CHAPTER 8

COMMUNICATING AND REPORTING OF ASSESSMENT DATA FROM

ALTERNATIVE METHODS

Overview
The outcomes of assessments need to be reported both to the eventual end-
users and to the other stakeholders involved in the assessment. The way in which this
is done is vital for what is reported, and how it is communicated, determine what the
users think they are being told and, thereby, the decisions that they make. Given this, it
is important to bear in mind a number of precepts. These state that the information must
be relevant to the users, balanced and accurate, concise yet complete, unambiguous
and understandable, and credible and open to scrutiny.

In 2016, one of the surveys in the US among parents, students, and educators,
found out that more than six in 10 parents said their child’s teachers rarely discuss their
child’s assessment results with them. And teachers reported in the survey that they felt
comfortable with most aspects of assessments – but less so when it came to
“communicating with parents about the results.”

While teachers are certainly on the front lines when it comes to communicating
with students about testing, we cannot forget the important role that parents play in
assessments. Talking to parents about assessment results is an important step in
helping parents understand their child’s growth, be a partner in goal setting, and
generally give them a role in improving their child’s learning.

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. Have them meet with you as often as needed to
discuss their child’s progress. Suggest activities to do at home to help improve their
child’s understanding of schoolwork. Encourage them to have a quiet, comfortable place
for their child to study at home. Remind them that it is 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.

What to Expect?

At the end of the chapter, the students can:

1. differentiate feedback and assessment;

2. provide appropriate feedback based on alternative methods of
assessments;
3. communicate learners’ progress based on alternative methods of
assessment; and
4. report to parents the results of alternative methods of assessment.

Assessment Feedback
In order to provide proper feedback to learners and inform them about their
progress, we need to know the techniques on how to give feedback and the guide that
we need to use to determine the contents of our feedback. We are expected to consider
this before we can practice giving feedback.
Feedback is information given to the learner or teacher about the learner's
performance relative to learning goals or outcomes. It should aim towards and be
capable of producing improvement in students' learning.
https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-
toolkit/feedback/
Feedback is an important part of the assessment process. It has a significant
effect on student learning and has been described as “the most powerful single
moderator that enhances achievement” (Hattie, 1999)
The main objectives of feedback are to:
 justify to students how their mark or grade was derived
 identify and reward specific qualities in student work
  guide students on what steps to take to improve
 motivate them to act on their assessment
 develop their capability to monitor, evaluate and regulate their own learning
(Nicol, 2010).
To benefit student learning, feedback needs to be:
Constructive: As well as highlighting the strengths and weaknesses of a given
piece of work, it should set out ways in which the student can improve the work. For
the student, it:
 encourages them to think critically about their work and to reflect on what they
need to do to improve it
 helps them see their learning in new ways and gain increased satisfaction
from it
 helps promote dialogue between staff and students.
Timely: Give feedback while the assessed work is still fresh in a student’s mind,
before the student moves on to subsequent tasks.
Meaningful: It should target individual needs, be linked to specific assessment
criteria, and be received by a student in time to benefit subsequent work. Effective
feedback:
 guides students to adapt and adjust their learning strategies
 guides teachers to adapt and adjust teaching to accommodate students’
learning needs
 guides students to become independent and self-reflective learners, and
better critics of their own work
 stimulates reflection, interaction and dialogue about learning improvement
 is constructive, so that students feel encouraged and motivated to improve
 has consequences, so that it engages students by requiring them to attend to
the feedback as part of the assessment
 is efficient, so that staff can manage it effectively.

Difference of Assessment and Feedback

 Feedback and assessment are not the same. Assessment is the process of
judging or deciding the amount, value, quality, or importance of something. On the other
hand, feedback is information given on the amount, value, quality, or importance of the
thing being judged or measured.

Assessing students’ performance is a complex business. It might seem obvious

that we could simply ask students questions to find out what they’ve learned, but how
do we know we’re asking the right questions? Our questions often prompt students to
give particular answers and are unlikely to reveal the full extent of what they know. Any
inferences we make about what or whether students have learned are likely to be
flawed unless we have a decent working knowledge of reliability and validity.

