Republic of the Philippines

ZAMBOANGA STATE COLLEGE OF MARINE SCIENCES

AND TECHNOLOGY
Fort Pilar, Zamboanga City
COLLEGE OF EDUCATION AND LIBERAL ARTS
TITLE OF THE ASSESSMENT IN LEARNING 2 Final 1
COURSE
TOPICS Authentic Assessment of the Affective Domain
Ø Affective Targets
Ø Appropriate Methods
Ø Other Affective Measures
LEARNING OUTCOMES Ø Select appropriately developed, high quality affective
assessment tools;
Ø Use target- and learner- appropriate affective
assessment methods and tools; and
Ø Interpret performance assessment data/ results for
monitoring and evaluating learner achievement to
improve learner performance and inform instruction.

Authentic Assessment of the Affective

Domain

Ø The affective domain is one of three

domains in Bloom's Taxonomy, with the other two
being the cognitive and psychomotor(Bloom, et al.,
1956).
Ø The affective domain (Krathwohl, Bloom,
Masia, 1973) includes the manner in which we deal
with things emotionally such as feelings, values,
appreciation, enthusiasms, motivations, and
attitudes.

Descriptors of the Major

Categories in the Affective Illustrative Verbs:
Domain:
Characterization ( Internalizing ) Examples: Shows self-reliance when working
This is the highest of the affective independently. Cooperates in group activities
domain. It about internalizing values. (displays teamwork). Uses an objective approach in
It means acting consistently in problem solving. Displays a professional commitment
accordance with the set of values you to ethical practice on a daily basis. Revises judgments
have internalized and your and changes behavior in light of new evidence.
Values people for what they are, not how they look.
characterization or philosophy about
life. Essentially, you internalize
Keywords: acts, discriminates, displays, influences,
listens, modifies, performs, practices, proposes,
qualifies, questions, revises, serves, solves, verifies.

Prepared by: ERWIN F. MATURAN

 values and let them control or guide
your behavior.
Organization Examples: Recognizes the need for balance between
Organizing involves putting together freedom and responsible behavior. Accepts
different values, information, and responsibility for one’s behavior. Explains the role of
ideas then relating them to already systematic planning in solving problems. Accepts
held beliefs to bring it into an professional ethical standards. Creates a life plan in
internally consistent philosophy. harmony with abilities, interests, and beliefs.
Prioritizes time effectively to meet the needs of the
Essentially, it is ability to prioritize one
organization, family, and self.
value over another and create a
unique value system. The focus of Keywords: adheres, alters, arranges, combines,
this level is on comparing, relating, compares, completes, defends, explains, formulates,
and assessing values to create that generalizes, identifies, integrates, modifies, orders,
unique value system. organizes, prepares, relates, synthesizes.

Valuing Examples: Demonstrates belief in the democratic

Valuing is the ability to see the worth process. Is sensitive towards individual and cultural
of something and express it. Valuing differences (value diversity). Shows the ability to solve
is concerned with the worth you problems. Proposes a plan to social improvement and
attach to a particular object, follows through with commitment. Informs
phenomenon, behavior, or piece of management on matters that one feels strongly about.
information. This level ranges from
Key Words: completes, demonstrates, differentiates,
simple acceptance to the may
explains, follows, forms, initiates, invites, joins,
include your desire for a team to justifies, proposes, reads, reports, selects, shares,
improve its skills, while more complex studies, works.
level of commitment may include
taking responsibly for the overall
improvement of the team.

Responding Examples: Participates in class discussions. Gives a

This level involves actively presentation. Questions new ideals, concepts,
participating in the learning process. models, etc. in order to fully understand them. Know
You are not only aware of a stimulus the safety rules and practices them.
but you react or respond to it in some
way. Key Words: answers, assists, aids, complies,
conforms, discusses, greets, helps, labels, performs,
practices, presents, reads, recites, reports, selects,
tells, writes.
Receiving Examples: Listen to others with respect. Listen for
Receiving is lowest level of the and remember the name of newly introduced people.
affective domain. It is simply
awareness of feelings and emotions. Key Words: asks, chooses, describes, follows,
It involves passively paying attention gives, holds, identifies, locates, names, points to,
and being aware of the existence of selects, sits, erects, replies, uses.
certain ideas, material, or
phenomena. Without this level, no
learning can occur. If information is
never received and cannot be
remembered.

