FM-AA-CIA-15 Rev.

0 10-July-2020

Study Guide in PROF ED 108 ASSESSMENT IN LEARNING 2 Module No. 5

STUDY GUIDE FOR MODULE NO. 5

ASSESSMENT OF ONE’S TEACHING PRACTICE

MODULE OVERVIEW

The measurement of student learning through assessment is vital because it provides valuable feedback to
both educators and learners about the magnitude to which pupils/students are efficaciously meeting course
learning outcomes.

For educational purposes, self-assessment occurs when students engage in an activity in order to gain
discernment into their level of understanding. The activity can be initiated either by the learner or the teacher.
Furthermore, to qualify as self-assessment, the learner must understand and utilize the feedback from the
activity. Self-assessment involves students learning the importance and utility of self-assessments, teachers or
students creating opportunities for self-assessment, and students learning how to use the results to improve
their learning (Kostons, van Gog, & Paas, 2012).

Since assessment enables educators to determine the metrics of measurement for pupil/student
understanding of lessons and proficiency in course learning objectives. It is argue that assessment provides the
evidence needed to document and validate that meaningful learning has occurred in the four corners of the
classroom. Assessment is so vital in their pedagogical design thus, this module presents the importance, effect
and benefits of assessing one’s teaching practice. It also exemplifies reflective practice using learner attainment
data and practice through performance evaluation. Further this module “encourages educators and curriculum
planners to first ‘think like an assessor’ before designing specific units and lessons, and thus to consider up
front how they will determine if learners have attained the desired outcomes.

As you undertake each activity in this module, you will be able to translate your understanding on how
assessment works for one’s teaching practice.

MODULE LEARNING OBJECTIVES

At the end of this Module, you should be able to

1. Demonstrate reflective self-assessment, using learner assessment data and other reflection aids, for
purposes of adjusting one’s teaching practices and for purposes of growing in the profession
(advancing in the career stage);
2. Explain how professional reflection and learning can be used to improve teaching practice.

ASSESSMENT OF ONE’S TEACHING PRACTICE

INTRODUCTION

Learnings need to be continuously monitored, reviewed and renewed to ensure the teaching ( including
the teaching and learning activities and the assessment ) and course (objectives, learning outcomes and
contents) quality are up to-standards and up-to-date. This is the core duty of any teacher; rather novice or an
experienced one. Evaluating teachers’ own teaching is a way to identify the strong aspects of practice, as well
as weaknesses which may need to be changed and improved. Teachers and pre-service teachers should take
initiatives and responsibility to evaluate one’s teaching and make improvements over time. It is important to
understand that evaluating our teaching does not mean we are a bad teacher, in fact, it means quite the
opposite.

PANGASINAN STATE UNIVERSITY 1

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 108 ASSESSMENT IN LEARNING 2 Module No. 5

IMPORTANCE

Student self-assessment occurs when learners (students) assess their own performance and is
primarily used to help students develop specific learning skills that they will need for professional competence.
This process may assist in making students more aware of and more responsible for their own learning
process.

Skilled self-assessment can be as reliable as other forms of assessment, however as an educator you
must provide students with the right guidance and practice if you want results to closely align with the results
from other assessors’. In most cases it is beneficial to introduce your students to the idea of self-assessment
using — formative learning. Early on, this can be achieved by using an online quiz that gives each student
instant feedback on their performance, for example. As student progress they can be guided to use a more
summative form of self-assessment for example, grading their own performance.

The importance of learning effective self-assessment is grounded in a sound empirical and theoretical
foundation. Teaching students to conduct self-assessment will help them to become aware of and correct faulty
metacognition, which in turn should contribute to more successful self-regulated learning (see Pintrich, 2004).
Self-assessment also involves student recall and application of information, facilitating learning through the
testing effect (see Roediger & Karpicke, 2006, for a review). The proper use of feedback has also been shown
to improve student learning (Hattie & Yates, 2014). Finally, self-assessment activities can also provide feedback
to teachers on the student level of understanding so that they can adjust their pedagogy accordingly.

EFFECT

Teachers play a critical role in both designing rich activities for self-assessment and also teaching
students how to recognize valuable opportunities for self-assessment and to take advantage of them.  I believe
research on self-assessment would be highly valuable for teachers. Some of the key research questions are:
 How can students be convinced of the importance of self-assessment?
 Can self-assessment improve metacognition and self-regulation?
 Can self-assessment improve student study strategies?
 Can self-assessment improve long-term learning?
 What are the best ways to design and implement self-assessments?
 When and how often should opportunities for self-assessment be given?
 What kind of feedback is most effective for different learning goals?
 How can students be taught to use the feedback from self-assessments effectively?

