
intervention or enrichment.
• THE DAILY LESSON LOG (DLL) AND
ELECTRONIC CLASS RECORD (ECR) FORMS,
PROVIDED BY THE SCHOOL AND AVAILABLE
FOR DOWNLOAD ON DEPED WEBSITES, CAN
BE EASILY MODIFIED USING WORD OR
EXCEL. TEACHERS CAN ALSO SEEK
TECHNICAL ASSISTANCE FROM
COLLEAGUES IN USING, MODIFYING, OR
CREATING THESE FORMS.
SUGGESTIONS FOR THE USE
OF DOCUMENTS
• Teachers should plan monitoring and evaluation activities, identifying
them for daily, weekly, quarterly, and yearly assessments. The
necessary documents and school forms for these activities should be
prepared and organized in folders or on the computer.
• Regular and consistent monitoring and evaluation of learners'
performance is crucial to identify and address any serious learning
issues. Neglecting this process can hinder academic success, making it
essential to religiously follow the monitoring and evaluation plan to
prevent potential problems.
• Explore a variety of monitoring and evaluation documents,
including standard ones like DLL and ECR, as well as additional
ones that can aid in the process.
• Utilize a daily checklist and progress chart to track learners'
performance and provide prompt intervention.
• Maintain an anecdotal record for each learner to obtain a more
individualized assessment of their progress.
• Validate monitoring and evaluation
documents to ensure the accuracy and
reliability of learner attainment data.
• Involve learners in monitoring and
evaluation through group or peer
monitoring, encouraging them to be
conscious of their performance and strive
for higher achievement.
.
s o f E v a l u a t i n g
Ot h e r W a y
r A c h i e v e m e n t
Le a rn e
Item analysis is a method to evaluate
learning outcomes by examining learner
responses to test items, improving test
quality, enhancing teacher's test
construction skills, and identifying areas
for improvement, all based on a well-
constructed test aligned with the table of
specifications (TOS)
a t i o n s ( T O S ) a n d
T a b l e o f S p e c i f i c
• T h r o u g h t h e l e a r n e r p r o g r e s s ,
a c h e r s c a n a s s e s s
da t a a n a l y s i s , t e n e s s e s , a n d
s , p i n p o i n t w e a k
a djust t e s t i t e m l e a r n i n g
n t i o n s t o e n h a n c e
e n t i n t e r v e
implem
outc om es.
Reflective Practice through Performance
Evaluation
• Teachers' performance, while primarily evident in

students' learning outcomes, can also be evaluated
through student feedback, peer reviews, supervisor
assessments, and self-evaluation, all contributing to
continuous professional development.
STUDENTS AS MEANINGFUL
EVALUATORS: MAKING
STUDENTS' EVALUATION
• Meaningful student involvement in evaluation requires
deliberate efforts, empowering students to provide honest
feedback and accountability, fostering purposeful
assessments in classes, schools, and teacher evaluations,
complementing other evaluation methods while honoring
student learning and experiences.
PEER AS EVALUATORS: MAKING PEER
EVALUATION OF TEACHING WORK
• Peer evaluation involves colleagues reviewing
teaching performance to maintain quality
standards, improve productivity, and identify
strengths and weaknesses, complementing other
assessments in a comprehensive 360-degree
evaluation.
Supervisor as Evaluators of Teaching Performance
• General Supervisory Program Procedure.
Phase I –Start Up
Phase II – Build Up
Phase III - Closure
PROFESSIONAL LEARNING
COMMUNITY IN THE SCHOOL.
The basic tools included are;
• Instructional Supervision Form 1 Pre-Observation
Information;
• Instructional Supervision Form 2 - Post Observation
Information;
• Instructional Supervision Form 3 A, B, C, Teacher
Observation Guide; and
• Instructional Supervision Form 4-STAR Observation
Technique.
INSTRUCTIONAL SUPERVISION SUPPORT
INTERVENTION STRATEGIES
Study Groups
Action Research
Peer Teaching/Coaching
Mentoring
Conferencing
In conclusion, teachers can assess their teaching
performance through various sources of information,
including learner outcomes, student, peer, and
supervisor feedback, evaluation tools, and classroom
observation. Reflecting on these data promotes
reflective practice and continuous quality
improvement.
T HAN
K YOU

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CHAPTER 11

• Teachers' performance, while primarily evident in

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