Prepared by: ERWIN F. MATURAN

Affective learning is demonstrated by behaviors indicating attitudes of awareness, interest,
attention, concern, and responsibility, ability to listen and respond in interactions with others,
and ability to demonstrate those attitudinal characteristics or values which are appropriate to
the test situation and the field of study

Methods of Assessing Affective Targets

There are three feasible methods of assessing affective traits and dispositions. These
methods are: teacher observation, student self-report, and peer ratings. (McMillan, 2007).
Since affective traits are not directly observable, they must be deduced from behaviour or
what students say about themselves and others. There are variety of psychological
measures that assess affective traits, but due to sophistication of such instruments,
classroom teachers rarely use them. Instead, own observations and students self-reports are
mostly used.

There are three considerations in assessing affect. These are:

1. Emotions and feelings change quickly most especially for young children and
during early adolescence. Which means that to obtain a valid indication of an
individual student’s emotion or feeling, it is necessary to conduct several assessments
over a period of time. A single assessment is not enough to see what prevalent affect
is. It needs to be repeated over several times.
2. Use varied approaches in measuring the same affective traits as possible. It is
better not to rely on a single method because of limitations inherent in the method.
For example, students’ self-report maybe faked hence may significantly meddle in the
results. (However, if the self-reports are consistent with the teacher’s observation,
then a stronger case can be made.)
3. Decide what type of data or results are needed, is it individual or group
data? Consideration of what the purpose of assessment is will influence the method
that must be used. For reporting or giving feedback to parents or interested individuals
about the learner, individual student information is necessary. Thus, multiple methods
of collecting data over a period of time and keeping records to verify judgements made
is appropriate. If the assessments is to improve instruction, then results for group or
whole class is more proper you use. This is one of the usefulness of affective
assessment. It is more reliable to use anonymous student self-reports.

Teachers Observation

Teacher observation is one of the essential tools for formative assessment. However
teachers can make more systematic observations to record student behavior that indicates
the presence of targeted affective traits.In using observation, the first thing to do is determine
in advance how specific behaviors relate to the target. Its starts with a vivid definition of the
trait, then followed by list of student behaviors and actions are identified initially by listing
what the students with positive and negative behaviors and say. Classify those and create a
separate list of the positive student behaviors and another list for the negative student
behaviors. These lists will serve as the initial or starting point of what will be observed.

Prepared by: ERWIN F. MATURAN

Contained in the table below are some possible student behaviors indicating positive and
negative attitude toward learning.

POSITIVE NEGATIVE
Rarely misses class Is frequently absent
Rarely late to class Is frequently tardy
Asks lots of questions Rarely asks questions
Helps other students Rarely helps other students
Works well independently without Needs constant supervision
supervision Is not involved in extracurricular activities
Is involved in extracurricular activities Says he or she doesn’t like school
He or she likes school Rarely comes to class early
Comes to class early Rarely stays after school
Stays after school Doesn’t volunteer
Volunteers to help Often does not complete homework
Completes homework Doesn’t care about bad grades
Tries hard to do well Never does extra credit work
Completes assignments before they are Never completes assignments before the
due due date complains
Rarely complains Sleep in class
Is rarely off-task Bothers other students
Rarely bothers students Stares out window

Some of the Assessment Tools in The Affective Domain

The assessment tools in the affective domain are those that are used to assess attitudes,
interests, motivations, and self-efficacy.

Self-Report. This is the most common measurement tool in the affective domain. It
essentially requires an individual to provide an account of his attitude or feelings toward a
concept or idea or people. Self-reports are also sometimes called "written reflections". In
using this measurement tool, the teacher requires the student to write his/her thoughts on a
subject matter, like, "Why I like or dislike Mathematics". The teacher ensures that the
students write something which would demonstrate the various levels of the taxonomy (from
receiving up to characterization)

Rating Scale. This is a set of categories designed to elicit information about a quantitative
attribute in social science. Common examples are the Likert scale and 1-10 rating scales for
which a person selects the number which is considered to reflect the perceived quality of a
product. The basic feature of any rating scale is that it consists of a number of categories.
These are usually assigned integers. According to Nitko (2001), rating scales can be used
for teaching purposes and assessment.