BENEFITS

Key Benefits of Student Self-Assessment

1. Helps to develop important meta-cognitive skills that contribute to a range of important graduate
capabilities. All professionals must be able to evaluate their own performance, so this practice should
be embedded in higher education learning as early as possible.
2. Increases self-awareness through reflective practice, making the criteria for self-evaluation explicit, and
making performance improvement practices intrinsic to ongoing learning.
3. Contributes to the development of critical reviewing skills, enabling the learner to more objectively
evaluate their own performance—and others’, when used in conjunction with peer assessment. With
peer assessment they become more practiced in giving constructive feedback, and receiving and acting
on feedback received.

PANGASINAN STATE UNIVERSITY 2

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 108 ASSESSMENT IN LEARNING 2 Module No. 5

4. Helps students to take control of their own learning and assessment, and giving them the chance to
manage their own learning and development more independently.
5. Gives students greater agency regarding assessment, thus enriching their learning.
6. Possibly, in the long run, reduces the teacher’s assessment workload—although on its own this benefit
is not sufficient to introduce student self-assessment.

Design self-assessment carefully, and ensure that you integrate its use into the assessment plan. This
way you optimize the benefits to learning, appropriately engage students in the process by giving them clear
directions and explanations, and ensure that contingency plans are in place for if issues arise. Combining
student self and peer assessment with tutor assessment makes for a more reliable grade (Dancer &
Kamvounias, 2005).

LEARNING ACTIVITY 1
1. Explain this quote from Carol Ann Tomlinson “Assessment is today’s means of modifying tomorrow’s
instruction”.
2. As would be teachers, how should we implement effective student’s self-assessment of their learning?
Suggest ways and improvements.

A. Reflective Practice Using Learner Attainment Data

Introduction
Understanding the following key concepts facilitates deeper appreciation of the indicator and helps you
practice monitoring and evaluation of learner progress and achievement effectively.

1. MONITORING. This refers to the continuous and systematic use of data in order to track learner
progress through a variety of forms such as daily learning log, class record, progress chart, checklist,
and anecdotal record. Formative assessment, checking for understanding, providing feedback, and
other strategies that are not standardized are used to monitor learner progress in order for teachers to
appropriately address misconceptions and other learning problems.

2. EVALUATION. This refers to the periodic and systematic use of assessment forms and strategies (e.g.,
quarterly assessments, pretest & posttest) in order to judge learner achievement; that is, how well the
learner has learned the knowledge and/ or skills covered in a unit. Summative assessment, essays,
presentation, group work, performances and standardized tests are used to inform the teachers about
their teaching. Learners are marked on formal evaluation tasks and this mark is usually part of their
report card grade.

3. LEARNER ATTAINMENT DATA. This pertains to evidence(s) and results of various assessments that
are used in the monitoring and evaluation of learner progress and achievement.

Suggestions for Improvement

1. Plan monitoring and evaluation activities. Before the school year begins, we may identify monitoring
and evaluation activities to be conducted daily, weekly, quarterly, and yearly. The documents or school
forms needed for these activities may already be prepared and saved in folders or in the computer.

2. Monitor and evaluate learners’ performance regularly and consistently. A day without monitoring and
evaluation may cause us to miss serious problems in the learners’ learning. If left unchecked, this will

PANGASINAN STATE UNIVERSITY 3

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 108 ASSESSMENT IN LEARNING 2 Module No. 5

certainly hamper the learners’ academic success. Monitoring and evaluating learners’ performance
religiously according to plan is the best way to avoid potential problems in the process.

3. Explore varied monitoring and evaluation documents. Although our schools provide us with the
standard documents and school forms, such as DLL and ECR, we can always find or create additional
ones that can help us in the monitoring and evaluation process. For instance, we may also use a daily
checklist to track our learners’ performance. A daily progress chart, not just quarterly, may give us
immediate information about the learners’ achievement of the daily target so as to provide a prompt
intervention. Another strategy is to have an anecdotal record of each learner in order to gain a more
individualized assessment of the learner’s progress.

