MODULE

Utilize assessment data to inform the modification of

teaching and learning practices and programs

21

MODULE 21
5.5.2 Utilize assessment
data to inform the
modification of teaching
and learning practices
and programs

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21
5.5.2 Utilize assessment
data to inform the
modification of teaching
and learning practices
and programs
 PPST RESOURCE PACKAGE

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INTRODUCTION TO TEACHERS’ RESOURCE PACKAGE

Hello, dear Teacher!

Welcome to this Resource Package.

I am Teacher Rey!

And I am Teacher Dulce!

We are members of your support group in the Department

of Education (DepED). Together with your Principal, Master
Teachers, and colleagues, we are pleased to be your
mentors and companions as you use this resource package.

Are you ready?

W e begin by letting you know the journey of how we put together this resource
package.

In August of 2017, the Department of Education Secretary Leonor Briones signed

the Philippine Professional Standards for Teachers (PPST) into policy through
DepEd Order No. 42, S. 2017. The policy states, among other things, that the PPST
“shall be used as a basis for all learning and development programs for teachers.”

The Department of Education is committed to supporting your continuing

professional development. This resource package hopes to contribute to this
commitment.

As a teacher, understanding the PPST is crucial in order for you to grow and
flourish in your profession. The PPST identifies what you are expected to know, be
able to do, and value in your profession.

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 Utilize assessment data to inform the modification of
Introduction
teaching and learning practices
to Teachers’ and programs
Resource Package

MODULE 21
How can this resource package help you?

This resource package can help you as it:

• serves as your guidebook towards becoming better acquainted with the

PPST;
• provides you with another 12 modules for Proficient Teachers based on
12 indicators aligned with the Results-based Performance Management
System (RPMS); and
• contains illustrative and instructive information that you will find realistic,
sensible and workable, and can help you achieve the target indicators
across the curriculum teaching areas and key stages of learners’ education.

We are happy to say that this resource package has been developed and compiled by
teachers in support of other teachers.

Why do you need this resource package?

You will find the materials here useful if you:

• reflect on your own classroom practices and ensure that your teaching
practices are aligned with the next 12 indicators for Proficient Teachers;
• are part of a group of teachers who need materials for your school-based
Learning Action Cell (LAC) sessions in order to (i) learn more about the
PPST, and (ii) innovate with practices using the samples
in the resource package material as guide;
and
• want to develop or expand the current
work by (i) providing more examples of
practices, or (ii) working on other career
stages or indicators other than the 12
presented in this resource package.

If learning is your passion, this resource

package is for you.

iii
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PPST RESOURCE PACKAGE

You will discover that each module discusses a specific indicator

on becoming a Proficient Teacher. There are key concepts that
will be unpacked as you read the next few parts of these modules.
Most importantly, they will show you relevant illustrations of
practices that may help you understand and attain the indicators.

The modules explore the following indicators.

MODULE 13
1.3.2 Ensure the positive use of ICT to
facilitate the teaching and learning process

MODULE 14 MODULE 20
1.6.2. Display proficient use of Mother 5.3.2 Use strategies for providing timely,
tongue, Filipino and English to facilitate accurate and constructive feedback to
teaching and learning improve learner performance

MODULE 21
MODULE 15
5.5.2 Utilize assessment data to inform
2.4.2. Maintain supportive learning
the modification of teaching and learning
environments that nurture and inspire
practices and programs
learners to participate, cooperate and
collaborate in continued learning

MODULE 16 MODULE 22
2.4.2. Maintain supportive learning 6.2.2. Build relationships with parents/
environments that nurture and inspire guardians and the wider school
learners to participate, cooperate and community to facilitate involvement in the
collaborate in continued learning educative process

MODULE 17 MODULE 23
3.2.2. Establish a learner-centered culture 7.3.2 Participate in professional networks
by using teaching strategies that respond to share knowledge and enhance practice
to learners’ linguistic, cultural, socio-
economic and religious backgrounds MODULE 24
7.4.2 Develop personal professional
MODULE 18 improvement plan based on reflection of
4.2.2. Set achievable and appropriate one’s practice and ongoing professional
learning outcomes that aligned with learning
learning competencies

MODULE 19
4.3.2 Adapt and Implement learning
programs that ensure relevance and
responsiveness to the needs of all learners

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Utilize assessment data to inform the modification of
Introduction
teaching and learning practices
to Teachers’ and programs
Resource Package

MODULE 21
Each module contains the following parts:

OVERVIEW introduces you to ILLUSTRATIONS OF PRACTICE

the indicator for the Proficient walks you through sample
career stage and why you need illustrations of specific teaching
to achieve it; practices that show how the
standards are put into action;
SELF-REFLECTION allows you
to reflect on your knowledge, PROFESSIONAL DEVELOPMENT
skills and attitude related to the PLAN helps you identify your
indicator; strengths, development needs
and plans for specific action for
KEY CONCEPTS defines
professional development;
operationally the concepts used
pertinent to the indicator;
RESOURCE LIBRARY provides
resources with annotations that
SUPPORT GROUP allows you to can help you further understand
consult and collaborate with your the indicator.
teacher-friends who will provide
suggestions on how to improve
your current practice;

Each module takes you through a journey of exploration and discovery, while you learn more
about the indicator and apply it to your teaching context.