Ø rating scales help students understand the learning target/outcomes and to focus
students' attention on performance.

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 Ø completed rating scale gives specified feedback to students as far as their
strengths and weaknesses with respect to the targets to which they are measured
Ø students not only learn the standards but also may internalize the set of standards
Ø ratings help to show each students' growth and progress

Sematic Differential (SD) Scales tries to access an individual’s reaction to specific words,
ideas or concepts in terms of ratings on bipolar scales defined with contrasting adjectives at
each end

Good _ _ _ _ _ _ _ Bad

3 2 10 1 2 3

(3- Extreme; 2- quite; 0- neutral)

Thurstone Scale- He developed an attitude continuum to determine the position of

favorability on the issue. Thurstoneis considered as the father of attitude measurement and
addressed the issue of how favorable an individual is with regard to a given issue.

Likert Scales- This requires an individual to tick on a box to report whether they “strongly
agree”, “agree”, “undecided”, “disagree” or “strongly disagree” in response to a large number
of items concerning attitude object or stimulus. Likert developed the method of summated
ratings (or Likert scale) in 1932.

E.g. Statement:
I do not like to solve algebraic
equation SD D A SA
1 2 3 4

Checklists- are the most common and perhaps the easiest instrument in the affective
domain. It consist of simple items that the student or teacher marks as “absent” or “present”.

Key Takeaways:

• Assessing the affective domain of your children will help you understand their behavior. Since
their behavior is often affected by their attitude, you will know how to deal with them. This will
also help you plan of what activities you should make in order for them to develop their values.

• Assessment of Affective Domain also guides you on what should be your learning objectives.

• Motivation is also important so that your pupils will pay attention on your class, encourage
learning things, ideas, and developing skills, exert effort to achieve something and be a
competent learner. As an educator, you should initiate and sustain motivation on them.

Supplementary Videos

https://www.youtube.com/watch?v=EdUTA_JOMCs
https://www.youtube.com/watch?v=ugCw4929yv0

Prepared by: ERWIN F. MATURAN

 Republic of the Philippines
ZAMBOANGA STATE COLLEGE OF MARINE SCIENCES
AND TECHNOLOGY
Fort Pilar, Zamboanga City
COLLEGE OF EDUCATION AND LIBERAL ARTS
PERFORMANCE TASKS
TITLE OF THE ASSESSMENT IN LEARNING 2 TERM FINAL
COURSE
TOPIC Authentic Assessment of the Affective Domain
Ø Affective Targets
Ø Appropriate Methods
Ø Other Affective Measures
LEARNING Ø Select appropriately developed, high quality affective
OUTCOMES assessment tools;
Ø Use target- and learner- appropriate affective assessment
methods and tools; and
Ø Interpret performance assessment data/ results for monitoring
and evaluating learner achievement to improve learner
performance and inform instruction.

TASK 1 DIRECTIONS:

After the thorough discussions, you are tasked to select and develop at
least 3 appropriate affective assessment tools that can be utilized in
your area of specialization.

Rubric to be used:

Criteria 10-8 7-5 4-2 1

Content- At least 7 5-6 accurate 3-4 accurate Less than 3
Accuracy accurate facts are facts are accurate
facts are displayed on displayed on facts are
displayed on the affective the affective displayed on
the affective assessment assessment the affective
assessment tool. tool. assessment
tool. tool.
Required The affective All required All but 1 of Several
Elements assessment elements are the required required
tool includes included on elements are elements
all required the affective included on were missing.
elements as assessment the affective
well as tool. assessment
additional tool.
information.

Prepared by: ERWIN F. MATURAN

 Task 2 Directions:

Using the given data below, you are going to interpret the performance
assessment data and evaluate learner’s achievement. Guide questions
will be given for your interpretation and analysis.

1. Based on the given data, describe the performance of the

learner.
2. What particular area does the student excel?
3. Describe the learner’s observed values from the 1st quarter to 4th
quarter.
4. As a future teacher, what will be your recommendations to
enhance this learner’s report card?