 Validity asks us to consider whether we are measuring the things we claim to be

measuring and whether the interpretations we make of students’ test scores and
the decisions we subsequently make are reasonable.
 Reliability represents the extent to which a measure stays the same when
different students are assessed by different teachers, or if the same students
were given the same assessment on different occasions.

Feedback tends to be much better understood than assessment, but still, there is
a lot we can learn from knowing the differences. Assuming that the assessment we
have done is reliable and the inferences we have made are valid, then we are in a
position to give meaningful feedback. Just because we have got some useful feedback
does not been that we will communicate it in a way that students will understand how to
use it or that they will choose to use it if they do understand it. Nevertheless, giving
feedback based on unreliable assessments and invalid inferences might be devastating.
At best it will be ignored, yet when students do decide to take such feedback seriously
they might try to improve something which doesn’t need changing or, more likely, not
change an aspect of their work which does need to be improved.
https://learningspy.co.uk/assessment/whats-difference-assessment-feedback/

Why is feedback a powerful means to help learners improve?

 Feedback is a powerful means of helping the learners improve their academic
performance. Feedback is a specific means that allows the learners to determine which
part of their performance needs improvement. Feedback provides specific information to
learners on what they need to do to revise or redo their task in a better way, the content
of feedback can be:
 The part of the answer or response that needs to be corrected
 The specific strategy to be used to perform the task
 The suggested procedure that needs to be undertaken by the learner
 A direction to the learner where to find the answer
 A challenge to the learner to think about the appropriate response
 A clarification on some misconceptions of the learner
Feedback is given every time students perform a task whether it is a paper-and-
pencil test or performance task. Feedback is provided either during or after the
performance.

1. Feedback during performance. Feedback during performance can be verbal or

nonverbal. Verbal feedback can be written in a big signage (like a poster or a
handy white board) visible to the learner. This is possible to do when a
performance cannot be stopped like when one is currently dancing or singing.
The teacher can also provide feedback in segments of the performance` where
the learners can pause like when performing drama or doing some presentations.
The feedback during performance is useful to immediately correct the
performance to avoid further mistakes.
2. Feedback after performance. Feedback can also be given after the
performance of the task. This is appropriate when learners are provided another
opportunity to revise and show again the performance. This is applicable for
writing essays and compositions where students the complete work before a full
feedback is provided. Students in these tasks have the opportunity to rewrite
their work and resubmit for another round of feedback.
 To make feedback powerful means to help learners improved, the following can
be considered:
1. Feedback needs to be specific and concrete. The following are illustrations of
general and specific feedback.
General Feedback Specific Feedback
The essay is good. You started the paragraph in your
Note: Saying that the essay is good does essay with a topic sentence and
not provide idea to the learner which part supporting sentences were provided
was good. The learner might think that the after. This helped strengthen the point
essay is good in all aspects. you want to make.
Note: This feedback is specific in
saying why the feedback is good based
on the structure of the sentence in the
paragraph.
The painting needs improvements, I can’t Perhaps you may want to use other
see any object! colors in your painting so that we can
Note: This is a broad feedback because it distinguish the objects.
does not say what specific part needs to be Note. This feedback is specific in giving
improved. a recommendation on what can be
done about painting.

2. Feedback needs to be based on the agreed criteria. The criteria serve as a guide
to provide feedback on the work. For example, the criteria in writing a technical
paper are as follows:
 The parts are organized according to the guide questions.
 The ideas are well understood by the reader.
 The information included are accurate.
 More than 5 references are used.
 Feedback NOT based on Criteria Feedback based on Criteria
There are several grammatical errors in Check again the idea conveyed by the
the paper. author in the journal because there are
discrepancies on page 3 (pertaining to the
criteria on accuracy of information)
The heading needs to be in bold font. Add one more reference to support further
your claim on the benefits of using organic
fertilizers on page 5 (pertaining to the
criteria on references)

3. Feedback should provide recommendations or suggestions on how to improved

performance.
Bad Feedback Good Feedback
I cannot hear your voice. Make your voice louder
Why are you looking at the ceiling while Look at your classmates when you speak
speaking? in front.

