The last stage of Assessment Process deals with how teachers communicate and report the Assessment Data from the Alternative Methods to different groups of people and how are these data being used afterwards. In fact, this is one of the Domains indicated in the Philippine Professional Standards for Teachers. This could be found specifically in Domain 5: Assessment and Reporting and is composed of five strands:

·         Design, selection, organization and utilization of assessment strategies

·         Monitoring and evaluation of learner progress and achievement

·         Feedback to improve learning

·         Communication of learner needs, progress and achievement to key stakeholders

·         Use of assessment data to enhance teaching and learning practices and programs

This implies the integral part of Assessment Data in monitoring learner’s needs, progress and achievement and as a tool to enhance teaching and learning process as well as the assessment strategies. Therefore, teachers are expected to be knowledgeable and experts on this part as it is designated in one of the domains of PPST.

Mantsose (2014) concluded in her study ‘Communicating Assessment Results: Teachers’ Views of Recording and Reporting Classroom Assessment’ Teacher’s understanding of communicating assessment results entrenched in the interpretation of the National Protocol on Assessment and the NCS Assessment Guidelines. Similarly, PPST serves as guidelines to teachers regarding the roles of assessment to students and to pedagogy more than the professional qualifications of the teachers. She also stressed the purpose of assessment is to inform learners’ progress in contrast to their peers to identify their strengths and weaknesses. Finally, she revealed that assessment does not only serves as providing information for forecasting and reporting purposes, but “to identify high and low achieving learners in the classroom and also to direct the pace and pathway of their teaching”

Furthermore, in an article published in James Madison University entitled ‘Reporting & Use of Assessment Results’ two categories were presented: learning environment and use of results. The former deals with the learners’ improvement and communicating the results to parents. While the latter focuses on how the assessment results will be used as a determinant as to whether the program is effective or not.

Thus, Assessment Data and Results has two areas to attend: the learners and the teaching.

It is imperative that teachers communicate the assessment results to the students and parents consistently. Following the Principles of Reporting, it has to be balanced, comprehensive, varied, valid, fair, clear, efficient, and manageable. More often than not, these results were communicated through parents-teacher meeting. If the teacher delivered the student’s progress to parents privately, one thing is for sure, there is problem with the learner’s performance.

However, in my experience since my parents don’t usually come to PTA meetings during my Senior High School days, I have got to learn to track my own performance. Fortunately, most of my teachers understand the reason behind my parents not attending the meetings and since my grades during those times were really good. But some of them would really demand for parents. The rule was: no parents no release of report cards.

There was an instance when one of my teachers did not allow me to get my own card—even just a glimpse of it and no matter how I explained to her why my parents could not make it. I did not understand why she did not allow me. I was already senior High School and supposedly in college if K to 12 was not implemented. I had so many questions back then.

Only then I have come to a realization that teachers have orders from higher ups and guidelines to follow. Most importantly, they knew how important it is to communicate and deliver the assessment data to parents no matter how busy they are especially to learners who have problems for monitoring and evaluation of learner progress and achievement purposes.

The last stakeholder that needs to know the results of the assessment is the institution itself. As we have learned from the domain 5, they will use the data to enhance teaching and learning practices and programs and will help them design, select, and organize the utilization of assessment strategies. Therefore, there are two important roles in Communicating and Reporting of Assessment Data from Alternative Methods. The first one is to track learner’s progress. While the second one is to use the results for teaching and learning process improvement.

 

 

 

References:

James Madison University (n.d) Reporting & Use of Assessment Results. Retrieved from:https://www.jmu.edu/assessment/sass/AC-step-seven.shtml

Llego, M.A (n.d) Philippine Professional Standards for Teachers PPST. Retrieved from:https://www.teacherph.com/philippine-professional-standards-for teachers/#:~:text=Domain%205.&text=Domain%205%20relates%20to%20processes,'%20needs%2C%20progress%20and%20achievement.&text=It%20concerns%20teachers%20providing%20learners%20with%20the%20necessary%20feedback%20about%20learning%20outcomes.

Mantsose J. S. (January 2014) Communicating Assessment Results: Teachers’ Views of Recording and Reporting Classroom Assessment. Mediterranean Journal of Social Sciences MCSER Publishing Rome-Italy. Vol 5 No 2. Retrieved from: https://pdfs.semanticscholar.org/0734/caa854ca1897d0cf5f327772bec34cf035b9.pdf