Task 3 DIRECTIONS:
(Reflective Journal
no.3) Write your second journal entry based on this reflective statement:

Prepared by: ERWIN F. MATURAN

 Republic of the Philippines
ZAMBOANGA STATE COLLEGE OF MARINE SCIENCES
AND TECHNOLOGY
Fort Pilar, Zamboanga City
COLLEGE OF EDUCATION AND LIBERAL ARTS
TITLE OF THE ASSESSMENT IN LEARNING 2 Final 2
COURSE
TOPICS Communicating Authentic Assessment Results
Ø Effective Communication
Ø Portfolio as a Communication Medium
Ø Grading and Reporting
LEARNING OUTCOMES Ø Design and develop portfolios for authentic
assessment of learning outcomes;
Ø Report, punctually and accurately, results of
assessment of learner academic performance and
achievement in the form of grades, marks, descriptors
or narratives; and
Ø Articulate to parents learning needs, progress and
behavior of the learners during a parent- teacher
conference or other appropriate situation.

Communicating Authentic Assessment Results

Authentic assessment focuses on individual strengths,
while also documenting the child’s less well-developed
competencies; most important, the process relies on a
parent’s pivotal role as a team member engaged in
assessment. It is imperative that family members feel
comfortable during the process so they can share
crucial information about their children, and easily
express concerns and needs. Parents must feel that
they are valuable members of the team whose
involvement in the assessment and planning process is essential and indispensable. Many
families can experience anxiety and uncertainty if they do not understand their role in
assessment and if they don’t know what to expect (Wolfe & Durán, 2013). Building a
relationship with families is essential to maximize parents’ engagement in assessment and
to foster communication with professionals.

As a teacher, there are points you can raise and tips you can impart to parents to help them
not only understand assessment and assessment results, but also in preparing their children
for testing.

1. Have them meet with you as often as needed to discuss their child’s progress.
2. Suggest activities to do at home to help improve their child’s understanding of
schoolwork.
3. Encourage them to have a quiet, comfortable place for their child to study at home, if
possible – and free of digital distractions.

Prepared by: ERWIN F. MATURAN

 4. Remind them that it’s important for their child to be well rested on school days and
especially on the day of a test. Children who are tired are less able to pay attention in
class or to handle the demands of a test.
5. Help them understand the importance of providing books and magazines for their child to read
at home. Suggest outside reading lists or provide suggestions from the public library.

When it comes to the assessment itself, teachers can start with the basics to help parents
better understand the process and improve communications with them.

6. Explain the purpose of the assessment – such as the difference between those used
to inform classroom instruction and those needed to meet state requirements.
7. Share with them which tests are being used in their child’s classroom and how the
results of each are used.
8. Send a communication about when the tests are being given, when the results will be
available, and how the parents will receive the results.
9. Share their child’s learning progress using assessment results as well as your
classroom observations.
10. Point out academic strengths and weaknesses and how they can help address areas
of concern outside of the classroom – particularly if assessment results point to
specific things they can do.

Effective Communication Strategy

Now that you know how to engage parents with two-way communication, the next step
is finding the right approach. Connecting with parents isn’t a cookie-cutter process, and what
works for some parents might not work for others. That’s why trying a variety of
communication strategies can help you engage your entire classroom instead of just a few
families. Use these parent communication strategies for teachers to involve as many parents
as possible with your school.

In-Person Communication

In-person communication is exactly what it sounds like,

and it’s one of the most effective ways to make parent
partnerships. Whenever you engage with a parent
face-to-face, you’re using in-person communication.
Volunteer opportunities, open houses, parent-teacher
conferences, and after-school events are all ways you
can apply in-person communication. This form of
communication doesn’t have to stay confined to the
classroom, either. If parents have a hard time making
it to the school, home visits are another effective way to communicate with parents. And the
benefits are substantial. Students whose parents and teachers engage in routine home visits
are more likely to read at or above their grade level and less likely to have frequent
absences.[14]

Prepared by: ERWIN F. MATURAN

 Technology-Based Communication

Technology-based communication is a “new

frontier” in many ways because it’s constantly
changing and encompasses so many outlets. Whether
you’re calling home or updating one of the many
parent-teacher communication apps available to keep
parents updated, you are using tech-based
communication. You can also utilize tech through class
websites, emails, texts, video conferences, and social
media.
As more and more digital natives now have school-aged children, many parents prefer
tech-based communication – especially texts. Try these tech-based avenues to update
parents about their students’ grades, inform them of upcoming events, or contact them about
concerns. Use two-way communication as much as possible to keep your efforts meaningful.