4. Validate monitoring and evaluation documents to ensure accuracy of learner attainment data. A number
of monitoring and evaluation documents maybe used. However, we must ensure that these documents
are validated and reliable such as those provided by DepEd. Do some research and testing of the
assessment documents before using them so that the learners are evaluated accurately and fairly.

5. Involve the learners in certain types of monitoring and evaluation. Monitoring and evaluation is definitely
hard work especially for teachers handling large classes. As a strategy, we may also instruct our
learners to have group or peer monitoring within the class and check their progress weekly. This may
help the learners become more conscious of the quality of their performance and aim for a higher
achievement.

Most teachers monitor learner progress informally, that is, they may not always record their impressions
in any formal way or undertake more formal tasks. Monitoring and evaluating learner progress and achievement
will only be effective if done religiously, systematically and accurately. In this line, the table below presents a
year-round plan of monitoring and evaluation practices done by teachers:

I - LEARNERS’ TEST SCORES

Evaluating Leaner Achievement through Analysis of Test

A. Item Analysis (Evaluation)

Item analysis is a process which examines learner responses to individual test items in order to assess the
quality of each test item and of the test as a whole. This is to improve test items and to enhance the teacher’s
skills in test construction, and to identify specific areas which need improvement. An effective item analysis
starts from a carefully written test based on the table of specifications (TOS). The competencies covered for the
grading period are included and organized according to the domains of learning. The teacher makes sure that
the test construction aligns with the TOS.

PANGASINAN STATE UNIVERSITY 4

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 108 ASSESSMENT IN LEARNING 2 Module No. 5

In this example of test item analysis of a Grade 9 class, you can evaluate the achievement of the class in
their respective learning areas.

PANGASINAN STATE UNIVERSITY 5

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 108 ASSESSMENT IN LEARNING 2 Module No. 5

You can also determine the least mastered skills or competencies and evaluate their attainment data. In
addition, you can compare the mastery level of a group of learners with other groups. You may also change the
item that only a few learners answered correctly which may indicate that the question is ambiguous or is not
part of the learning competency.

Frequency Table with Mean Score, Standard Deviation and Mean Percentage (Evaluation

In addition to item analysis, you may also measure learner achievement by using a frequency table for
pretest and posttest results.
The mean score, standard deviation, and mean percentage of pretest and posttest are computed and
compared.
By analyzing tests results, we can evaluate learner achievement in several areas. Specific weaknesses of
an individual learner or a class can also be determined using this approach. The results of item analysis may
inform us of the necessary interventions (e.g. enrichment, activities, reteaching, remediation) that we can
provide to the learners.

Aside from analyzing test results, the following tips may be useful:

1. Monitor and evaluate learners’ progress and achievement based on their formative and summative
assessments (written work or performance task) and determine if they meet the learning goals each week.

2. Include descriptive notes of the learners’ performance after weekly measurement.

3. Track and evaluate learners’ progress and achievement using graphs or charts to see if they attain the
learning goals. Write a succinct interpretation of these graphs.

II - LEARNERS’ NON-TEST DATA AND OTHER INFORMATION

Monitoring Learner’s Performance through Portfolio Assessment

The major purpose of a working portfolio is to serve as a holding tank for learner work (Danielson &
Abrutyn, 2000). A portfolio may also be used to diagnose learners’ needs. Both learners and teachers should
have evidence of the learners’ strengths and weaknesses in achieving learning objectives. This type of
assessment allows teachers to be more accurate in evaluating learners’ mastery of the content.

From a teacher’s perspective, a portfolio can provide a holistic evaluation of the learners’ written
language proficiency. These products or outputs can be used as concrete evidence and as bases for teachers’
instructional decisions because they provide learners’ general and individual performance. For the learners, a
portfolio can serve as tool for self-reflection. Questions like, “What have I learned?’” “What do I still need to
learn?” and “How can I get through it?” can be provided to learners as reflection guides for their own learning.

The contents of a portfolio vary based on its type (working, display, or assessment). This should be
communicated clearly to the learners.

Learners can access their portfolios regularly by hanging them on a specific spot in the classroom or by
keeping them in shelves and safety lockers.

You may let your learners note the following tips to help them produce a well-organized portfolio:

1. Start gathering documents/outputs at the beginning of the school year.

PANGASINAN STATE UNIVERSITY 6

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 108 ASSESSMENT IN LEARNING 2 Module No. 5

2. Collect all documents/outputs in the portfolio.

3. Check/monitor the completeness of the needed contents of the portfolio by preparing a checklist.
4. Keep your portfolio simple yet presentable.

