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Reminders On Conducting Assessments and Interpreting Assessment Results

This document provides guidelines for conducting assessments, interpreting results, and ethical responsibilities. It outlines establishing rapport, explaining the purpose is to inform instruction not evaluate the learner, considering cultural diversity, and treating learners with respect. It also notes assessments describe not define performance, results are estimates not summaries, and data should not be used in isolation or for promotion decisions but to design instruction. Finally, it states the assessments were designed with Filipino children in mind to be non-offensive and administered respectfully in a non-threatening environment according to child protection policies.

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133 views2 pages

Reminders On Conducting Assessments and Interpreting Assessment Results

This document provides guidelines for conducting assessments, interpreting results, and ethical responsibilities. It outlines establishing rapport, explaining the purpose is to inform instruction not evaluate the learner, considering cultural diversity, and treating learners with respect. It also notes assessments describe not define performance, results are estimates not summaries, and data should not be used in isolation or for promotion decisions but to design instruction. Finally, it states the assessments were designed with Filipino children in mind to be non-offensive and administered respectfully in a non-threatening environment according to child protection policies.

Uploaded by

oranisouth
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Reminders on Conducting Assessments

and Interpreting Assessment Results


1. Guidelines on Conducting Assessment

a. Recognize your role as an assessor. The purpose of assessment is


to gather
information about the learner and describe his/her performance and not to instruct.

b. Develop rapport. Be in a pleasant disposition when conducting the assessments.


Create an atmosphere that is conducive to learners that will encourage them to
perform at their best. Clarify that this will not compromise their performance in class.

c. Clarify your purpose. Explain to the learners how the results will be used. The
primary reason for conducting these assessments is to gather information so that the
teacher may design/adjust instruction.

d. Recognize diversity. Understand that cultural differences do not imply cultural


deficits.

e. Regard the learners with respect. The conduct of the assessments must be in a
non-threatening environment that treats learners in a friendly, amicable manner.

2. Guidelines on Interpreting Assessment Results

a. Assessment information describes performance. Assessments are isolated


events and may not be able to describe the learner’s behavior in less-threatening
environments. Consider the results with other contextual factors in mind.

b. Assessment information provides an estimate. The data gathered must not be


used to sum up the learner’s performance but must provide useful information
regarding where to begin instruction.

c. Refrain from stereotyping. Be cautious about drawing conclusions based on the


assessment tool. Know that the results of this informal reading inventory must not be
used in isolation but rather in combination with other assessment measures.

d. Assessment should inform instruction. The results of this assessment must not be
used as a means for making decisions regarding promotion nor retention. The data
gathered must be used for designing instruction/intervention.
3. Ethical Issues and Responsibilities

The tests have been reviewed and written with the Filipino child in mind. The themes
and selections were drawn from an understanding of the nature of the developing child in the
Philippines. It embraces learners’ diversity such that dialectal variations are not considered as
errors. The tests have been written so that terms and examples are not offensive to students
of different gender, race, religion, culture or nationality.

The child must be treated with respect at all times. It must take place in a non-
threatening environment with adequate conditions that will encourage optimal learner
performance. The administration of this test must adhere to the DepEd Child Protection
Policy4 (specifically Section 3. L.3 that states the need to protect children from psychological
harm).

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