Forms of Feedback
There are three areas to focus when giving feedback. These areas are feedback
on the product or performance, on the procedure or process performed, and on the
strategy in improving the work.
1. Focus on the product or performance. This kind of feedback describes how
well the performance was done. Examples of such are:
“All the parts of the paper are complete.” “You have used up-to-date references in
your paper.”
“Included a definition of the term based on the main author.”
“Rephrase the finding sated by the author on page 25.”

2. Focus on the procedure. This kind of feedback focuses on the step-by-step

process that needs to be done by the learner.
 “Follow the guidelines state in the workbook in conducting the experiment to get
accurate results.”
“Try different procedure in solving the problem.”
“Use more adjectives to describe the main character in your story.”

3. Focus on the strategy to improve the work. Strategies refer to the different
cognitive and metacognitive actions that the learner needs to think about in order
to arrive at a better work or performance.
“Given the criteria on delivering a speech, which parts did you achieve well and
provided evidence.”
“Use a different method to check if your answers are correct.”
“Compare your work with the model, which parts are different? How can you
improved these parts further?”

Using Portfolios to Help Learners

One of the important roles of the teacher is to communicate the progress of the
learners based on the learning targets. Progress of the learner is better communicated if
there is a good documentation of their formative assessment. The works that learners
have produced can be collected and complied in a portfolio. This is a visual
representation on what the learners have achieved from their initial work to their
improved work. For example, their essay in an English class is collected from the first
draft to the revised draft. This progress is communicated when the teacher creates an
opportunity to sit beside each learner to show progress in learning as evidence in the
portfolio. The following are some tips in making portfolios a powerful vehicle in
communicating learning progress and areas needing improvement.

1. Schedule a time slot to sit beside each child to show progress In learning. The
teacher may focus on the first work to the present work for one learning target at
a time (one object). The teacher may need about 5 minutes with each learner to
show evidences of attainment of each learning target.
 2. Let the learners reflect on each entry in the portfolio. This can be guided when
the teacher starts to ask questions pertaining to the learning strategy used.
3. Let the learners report their observation on the transition of one work to another.
Ask questions for the learners to describe and compare their previous work with
their present work by pointing at the differences, things that are present and
missing among the entries, and the changes that happened from one entry to
another.
4. Ask the learners to reflect on the areas that need to be continued and improved
for the succeeding work. Make the learners commit to their future plan of strategy
when engaging on the same task. Help the learners focus on making specific and
achievable plans.
5. End the conversation with the learners with an encouragement and a belief that
they can improve and are capable of mastering the task.

How to organize meeting with parents?

Assessment results are also communicated to parents. The parents are partners
in the child’s learning, and information about the academic standing of their child should
be communicated with them. They are needed to provide further support in their
learning.
Assessment results are communicated through the process of parents and
teacher conferences. The school usually sets schedule and guidelines for teachers to
confer with the parents. These guidelines are communicated during the parents’
orientation at the beginning of the school year. The following are guidelines that can be
followed in conducting parents and teacher conferences:
1. Send a letter inviting parents for a meeting. Indicate availability for this meeting to
happen.
2. Greet the parents in a positive tone. Express how you care about their child that
is why you set a meeting with them.
3. Let the parents talk. Avoid interrupting them while they say their concerns.
4. When responding to parents’’ concerns, you may want to testate or clarify their
ideas, report relevant incidents, or ask further question.
 5. When reporting assessment results, avoid judging on the ability of the child.
Focus on the performance based on criteria. Prepare evidence of the
performance and show the parents how rating was done. Describe the
performance based on the rubric.
6. When describing the performance of the child, use words that are
understandable to the parents. Avoid too technical terms cannot be avoided;
explain the terms to the parents.
7. Commit to the parents a course of action that you can realistically do but do not
guarantee a result. Some course of action would be to verify an incident further,
check documents, and to try to ask the child again.

Summary

 Feedback is information given to the learner or teacher about the learner's

performance relative to learning goals or outcomes. It should aim towards and
be capable of producing improvement in students' learning.

 It is given every time students perform a task whether it is a paper-and-pencil

test or performance task. It is provided either during or after the performance.
 Areas to focus when giving feedback include feedback on the product or
performance, on the procedure or process performed, and on the strategy in
improving the work.
 For feedback to be powerful, it needs to be specific and concrete, based on the
agreed criteria, and should provide recommendations or suggestions on how to
improved performance.

