Module 2: Assessment Frameworks

My advisory class taking their Pre-Test in Earth Science. As part of the Assessment Cycle, teachers have to collect information of what students already know about the subject and what concepts they are not yet familiar with. This will serve as baseline information that will be necessary to plan future instructions. 

The Assessment Cycle

I used to believe that exams are given to students to see how much they have learned. If they fail the exam, then they did not study enough. We have been concerned with students having passing scores for each test so that in the end they will pass the subject. Now, I have realized, that straightforward thinking is wrong.

We need data to begin with.

As the school year begins, we need to conduct orientation session to acclimate our learners in their new level. And then we give diagnostic tests or pre-test that aims to assess what they have in mind in view of a specific subject. I teach Earth Science for STEM students and I am guilty with telling my students "oh, alam nyo na yung mga basic nyan.... STEM kayo eh." And thinking about it, I have already judged them. So what should I do next time, aside from not being judgmental to my students is to take pre-test seriously and use its results as empirical data that will be useful for planning the succeeding teaching-learning session aside from the usual lesson planning practice.

Also, I really need to examine my individual learners - how they think, how they acquire new knowledge, their personalities, and things that are not negotiable with them when it comes to their learning process. 

Now we have the baseline info... so how to plan learning?

I ask my friend, who is a Master Teacher, what we are supposed to do with the result of the Item Analysis? She said that, most schools do not really care about the results... they just need the report. (And yes, I can attest to that. Head Teachers just sign papers and they are not even looking if the report is a recycled one). My friend said that thru Item Analysis, we can see the learning competencies (LCs) that our students have low or no mastery at all. After identifying these LCs, she advises her teachers to prepare learning worksheets that they could used as intervention and remediation materials.

And since we have diverse learners, it is also important that we consider individual learning plans. How are we going to do the instructions in a way that they will promote equal opportunities for all to learn the content standards and achieve learning goals.

Next, we go to the instructions.

At the start of the formal facilitating of learning, we explain to our students the curriculum goals. We also explain to them how they are going to be graded - the weights of each component (i.e. written works, performance task and quarterly exam). I tell my students that I usually give one (1) long quiz for each lesson, one (1) group performance task, and a practical examination. With my experience, after all the explanations regarding grades and assessments, I would always sense their worries (in my mind I always said, good thing for me that i have prepared all my tests... bad thing for them they're already frightened even before the "storms" come).

Since I have been teaching the subject for three (3) consecutive years, I already developed a TPACK for it and I am constantly improving it over time. I am happy that majority of the class is earning high grades but I think I should've not been complacent about it.


Lastly, learning must be assessed.

This past S.Y., there had been about 5-8 students in my class constantly getting low grades. I had motivated them with pep talks and a few remediation but I think I could have done more for them in terms of formative assessment. In that way, I could have modify my instruction so that they won't be left behind with the lessons. I could have given them a more appropriate learning activity that will help them to achieve more.

I often forget to analyze the results of the assessments I gave to my class and use it to improve the learning experience of my students. I had been contented for a while with my way of teaching that I have overrate learners' achievement with high average exam scores. I thought it was sufficient.


It is a cycle after all.

It means at any point, we can start the change. And if we ignore unhealthy practices, it will just produce the same problem over and over... and it could get worse over time. Each episode of teaching, learning and assessment should be coupled with reflection:

1. Are we doing enough as teachers?
2. Are the students learning what they are supposed to learn?
3. Are the assessments we give truly valid, authentic, current, reliable, and sufficient to tell that our students are progressing?

And we have to look, thru introspection, even for the smallest NO as answer to the aforementioned questions. Because it means we hold on to the idea of continuous improvement of the teaching and learning process.