We encourage you to actively engage with the texts as you read through the module.

“
We hope that you find the information, materials and resources in this package helpful as you
use the Philippine Professional Standards for Teachers as your guide towards professional
development.

We will be with you every step of the way.

Have a happy journey!

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vi
 MODULE

21
UTILIZE ASSESSMENT DATA
TO INFORM THE MODIFICATION
OF TEACHING AND LEARNING
PRACTICES AND PROGRAMS

CONTENTS

ii INTRODUCTION

2 OVERVIEW

3 KEY CONCEPTS

4 SELF-REFLECTION

5 SUPPORT GROUP
- Probing
- Suggestions for Improvement

8 ILLUSTRATIONS OF PRACTICE
- Illustration of Practice No. 1: Modify teaching
strategies or content decisions as a result of analysis
of student assessment data
- Illustration of Practice No. 2: Use assessment data
to identify strengths and weaknesses in student
understanding of core concepts in a learning area
- Illustration of Practice No. 3: Plan interventions
designed to address specific learning issues identified
through the interpretation of assessment data
- Illustration of Practice No. 4: Teach students to
examine their own data and set learning goals
- Illustration of Practice No. 5: Modify existing program
using assessment data
- Other Illustrations of Practice

27 PROFESSIONAL DEVELOPMENT PLAN

28 RESOURCE LIBRARY
- Bibliography

30 ACKNOWLEDGEMENTS

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Hello, I am Teacher Dulce and with me is Teacher Rey. As your

teacher support group, we will help you better understand the
indicator focusing on how you can utilize assessment data to
inform the modification of teaching and learning practices and
programs.

LOOKING CLOSELY AT THE DATA. The teachers of Lucena Dalahican National

High School (LDNHS) convene regularly to utilize assessment data to inform the
modification of teaching and learning practices and programs.

As Proficient Teachers, we interact with our learners to assess how they learn,
grow and adapt. Through these interactions, we obtain data which are essential to
teachers becoming responsive to the learning needs of the learners.

In addition, we trust the results from these assessments because of their direct
relationship to classroom instructional goals. These classroom assessments are
utilized to make improvements. It is essential that as Proficient Teachers we need
to see assessment as an integral part of the instruction process and as crucial for
helping students learn.

When these assessment data are used meaningfully, we can better deliver
instructional practice effectively.

In this module, we will focus on:

STRAND: Feedback to improve learning

INDICATOR: 5.5.2 Utilize assessment data to inform the

modification of teaching and learning practices and programs

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KEY CONCEPTS

To better appreciate the indicator, let us learn about the

following key concepts in the context of this module

ASSESSMENT DATA. This pertains to the learner data obtained

from diagnostic, formative and/or summative assessment practices
(PPST, 2017).

MODIFICATION. This refers to adjustments implemented by teachers

relative to the teaching-learning process based on the assessment
data to achieve instructional goals.

TEACHING AND LEARNING PRACTICES. These practices are

customary, habitual, or expected procedures or ways that are
involved in the teaching and learning process.

TEACHING AND LEARNING PROGRAMS. This term refers to the

set of related measures or activities with a long-term aim duly
implemented by Department of Education (DepEd) to aid in the
holistic development of Filipino learners.

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SELF-REFLECTION

Let us first reflect on current practice regarding utilizing

assessment data to inform the modification of teaching and
learning practices and programs.

Considering the key concepts, I have written down my reflections

on this.

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
that assessment data use assessment data to empowered and in control
obtained from my class modify my teaching of my instructional decision
serve different purposes practices and existing when I use meaningful
such as instructional programs so that it can and evidence-based learner
decision-making, planning answer the needs of my assessment data.
for instruction and learners.

“
remediation.

These are good reflections, Teacher Dulce.

Now it’s your turn to reflect on your knowledge, skills and
utilizing assessment data to inform the modification of
teaching and learning practices and programs.

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
______________________. ______________________. ______________________.

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“
SUPPORT GROUP

Welcome to our support group! We are here to help you

enrich your teaching practice. Let’s get to know how Teacher
May Grace utilizes assessment data in targeting the learning
competency in her class.