If properly utilized, a portfolio assessment can help teachers monitor and evaluate their learners’ progress and
achievement effectively.

1. Communicate clearly to the learners the objectives and rubric for the portfolio.
2. Ensure that the collected works of learners are related to the learning objectives. With this, sufficient work
must be collected to provide ample evidence of learners’ achievement.
3. The teacher may provide an individual record of the learner for him or her to monitor his or her own progress
weekly.
4. Keep a daily checklist of each learner’s outputs. The checklist shows all the portfolio requirements for a
particular grading period with the names of each learner.
5. Monitor the completeness of the portfolio. If the work is not complete, the learner may be given a chance to
finish it.
6. Review and evaluate the component and items in the portfolios to determine whether the learners complied
with the requirements.

Assessment Rubric (Evaluation)

Scoring guides or rubrics with clear criteria and descriptions of different levels of performance must also
be developed and communicated clearly to the learners. The content must be focused and documented.
Compilation of learners’ achievement data in the portfolio defeats its purpose if learners are only
graded for their compliance. They must be informed about their own progress through the portfolio. Learners
should have regular access to their portfolio. Those portfolio should also contain a copy of rubrics given by the
teacher.
Rubric as an assessment tool has two types: holistic and analytic. The type of rubric to be used in
assessing learners’ output or performance depends on the objectives and type of the activity. The sample
portfolio assessment rubrics presented in this module may be modified or may serve as basis for developing
your own, to suit your learners’ needs and learning objectives.
Analytic Rubric - Each criterion (dimension, trait) is evaluated separately.

PANGASINAN STATE UNIVERSITY 7

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 108 ASSESSMENT IN LEARNING 2 Module No. 5

Holistic Rubric - All criteria (dimensions, traits) are evaluated simultaneously.

LEARNING ACTIVITY 2
1. Explain the relevance of using item analysis is assessing the following areas:
o Quality of test items
o Performance of students
o Improvement of curriculum contents
o Teaching pedagogies
2. Look for abstract or research (at least 1) that studies the importance of rubrics in assessing students’
performance. Copy the Findings, Conclusions and Recommendations of the study and make your own
reflection.

Title of the study Findings, Conclusions and Reflection

(Author, year, source and other Recommendations
details)

B. REFLECTIVE PRACTICE THROUGH PERFORMANCE EVALUATION

I - STUDENTS AS EVALUATORS

Student evaluation is an assessment by learners of the service provided by an educational institution,

be it solely of the classroom experience or of all aspects of the learning experience. Student evaluation is
sometimes referred to as student feedback. However, the term 'feedback' needs to be used with care and a
clear distinction drawn between feedback from students about their experience and feedback to students about
their progress.

Student evaluations are often reviewed as evidence of teaching, but they should not be viewed in
isolation.  Student evaluation can often be useful for information of how students respond personally to their

PANGASINAN STATE UNIVERSITY 8

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 108 ASSESSMENT IN LEARNING 2 Module No. 5

teacher/instructor, but students are not qualified to assess content knowledge or modality of instruction, that is
specifically enhanced by curriculum planners and implementers.

By involving students as evaluators, schools can develop purposeful, impacting, and authentic
assessments of classes, schools, teachers, and enact accountability and ownership for all participants in the
learning process. Effective evaluations may include student evaluations of classes and schools; student
evaluations of teachers; student evaluations of self, and; student-led parent-teacher conferences, where
students present their learning as partners with teachers and parents, instead of as passive recipients of
teaching done “to” them.

Reasons why teachers should willingly be evaluated by students.

1. As “consumers” of classes, students are uniquely positioned to give feedback to teachers.
2. Just like assessing students, it’s helpful to collect convergent data on teachers’ teaching. Besides
mandatory evaluations by an administrator, feedback from students, colleagues, and parents can help
achieve a 360° view to eliminate potential learning blindspots.
3. Education is an enterprise devoted to continual learning, and that doesn’t apply just to students. As the
chief learners in the classroom, teachers should model a willingness to incorporate feedback from
multiple stakeholders.
4. By using student suggestions to improve teacher’s practice, teachers elevate student status in the
classroom and show that teachers value their input.