Written Communication

Compared to tech-based communication,

written communication may feel a little “old school.”
But a take-home newsletter or note for parents can
help them feel in-the-know. It adds a personal touch
for one-way communication and provides families with
a physical reminder for upcoming events. You can also
create your own written parent-teacher communication
log to keep track of any family contact efforts you
make.

In both tech-based and written communication, the key is to personalize. Parents are
more likely to respond and reach out to teachers when they receive personal notes instead
of generic announcements. If you can, add a few sentences to each written or tech-based
message for a specific family. You could, for example, add how much you’ve enjoyed having
a certain student in your class or that you hope to see their family at an upcoming event.

Portfolio as a Communication Medium

Portfolios are collections of student work representing a selection of performance.

Portfolios in classrooms today are derived from the visual and performing arts tradition in
which they serve to showcase artists' accomplishments and personally favored works. A
portfolio may be a folder containing a student's best pieces and the student's evaluation of
the strengths and weaknesses of the pieces. It may also contain one or more works-in-
progress that illustrate the creation of a product, such as an essay, evolving through various
stages of conception, drafting, and revision.
Portfolios are useful as a support to the new instructional approaches that emphasize
the student's role in constructing understanding and the teacher's role in promoting
understanding. For example, in writing instruction, portfolios can function to illustrate the
range of assignments, goals, and audiences for which a student produced written material.
In addition, portfolios can be a record of the activities undertaken over time in the
development of written products. They can also be used to support cooperative teaming by

Prepared by: ERWIN F. MATURAN

offering an opportunity for students to share and comment on each other's work. For
example, a videotape of students speaking French in the classroom can be used to evoke a
critical evaluation of each other's conversational skills at various points during the school
year.

WHAT ARE THE ADVANTAGES OF ASSESSMENT PORTFOLIOS?

Providing schools with more accurate information. Being a richer source of information
about learning, assessment portfolios can help schools identify and meet the needs of
diverse students.

A shared vision of student goals and learning. Developing assessment portfolios that
include teachers, administrators and students can shape a common vision of what students
should know and be able to do as a result of their course work. By clearly articulating
expectations and the criteria upon which to assess attainment of these expectations, the
school helps create a shared vision of the purpose of education.

Authentic picture of learning. Assessment portfolios can be designed to measure virtually

any observable skill or process or content-area knowledge. A wide range of student products
can be included in assessment portfolios as long as predetermined scoring criteria are in
place. Portfolios are designed to be inclusive and to provide an authentic description of what
students can do.

Improved teaching and student learning. Using assessment portfolios not only provides
improved information about student achievement but also makes a positive impact on
teaching and student learning. Once trained to use and score portfolios based on agreed-
upon criteria, teachers will tend to move toward a more learner-centered teaching model,
which encourages students to take more responsibility for their own learning. Through such
training, teachers develop an understanding of the quality of student work that meets specific
achievement levels according to the scoring criteria.

WHAT ARE THE DISADVANTAGES OF ASSESSMENT PORTFOLIOS?

Lower comparability and reliability. Portfolios do not easily or meaningfully translate into
a single score or set of scores. The public has become accustomed to single scores, such
as those used to describe the results of standardized or norm-referenced tests. Single scores
are comparable across systems and from one year to the next. It is not the purpose of the
portfolio to rank participants or programs in a quantitative or standardized way.

Difficulty ensuring standardized testing conditions. When using portfolio assessments,

performance conditions may vary, and teacher bias can affect students' performance. For
example, the amount of support teachers provide to students, the amount of time students
are allowed to spend on portfolio samples, and the extent to which student work is
augmented by support from external sources have raised questions about the validity of
inferences about student competence based on portfolio work.

Cost. One obstacle to developing an assessment portfolio system is the ongoing expense
of the program. Designing, implementing and scoring portfolio items is labor intensive and

Prepared by: ERWIN F. MATURAN

therefore costly. Practitioners invest a substantial amount of time to align the assessment
tasks with the curriculum and to develop the scoring criteria and scoring tools.

