Lesson 2: Assessment and Instructional Decisions

 A. Decision-Making at Different Phases of Teaching-Learning Process

Assessment is utilized as basis for decision making in different phases of the teaching-learning process. Below are instances where assessment shows vitality in improving the instructional delivery.

Phase	Points to Consider	Basis
Planning or Pre-Delivery	content diversity of learners resources learning tasks and activities organization of learning experiences	informal observation interview test results grades learners' background
During the Delivery	improvement feedback students' readiness	observation of students' attitude learners responses to questions thrown interaction in class erroneous thinking non-participatory and misbehaving students
Post-Delivery	achievement of learning goals feedback to parents assigning grades evaluating effectiveness of the lesson and resources used	test results, project and observation students' reflection/interview students' background students' individual participation and academic standing

 

B. Category of Assessment in Classroom Instruction

1. Placement Assessment. This type of assessment is administered to measure the entry behavior of the learners.
2. Formative Assessment. In order to identify the strengths and weaknesses  of learners with the subject or lesson taught and to monitor their progress, this type is utilized.
3. Diagnostic Assessment. It is used to diagnose or identify causes of learning problems.
4. Summative Assessment. To assign grades to students performance end-of-course or lesson achievement is being measured.

C. Types of Educational Decisions

Kubiszyn and Borich (2002) categorized educational decisions into eight (8). Cagijal and Mantuano (2014) summarizes the types of educational decisions below.

Types of Educational Decisions

Decision	Description	Example
Instructional	This decision is normally made by individual classroom teacher, as necessary to meet the targets or objectives set during classroom engagement. Decisions are reached according to the results of test administered to a class.	After a test was given by the teacher, the result is not so satisfactory thus the teacher may decide to re-teach the lesson using a different strategy so as to improve the learning and meet the objective/target set for the particular lesson
Grading	It is usually based on teacher-made tests. Grades are assigned to the students using assessment as one of the factors	A quarterly grade is based on the results of different assessment made, periodic exam, performance tasks and written works
Diagnostic	It is made to determine a student’s strengths and weaknesses and the reason/s	A teacher gave an essay test. The teacher noticed that the students were able to write more than five sentences which are grammatically correct but coherence of ideas contained in paragraph is poor. The result shows that the students still need more help in understanding the principles of writing a good paragraph.
Selection	It involves accepting or rejecting the examinee based on the results of the assessment, for admission or qualification to a program or school activity. The decisions are made not by classroom teachers but by specialists such as guidance counselors, administrators or the selection committee	College or University Entrance Examination, Choosing School Representative for a National Quiz Bee
Placement	It is made after a student has been admitted to school. It involves the process of identifying students who needs remediation or may be recommended for enrichment program of the school.	A diagnostic test on English and Math were given to freshmen to determine who among them may encounter difficulty in these areas. Those who will get a below-average scores will be included in the remediation program to help the students cope with the lessons in English and Math
Guidance and Counselling	It utilizes test data to assist students in making their personal choices for future career and help them know their strengths and weaknesses by means of standardized tests.   On the other hand, teachers may use the results of socio-metric tests to identify who among the students are popular or unpopular. Those who are unpopular may be given help for them to gain friends and became more sociable.	The NCAE helps to identify which career path the student may pursue that matches his/her interests and skills, whether academic, vocational or technical programs
Program or Curriculum	It is made not at the level of teachers but on higher level such as division, regional or national level. Based on the results of assessment and evaluation, educational decisions may be reached: to continue, discontinue, revise or replace a curriculum or program being implemented	The decision to implement the K-12 curriculum in order to avoid mismatch among graduates and the industry and to be at par with the curriculum in the Philippines’ neighboring countries
Administrative Policy	It involves determining the implications to resources including financial consideration in order to improve the student learning as a result of assessment. It may entail acquisition of instructional materials, books, etc. to raise the level of students’ performance in academic, or non-academic or both	To conduct a remediation class, additional budget is necessary for the logistics (classroom, instructional materials, assessment materials, etc.) and also the additional pay for teachers that will handle the remedial classes.

References:

1. Balagtas, M. et al. (2020). Assessment in Learning 2. Quezon City, Philippines: Rex Book Store, Inc.
2. Cajigal, R. & Mantuano, M. L. (2014). Assessment of Learning 2. Quezon City, Philippines: Adriana Publishing Co., Inc.
3. Corpuz, B. & Cuartel, I. (2021). Assessment in Learning 2: Authentic Assessment. Quezon City, Philippines: Lorimar Publishing, Inc.
4. CMO No. 75 s. 2017, Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd), p. 40
5. CMO No. 80 s. 2017, Policies, Standards and Guidelines for Bachelor of Physical Education (BPEd), p. 25
6. De Guzman-Santos, R. (2007). Advanced Methods in Educational Assessment and Evaluation. Assessment of Learning 2. Quezon City, Philippines: Lorimar Publishing, Inc.
7. Gabuyo, Y. & Dy, G. (2013). Assessment of Learning II. Quezon City, Philippines: Rex Book Store, Inc.
8. Garcia, C. (2008). Measuring and Evaluating Learning Outcomes: A Textbook in Assessment of Learning 1 & 2Mandaluyong City, Philippines: Books Atbp. Publishing Corp.