II - PEERS AS EVALUATORS

What is Peer Evaluation of Teaching?

Peer Evaluation of Teaching consists of the review of teaching performance by colleagues, usually in
the same or a similar discipline, with the purpose of assessing and improving the quality of teaching.
Peer review puts faculty in charge of the quality of their teaching.  Peer collaboration and review
enables instructors to actively improve the quality of teaching in their own classroom and in their department.   
“Excellent teachers ...set out to inquire into their own practice, identifying key issues they want to pursue,
posing questions for themselves, exploring alternatives and taking risks, and doing all of this in the company of
peers who can offer critique and support.  These are the habits of mind we expect, after all, in scholarly work,
and we should expect them in teaching as much as in research.” [England 1996] It is the responsibility of
professional teachers to monitor the quality of the teaching in their departments and institutions.

Peer Evaluation of Teaching is used in many contexts.

 General teaching improvement for current instructors / teachers (e.g. delivery, student
engagement, content organization)
 Hiring (e.g. teaching presentations/ job talks).
 Mentoring of junior instructors/teachers (new faculty members, teacher assistants).
 Promotion or advancement decisions
 Merit awards (e.g. Excellence in Teaching, Merit Awards)
 
What is the purpose of Peer Evaluation of Teaching?

Review of a faculty member’s teaching by his/her peers has two distinct purposes.

1. Formative reviews are intended to develop or improve teaching. Formative reviews should be intended
for the personal use of the observed teacher/instructor. Regular conversation among colleagues about
teaching should be a hallmark of every department or school’s culture, and formative peer review

PANGASINAN STATE UNIVERSITY 9

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 108 ASSESSMENT IN LEARNING 2 Module No. 5

processes for pre-tenure, non-tenure-track, and tenured faculty should be designed in every
department or school to suit that culture.

2. Summative, or evaluative, reviews are intended for judgments in increment, contract renewal, or
promotion processes.
 
Why do you need to participate in peer evaluation?

Evaluation of an instructor by their peers has become an integral part of teaching at schools. This results
from several sources. Motivations can be intrinsic as teachers/instructors seek to improve their teaching, but
they can also be extrinsic. Peer evaluation can be beneficial for your long term teaching goals and a necessity
to professional advancement.  Similarly, service as an observer is important for the professional participation of
faculty and allows the faculty to maintain ownership of the quality and content of the curriculum.

III - SUPERVISORS AS EVALUATORS

Teacher evaluation is defined as a systematic procedure for reviewing the performance of a teacher in
a classroom and analyzing the review to provide constructive feedback for the teacher’s professional growth.

Purpose of Teacher Evaluation

 Improve the performance of teachers by evaluating them at regular intervals of time.
 Assignment of precise ranks to all the teachers according to their respective abilities and contribution.
 Unproductive teachers can be asked to quit and efficient teachers must be hired to maintain a quality of
education.
 Collection of feedback to make well-informed decisions about appraisals and promotions.
 Creating a job description for prospective teachers.
 A school’s management is responsible for the all-round growth of their teachers and thus, the main purpose
of conducting teacher evaluation is to empower all the teachers who contribute towards imparting education
to their students in the best possible manner.
 The principal or management is in charge of empowering the teachers to perform better in the same
manner as the teachers are responsible to empower the students.
 A teacher performs better in case the management communicates and appreciates his/her work which
contributes to continuous improvement in their performance.

Teacher Evaluation Examples 

Teachers can be evaluated using online quantitative and qualitative mediums such
as surveys, polls, focus groups, etc. Some of the best examples of teacher evaluation are:

 Assessment - Various component of proper planning can be evaluated. For examples, use of assessment
information for proper planning – All the teachers will be evaluated on the effectiveness of the use of the
assessment of information.
 Ineffective
 Scope of improvement
 Effective
 Extremely Effective
 Observation - Observation of the teacher performance can be done using open-ended questions such as
inputs for observation and feedback.
 Compliance - Compliance of the teachers can be audited. This survey can contain multiple-choice
questions such as “Are the strengths mentioned and are they relevant?”

PANGASINAN STATE UNIVERSITY 10

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 108 ASSESSMENT IN LEARNING 2 Module No. 5

 School’s Performance - The school culture and management performance can also be evaluated. For
examples, questions such as “I exhibit excellence in my teaching delivery” can be asked to understand the
school’s culture. 
LEARNING ACTIVITY 3

After you have explored the different key concepts on assessing one’s teaching practice, you now have a
better appreciation of the indicator. Based on your learning in this module, think of what you can do to
enhance your professional development.

