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ASSESSMENT AND REPORTING
Domain 5 relates to processes associated with a variety of assessment tools and strategies used by teachers in monitoring, evaluating, documenting and reporting learners’ needs, progress and achievement. This Domain concerns the use of assessment data in a variety of ways to inform and enhance the teaching and learning process and programs (DepEd, 2017: 10).
Assessments
An activity called Say it! where in the students apply their own insights about today's lesson by answering the question "How can you apply the things you’ve learned in your journey after you graduate?" using the application Padlet.
A formative assessment using google docs for St. Catherine for in their subject Community engagement with the topic of Dimensions of ICT .
A formative assessment using google docs for St. Martha for in their subject Introduction to Philosophy with the topic of Intersubjectivity .
A formative assessment using Kahoot for St. Margaret for in their subject Community Engagement with the topic of Core values and principles of community-action initiatives .
A formative assessment using google docs for St. Basil for in their subject Introduction to Philosophy with the topic of Philosophizing the ways of truth .
Table of specifications used by the MCS for the subject Trends, Networks, & Critical Thinking in the 21st Century
A unit test for the subject Trends, Networks, & Critical Thinking in the 21st Century
Annotated Bibliography
Svinicki on her research about encouraging feedback identified different points that affects the strategies for receiving and analyzing student feedback. First is, student beliefs about feedback. The general literature on motivation problems says that an individual who believes that his efforts will not result in any change in the situation is less motivated to make any effort. The second is lack of understanding or practice. This second source of problems with student feedback is both attitudinal and practical. Third is Motivation, the motivation level that students bring to their giving of feedback is an important determinant of the amount of feedback they will give.
The learners must believe that what they are doing will make a difference in a class. Once teachers have high-quality feedback from the students, they must respond to it and must accept criticism to move forward. But if we cannot or if we react defensively, we destroy all hope of getting honest and useful student feedback from that class again
Svinicki (2001) Encouraging Your Students to Give Feedback: TECHNIQUES AND STRATEGIES FOR INTERPRETING STUDENT EVALUATIONS Chap 2.
Reflection
Feedbacks from lessons are important to the students as well as the teacher involved. Learning the areas where in to improve is a great way to develop new skills and discover areas that needs improvement as teachers continuously improve and does not stop learning. One of the strategies I enjoyed using is the two way feedback method. The two way feedback method would be a great method to improve our traditional feedback skills. This allows the student and the teacher to identify both of their strengths and weaknesses that allows both of them to improve at the same time. In the usual feedback method, only the teachers gives feedback thus not see his/her own fault at times. Having feedbacks received from students is a great way to learn the things I lack and needs improvement.
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