Assessment
A. Let me check the ideas you have acquired about communicating assessment
results.
1. What is the difference between feedback and assessment?
2. Why do we need to give feedback?
3. Why should feedback be specific?
 4. What makes a concrete feedback?
5. Why is it important to sit beside each learner as you explore his or her learning
portfolio?
6. How do we avoid negative reactions with parents when relaying assessment
results?

B. The following are incidents about the performance of a learner. Provide the
appropriate feedback to each situation. Write the feedback to be communicated to
the child on the lines provided.

1. In a Grade 2 mathematics class, a subtraction task is provided for a two-digit

number and one digit number. The task given is 24-5=?. The child subtracted 4
from 5 and brings down 2 resulting to an answer of 21.
24
- 5
21
What feedback will provide?

2. In a Grade 4 English class, the students are tasked to write an essay. One pupil
did not provide an indention in the first line of the composition.
What feedback will provide?
3. In Grade 7 class, recitation was conducted on the topic of characteristics of
metals. One student was asked to give three characteristics of metals. The
student stood up and kept quiet for more than three minutes. The child is taking
too much time to provide the answer.
What feedback will you provide?

4. In a Filipino class for Grade 5, the students were tasked to write a letter to a
selected classmate. One student wrote complaints about the behavior of the
classmate. The student wrote in the letter bad words that hurt the classmate.
What feedback will you provide?

5. In a music class for Grade 7, each student rendered a solo song number in front
of the class accompanied by a piano. One student could not reach the high note
required in one line of the song.
C. Watch the video of a very young girl in YouTube. The video is called “kindness
speech by 10 year old girl”, and it is found in this link:
http://www.youtube.com/watch?v=DtCxjMd5dM

The following are the criteria for the speech:

1. Mechanics: the voice is loud and clear.

2. Idea: More than two acts of kindness are provided.
3. Structure: The speech has an introduction, body, and conclusion.
4. Evidence: The arguments presented in the speech are supported with evidence.
5. Persuasion: The delivery of the speech is persuasive to the audience.

Suppose that you are the teacher, provide a feedback on each aspect of the
criteria. Write your feedback on the space provided.
1.
2.
3.
4.
5.

Instruction: Use the checklist below to evaluate the quality of the feedback given.

Checklist:

Yes No
1. Feedback is provided for each criterion.
2. The feedback is within the scope of the given criteria.
3. The feedback is specific
4. The feedback describes the performance with evidence.
5. The feedback provides suggestions for improvement.
6. The feedback will be understood by a 10-year-old child.
D. Review the rating given to your feedback. List down areas that need improvement
and how to improve them.

Areas for improvement How will I improve this area?

1.
2.
3.
4.
5.

E. Summarize the result of your performance in doing the culminating task using the
checklist below.

Ready Not yet

ready
1. I can independently give feedback across different
performances.
2. I can be specific with my feedback
3. I can follow the guidelines.
4. I use feedback to improved learners’ performance.
5. I use portfolios to communicate assessment results.
6. I can report the class standing of my students to their parents.

F. Choose from the following tasks what you can do given the result of your self-
assessment and teacher’s feedback.
Level of Readiness Possible Task to Extend Opportunity for Successful
Performance
Scale Description
1 Not yet ready Communication with parents the learner’s assessment
results
2 Quite ready Describe sufficiently the learner’s progress based on
assessment results
3 Read Provide adequate feedback on learner’s performance
References
Alternative Assessment Strategies (2021). Retrieved from https://cei.umn.edu/support-
services/tutorials/integrated-aligned-course-design-course-design-
resources/alternative
Alternative Assessment: Definition and Examples (2021). Retrieved from
https://study.com/academy/lesson/alternative-assessment-definition-
examples.html
Cajigal, R. and Mantuano, M.L. (2014). Assessment of Learning 2. Quezon City:
Adriana Publishing Co.
David Didau (2021). Feedback and assessment are not the same Retrieved from
https://learningspy.co.uk/assessment/whats-difference-assessment-feedback/
EEF (2021). Feedback. Retrieved from
https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-
learning-toolkit/feedback/