Fill in the personal action plan below.

STRENGTHS DEVELOPMENT ACTION PLAN TIMELINE RESOURCE

What are the skills you NEEDS What can you recommend for your When will you NEEDED What
are good at? What are the skills you implement your
development intervention? plan? assistance/ resources do
need to improve?
NEEDS you need to implement the
What are the skills you need to plan?
improve?

SUMMARY

Here are some pointers to remember:

 Student self-assessment occurs when learners (students) assess their own performance and is
primarily used to help students develop specific learning skills that they will need for professional
competence.
 Teachers play a critical role in both designing rich activities for self-assessment and also teaching
students how to recognize valuable opportunities for self-assessment and to take advantage of them. 
 Design self-assessment carefully, and ensure that you integrate its use into the assessment plan.
 MONITORING. This refers to the continuous and systematic use of data in order to track learner
progress through a variety of forms such as daily learning log, class record, progress chart, checklist,
and anecdotal record.
 EVALUATION. This refers to the periodic and systematic use of assessment forms and strategies (e.g.,
quarterly assessments, pretest & posttest) in order to judge learner achievement; that is, how well the
learner has learned the knowledge and/ or skills covered in a unit.
 LEARNER ATTAINMENT DATA. This pertains to evidence(s) and results of various assessments that
are used in the monitoring and evaluation of learner progress and achievement.
 ITEM ANALYSIS is a process which examines learner responses to individual test items in order to

PANGASINAN STATE UNIVERSITY 11

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 108 ASSESSMENT IN LEARNING 2 Module No. 5

assess the quality of each test item and of the test as a whole.
 RUBRIC as an assessment tool has two types: holistic and analytic. The type of rubric to be used in
assessing learners’ output or performance depends on the objectives and type of the activity.
 ANALYTIC RUBRIC - Each criterion (dimension, trait) is evaluated separately.
 HOLISTIC RUBRIC - All criteria (dimensions, traits) are evaluated simultaneously.
 STUDENT EVALUATION is an assessment by learners of the service provided by an educational
institution, be it solely of the classroom experience or of all aspects of the learning experience.
 PEER EVALUATION OF TEACHING consists of the review of teaching performance by colleagues,
usually in the same or a similar discipline, with the purpose of assessing and improving the quality of
teaching.
 FORMATIVE reviews are intended to develop or improve teaching.
 SUMMATIVE, or evaluative, reviews are intended for judgments in increment, contract renewal, or
promotion processes.
 TEACHER EVALUATION is defined as a systematic procedure for reviewing the performance of a
teacher in a classroom and analyzing the review to provide constructive feedback for the teacher’s
professional growth.

REFERENCES

 https://www.improvewithmetacognition.com/the-importance-of-teaching-effective-self-assessment/
 https://academ.com.au/importance-student-self-assessment/
 https://cft.vanderbilt.edu/student-assessment-in-teaching-and-learning/#:~:text=Student
%20assessment%20enables%20instructors%20to,ineffective%20ones%20in%20their%20pedagogy.
 Chan C.(2010) Assessment: Evaluating your own Teaching, Assessment Resources@HKU, University
of Hong Kong [http://ar.cetl.hku.hk]: Available: Accessed: DATE
 https://ar.cetl.hku.hk/pdf/EvaluatingTeaching.pdf
 https://soundout.org/2015/03/31/students-as-learning-evaluators/
 https://www.nmu.edu/ctl/peer-evaluation-teaching#:~:text=of%20New%20Jersey)-,What%20is%20Peer
%20Evaluation%20of%20Teaching%3F,the%20quality%20of%20their%20teaching.
 http://www.ascd.org/publications/books/110019/chapters/A-Brief-History-of-Supervision-and-
Evaluation.aspx
 https://www.questionpro.com/blog/teacher-evaluation/#:~:text=Teacher%20evaluation%20is
%20defined%20as,for%20the%20teacher's%20professional%20growth.
 https://drive.google.com/file/d/1rP5qcbVGhvNp1i5OU-GZdsbpjBPryGEM/view
 https://depedtambayan.org/ppst-resource-package-with-12-modules-for-rpms-2018/

PANGASINAN STATE UNIVERSITY 12