Scoring. Portfolios pose a difficult scoring dilemma for three reasons. First, developing and
using scoring criteria requires labor-intensive staff discussion and training. Second, inter-
rater agreement among teachers and other scorers requires intensive staff development.
Third, scoring student work using predetermined criteria is more time consuming than scoring
a single-occasion, traditional test. Fortunately, these same activities also lead to improved
teaching and learning.

Grading and Reporting

The purpose of a grading system is to give feedback to students so they can take charge of
their learning and to provide information to all who support these students—teachers, special
educators, parents, and others. The purpose of a reporting system is to communicate the
students’ achievement to families, post-secondary institutions, and employers. These
systems must, above all, communicate clear information about the skills a student has
mastered or the areas where they need more support or practice. When schools use grades
to reward or punish students, or to sort students into levels, imbalances in power and
privilege will be magnified and the purposes of the grading and reporting systems will not be
achieved.

The following tenets must be at the core of the school’s grading and reporting practices:

Communicate Effective grading systems communicate information about

Information About learning to help students be proactive, overcome failures, and
Learning excel. In equitable schools and classrooms, grades will never be
used as rewards, punishments, or tools to force compliance
Design Clear When each teacher designs their own unique grading system,
Grading & Reporting consistency becomes impossible. Clear, collaboratively-
Guidelines designed school guidelines for grading and reporting, known and
followed by everyone, help create a school culture that supports
all students.
Use Common An essential practice for educational equity is establishing clear,
Rubrics or Scoring agreed-upon learning outcomes and defining the criteria for
Guides meeting those outcomes. These descriptions of what mastery
looks like are powerful tools for learning, teaching, and
assessment design.
Provide Low- Stakes In order for students to learn from practice and feedback, they
Practice & Feedback need chances to practice, make mistakes, and get feedback
based on common scoring criteria, without worrying that early
mistakes will count heavily against them.
Report on Habits of Separating habits of work from academic proficiency ensures that
Work Separately a student’s good behavior or work habits cannot mask a lack of
proficiency, and that a student’s poor behavior or work habits
cannot mask their attainment of proficiency.
Organize Grade Design grade book categories in such a way that they will yield
Books Consistently the most useful information to educators and learners. The
method used for organizing information in gradebooks should be
consistent across the school.

Prepared by: ERWIN F. MATURAN

 DepEd (Basic Education Salient Features of the Grading System)

Grades 1-10

Grades 11-12

(DepEd no. 8 s. 2015)

Prepared by: ERWIN F. MATURAN

 Republic of the Philippines
ZAMBOANGA STATE COLLEGE OF MARINE SCIENCES
AND TECHNOLOGY
Fort Pilar, Zamboanga City
COLLEGE OF EDUCATION AND LIBERAL ARTS
PERFORMANCE TASKS
TITLE OF THE ASSESSMENT IN LEARNING 2 TERM FINAL
COURSE
TOPIC Communicating Authentic Assessment Results
Ø Effective Communication
Ø Portfolio as a Communication Medium
Grading and Reporting
LEARNING Ø Design and develop portfolios for authentic assessment of
OUTCOMES learning outcomes;
Ø Report, punctually and accurately, results of assessment of
learner academic performance and achievement in the form
of grades, marks, descriptors or narratives; and
Ø Articulate to parents learning needs, progress and behavior
of the learners during a parent- teacher conference or other
appropriate situation.

Task 4 Directions: You are tasked to create a grading sheet just assume that
you have 15-male and 15- female students. Use the grading system that
has been discussed.

This template can be downloaded on this url:

https://www.deped.gov.ph/alternative-learning-
system/resources/downloads/e-class-record-templates/

Prepared by: ERWIN F. MATURAN

 Task 5 Directions: You are to create a 1 sample of report card.

