Lesson 8: COMMUNICATING

and REPORTING OF
ASSESSMENT DATA FROM
ALTERNATIVE METHODS
Presented by: Group 6
LEARNING OUTCOMES:
Provide appropriate feedback
based on alternative methods of
assessment
Communicate learners’ progress based
on alternative methods of assessment
Report to parents the results of
alternative methods of assessment
 Why is feedback a powerful
means to help learners improve?
Feedback is a specific means that allows the learners to determine
which part of their performance needs improvement. 
It provides specific information to learners on what they need to do
to revise or redo their task in a better way.
The content of feedback can be:

The part of the answer or response that needs to be corrected

The specific strategy to be used to perform the task
The suggested procedure that needs to be undertaken by the learner 
A direction to the learner where to find the answer 
A challenge to the learner to think about the appropriate response 
A clarification on some misconceptions of the learner

SANTANDER
 Feedback is given every time students perform a task whether it is
a paper-and-pencil test or performance task. Feedback is provided
either during or after the performance.

1. Feedback during performance

Feedback during performance can be verbal or nonverbal. Verbal can be written
in a big signage (like a poster or a handy whiteboard) visible to the learner. This
is possible to do when a performance cannot be stopped like when one is
currently dancing or singing. 

2. Feedback after performance

Feedback can also be given after the performance of the task.  This is
appropriate when learners are provided another opportunity to revise and show
again the performance.  This is applicable for writing essays and compositions
where students submit the completed work before a full feedback is provided.

SIDAYA
To make feedback a powerful means to help
learners improve, the following can be
considered:

1. Feedback needs to be specific and concrete. The

following are illustrations of general and specific feedback.

SINGZON
 2. Feedback needs to be based on the agreed criteria. The criteria serve
as a guide to provide feedback on the work. For example, the criteria in
writing a technical paper are as follows:
The parts are organized according to the guide questions. 
The ideas are well understood by the reader. 
The information included are accurate 
More than 5 reference are used.

STA.IGLESIA
3. Feedback should provide
recommendations or suggestions
on how to improve performance.

STA. IGLESIA
 What are the different
forms of feedback?
1. Focus on the product or performance. This kid of
feedback describes how well the performance was
2. Focus on the procedure. This kind of feedback
focuses on the step-by-step process that needs to
done. Examples of such feedback are: be done by the learner.
“All the parts of the paper are complete.” You have “Follow the guidelines stated in the workbook in
used up-to-date references in your paper.” conducting the experiment to get accurate
“Include a definition of the term based on the main results.”
author.” “Try a different procedure in solving the problem.”
“Rephrase the findings stated by the author on “Use more adjectives to describe the main
page 25”. character in your story.”

3.
Focus on the strategy to improve the work. Strategies refer to the different
cognitive and metacognitive actions that the learner needs to think about in
order to arrive at a better work or performance.
“Given the criteria on delivering a speech, which parts did you achieve well and
provide evidence.”
“Use a different method to check if your answers are correct.”
“Compare your work with the model, which parts are different? How can you
improve these parts further?”

SUNGA
 How to use portfolios to help
learners improve?
 One of the important roles of the teacher is to communicate the progress of the learners based on the
learning targets. Progress of the learner is better communicated if there is a good documentation of their
formative assessment and this can be compiled in a portfolio – a visual representation on what the learners
have achieved from their initial work to their improved work.

The following are some tips in making portfolios as vehicle in communicating learning progress and areas
needing improvement:
1. Schedule a time slot to sit beside each child to show progress in learning. The teacher may focus on the
first work to the present work for one learning target at a time ( one objective). The teacher may need
about 5 minutes with each learner to show evidences of attainment of each learning target.
2. Let the learners reflect on each entry in the portfolio. This can be guided when the teacher starts to ask
questions pertaining to the learning strategy used.
3. Let the learners report their observation on the transition of one work to another. Ask questions for the
learners to describe and compare their previous work with their present work by pointing at the
differences, things that are present and missing among the entries and the changes that happened from
one entry to another.
4. Ask the learners to reflect on the other areas that need to ge continued and improved for the succeeding
work. Make the learners commit to their future plan of strategy when engaging on the same task. Help the
learners focus on making specific and achievable plans.
5. End the conversation with the learners with an encouragement and a belief that they can improve and
are capable of mastering the task.
TANGHINAN
 How to organize
meeting with
parents?
The parents are partners in the child’s learning and information
about the academic standing of their child should be communicated
with them. They are needed to provide further support in their
learning. 
Assessment results are communicated through the process of parent
and teacher conferences. The school usually sets schedule and
guidelines for teachers to confer with parents. These guidelines are
communicated during the parents’ orientation at the beginning of
the school year.

TISAY
 The following are guidelines that
can be followed in conducting
parent and teacher conferences:
1. Send a letter inviting parents for a meeting. Indicate availability for this meeting to happen.
2. Greet the parents in a positive tone. Express how you care about their child that is why you
set a meeting with them.
3. Let the parents talk. Avoid interrupting them while they say their concerns.
4. When responding to parents’ concern’s, you may want to restate or clarify their ideas,
report relevant incidents, or ask further questions.
5. When reporting assessment results, avoid judging on the ability of the child. Focus on the
performance based on the criteria. Prepare evidence of the performance and show the
parents how rating was done. Describe the performance based on the rubric.
6. When describing the performance of the child, use words that are understandable to the
patents. Avoid too technical terms. If technical terms cannot be avoided, explain the terms to
the parents.
7. Commit to the parents a course of action that you can realistically do but do not guarantee
a result. Some course of action would be to verify an incident further, check documents, and
to try to ask the child again.

UNGGAL
 Thank You
FOR LISTENING!