Sample template can be downloaded here:

https://www.depedtambayanph.net/2021/01/school-form-9-sf9-
learners-progress.html

Task 6 Directions: You are tasked to create a letter of invitation for Teacher-
Parents’ Conference. (Below is the rubric to be used)

Criteria 10-8 7-5 4-2 1

Content- The letter The letter The letter The letter
Accuracy contains at contains 3-4 contains 1-2 contains no
least 5 accurate accurate accurate
accurate facts about facts about facts about
facts about the topic. the topic. the topic.
the topic.
Sentence and Sentences All sentences Most Many
Paragraph and are complete sentences sentence
paragraphs and well- are complete fragments or
are complete, constructed and well- run-on
well- (no constructed. sentences
constructed fragments, no Paragraphing OR
and of varied run-ons). needs some paragraphing
structure. Paragraphing work. needs lots of
is generally work..
done well.
Salutation Salutation Salutation Salutation Salutation
and Closing and closing and closing and closing and/or
have no have 1-2 have 3 or closing are
errors in errors in more errors missing.
capitalization capitalization in
and and capitalization
punctuation. punctuation. and
punctuation.

Prepared by: ERWIN F. MATURAN

 Republic of the Philippines
ZAMBOANGA STATE COLLEGE OF MARINE SCIENCES
AND TECHNOLOGY
Fort Pilar, Zamboanga City
COLLEGE OF EDUCATION AND LIBERAL ARTS
TITLE OF THE ASSESSMENT IN LEARNING 2 Final 2
COURSE
TOPICS Assessment of One’s Teaching Practice
Ø Reflective Practice Using Learner Attainment Data
Ø Reflective Practice Through Performance Evaluation
LEARNING OUTCOMES Ø Demonstrate reflective self- assessment, using learner
assessment data and other reflection aids, for
purposes of adjusting one’s teaching practices and for
purposes of growing in the profession (advancing in
the career stage);
Ø Explain how professional reflection and learning can
be used to improve teaching practice.

What is reflective practice in teaching?

Reflective practice is ‘learning through and from

experience towards gaining new insights of self and
practice’ (Finlay, 2008).

It requires teachers to look at what they do in the

classroom, and think about why they do it and if it
works - a process of self-observation and self-
evaluation.

Often described as a personal tool that teachers can

use to observe and evaluate the way they behave in their classrooms, reflective practice can
be both a private process as well as one that they discuss with colleagues and/or leaders.
Many teachers already think about their teaching and talk to colleagues about it too.
However, without adequate time and structure spent on or discussing what has happened,
these conversations don’t actually help teachers to change their practice for the better.

Reflective teaching is a more systematic process of collecting, recording and analyzing a

teacher’s thoughts and observations, as well as those of their students, and then going on to
making changes. It’s not a once and done approach to CPD, but a cyclical process that needs
to occur regularly if it is to have an impact. Although critical reflection plays an important role
in teacher education, over time our busy work lives tend to take over and we can easily forget
to take a step back, look at our practice from a different perspective and identify areas of
improvement to better support our pupils’ learning experience.

Prepared by: ERWIN F. MATURAN

 7 Reflection Activities for Teachers
1. The ratio of interaction - How much are children responding to the teacher, versus how
much they are talking to them? Is there a dialogue of learning in their classroom or is the
talking mainly one-sided?
2. Growth vs. fixed mindset - Carol Dweck writes in Mindset: The New Psychology of
Success(2007) about how people with fixed mindsets believe that their qualities are
unchangeable whereas people with growth mindsets feel they can improve their qualities
through effort. The way a teacher responds to their students can inspire either a fixed or
growth mindset. Praising students for being 'smart' or 'bright' encourages fixed mindsets
whilst recognizing when they have persistently worked hard promotes growth mindsets.
Dweck found that people with growth mindsets are generally more successful in life: which
are you encouraging students to have? Click here to read more about Dweck’s theory of
the growth mindset.
3. Consistent corrections - Is the teacher correcting the students consistently? Teachers
should avoid inconsistency; such as stopping a side conversation one day but ignoring it
the next, as this will cause confusion with students and the feeling that the teacher is
being unfair.
4. Opportunities to respond - Is the teacher giving the students enough opportunities to
respond to what they are learning? Responses can include asking students to answer
questions, promoting the use of resources such as whiteboards or asking students to
discuss what they have learnt with their neighbor.
5. Type and level of questions - Do the questions the teacher is asking match the method
of learning that they want to foster in their classroom? The type of questions they ask their
students can include open or closed, their opinion on certain topics, or right or wrong. Is
the level of questions they're asking appropriate for the students' level of learning? To find
out more about open questions read our blog: can you make coaching more effective with
open questions?
6. Instructional vs. non-instructional time - The more students are engaged in learning
activities, the more they will learn. Teachers shoulw should try to keep track of how
muchtime they give to learning activities compared to how much is spent on other
transitional things such as handing out resources or collecting work at the end of the
lesson.
7. Teacher talk vs. student talk - Depending on the topic, teachers must decide how much
students should be talking about what they're learning compared with how much they
should be talking to them.

5 Benefits of Being a Reflective Teacher

1. Professional growth

Firstly and most importantly, reflective practice is the key to improvement. If teachers don’t think
about, analyze and evaluate their professional practice they cannot improve. Also once teachers
start to take ownership of their CPD in this way, their confidence grows.

Prepared by: ERWIN F. MATURAN

2. Keeping up-to-date and innovative

Just as you wouldn’t want to be operated on by a surgeon who wasn’t familiar with the latest
techniques, we probably won’t want to be taught by someone who doesn’t know their subject or
the best ways of teaching and learning. Reflective practice allows teachers to create and
experiment with new ideas and approaches to gain maximum success.

3. Understanding learners

Reflective practice encourages teachers to understand their learners and their abilities and
needs. Reflection helps teachers to put themselves in their students’ shoes, which is something
many skilled teachers do. Stephen Brookfield believes that: ‘Of all the pedagogic tasks teachers
face, getting inside students heads is one of the trickiest. It is also the most crucial’ (Brookfield,
1995).

4. Developing reflective learners

Reflective teachers are more likely to develop reflective learners. If teachers practice reflection
they can more effectively encourage learners to reflect on, analyse, evaluate and improve their
own learning. These are key skills in developing them to become independent learners.

5. Humility

“Implementing extreme ownership requires checking your ego and operating with a high degree
of humility. Admitting mistakes, taking ownership and developing a plan to overcome challenges
are integral to any successful team.”- Jocko Willink

When we reflect we must be honest. At least honest with ourselves about our choices, our
success, our mistakes, and our growth. Meaning that self-reflection acts as a constant reminder
to teachers to stay humble and continue working hard to achieve results.

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This LR is produced and distributed locally without profit and will be used for educational purposes
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Credits and respect to the original creator/owner of the materials found in this learning resource.

Prepared by: ERWIN F. MATURAN

 Republic of the Philippines
ZAMBOANGA STATE COLLEGE OF MARINE SCIENCES
AND TECHNOLOGY
Fort Pilar, Zamboanga City
COLLEGE OF EDUCATION AND LIBERAL ARTS
PERFORMANCE TASKS
TITLE OF THE ASSESSMENT IN LEARNING 2 TERM FINAL
COURSE
TOPIC Assessment of One’s Teaching Practice
Ø Reflective Practice Using Learner Attainment Data
Ø Reflective Practice Through Performance Evaluation

LEARNING Ø Demonstrate reflective self- assessment, using learner

OUTCOMES assessment data and other reflection aids, for purposes of
adjusting one’s teaching practices and for purposes of
growing in the profession (advancing in the career stage);
Ø Explain how professional reflection and learning can be used
to improve teaching practice.

Task 7 Directions: You are tasked to interview a professional teacher, the

purpose of this interview is to have ideas how teacher does a reflective
teaching. The following guide questions can be asked during the
interview:

1. What is your greatest achievement for this school year?

2. What is your happiest moment with your students this school
year?
3. What is your biggest struggle or cause of stress this school year?
4. What would you have done differently this school year?
5. What could you do to make next year easier?
6. What will be your number 1 goal for next year?

Task 8 Directions: You are tasked to do a reflective journal based on this

(Reflective Journal statement “As a future teacher, how can I make difference to my
no. 4) students”
Task 9 Directions: You are tasked to watch a video on Youtube about “The Ron
(Reflective Clark Story” https://www.youtube.com/watch?v=hCwR9dCqjSY . After
Questions to watching this video, you are going to answer the reflective questions.
Answer)
1. Describe the 2 characteristics of Ron Clark as a teacher that you
would like to have.
2. How did Ron Clark motivate the students to watch his grammar
lesson?
3. How did Ron Clark change the lives of his students?

Prepared by: ERWIN F. MATURAN