Teacher May Grace teaches 7th Grade English. Her lesson is on

distinguishing between literal and figurative language (EN7LT-ii-a-4).
Below is the excerpt detailed lesson plan used in her class on literal and
figurative language. Let us focus on the assessment data she obtained
and her entries on the Reflection part.

To identify learners who need

remediation for the day’s lesson,
Teacher May Grace uses a 5-item
quiz.
She identified that there are
41 learners from the three
sections she handles who needs
remediation.
After class hours, she meets the
learners who require additional
activities for remediation. She
discusses the lesson and clears
some confusion among learners.
Then, she provides worksheets on
literal and figurative language to be
completed at home.

The next day, Teacher May Grace checks on the progress of the learners who learners
who require additional activities for remediation. She finds out that these learners can
grasp literal and figurative language based on the result of the activity provided.
Then, she completes these parts to accomplish the entries in the Reflection of her
lesson plan.

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Probing
What can you say about the instructional practice
undertaken by Teacher May Grace in terms of
assessment data?

Dear Teachers, below are some of the key questions

that you may answer to help Teacher May Grace
improve her practice.

1 Do you think the 5-item quiz on literal and figurative language can solely gauge learners’
progress?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________.

2 What other sources of data can you consider to gauge learners’ progress?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________.

3 Do you think intervention and/or remediation activities given by Teacher May Grace will help
the learners better understand literal and figurative language?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________.

4 Do you have anything in mind to enhance this teaching practice?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________.

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Suggestions for Improvement

Teacher May Grace used a 5-item quiz as formative assessment after

a lesson on literal and figurative language. This assessment data helped
her identify the number of learners who obtained a passing score and the
learners who need remediation.

She utilized the assessment data as a basis for instructional decisions. In

her case, she opted to provide additional activities for remediation to cater
the needs of these learners.

On the other hand, the 5-item quiz alone could not measure the learners’
understanding of the lesson. There are still other observations to consider in
arriving at an instructional decision. Thought-provoking questions can also be
used to gauge learners’ understanding of the topic.

As Proficient Teachers, we can develop our capacity to use classroom data

well by expanding our conception of what counts as “assessment data”. These
data can be obtained from formative and summative assessment.

Teachers have daily contact and myriad interactions with learners across a
school year. These instances enable us to understand their learning needs.
Hence, assessment is not separate from classroom teaching but embedded in
everyday interactions.

Allowing ourselves to reflect on this rich information and to consider each

learner in the class regularly is the groundwork of good assessment and
teaching. Reflection on the class and on individuals within the class is
important in arriving at an instructional decision.

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ILLUSTRATIONS OF PRACTICE

Teacher Rey and I will walk you through illustrations

of practice that utilize assessment data to inform the
modification of teaching and learning practices and
programs

We hope you’ll have fun! Let’s go!

As Proficient Teachers, we should understand several conditions required for the

use of assessment data to achieve the impact we hoped for:
• The data need to provide teachers with curriculum-relevant information
• The information from the data needs to be seen by teachers as
something that informs teaching and learning, rather than as a
reflection of the capability of individual students and to be used for
sorting, labelling and credentialing
• Teachers need enough knowledge of the meaning of the assessment
data to make appropriate adjustments to practice
• Teachers need improved pedagogical content knowledge to make
relevant adjustments to classroom practice in response to the
assessment information
• All within the school need to be able to engage in systematic evidence-
informed cycles of inquiry that build the relevant knowledge and skills
identified above
(Timperley, 2009)

As Proficient Teachers, learning about learners’ knowledge through assessment is

important in the teaching-learning process. Meanwhile, it is equally significant to
reflect on the effectiveness of one’s own teaching. If teachers begin by planning
a lesson around what he or she wants learners to know and be able to do
through development of student learning outcomes, then by reflecting on the gap
between what he or she wants learners to know and how they do on assessments
teachers can learn more about their teaching.

According to Priya, Matthew & Peechattu (2017), reflective teaching…

• involves ‘thinking about one’s teaching’.
• is a process where teachers think over their teaching practices, analyze how
something was taught and how the practice might be improved or changed
for better learning outcomes.

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These authors suggested some points to consider in the reflection process
• might be what is currently being done
• why it’s being done and
• how well students are learning

By collecting information about what goes on in the classroom, and by analyzing and
evaluating this information, teachers identify and explore their own practices and
underlying beliefs. This may then lead to changes and improvements in their teaching.

(Priya, Matthew & Peechattu, 2017)
.

Considering these important notes, you are now

ready to explore more illustrations of practice that will
enable you to utilize assessment data to inform the
modification of teaching and learning practices and
programs.

Enjoy this learning journey!

“

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ILLUSTRATION OF PRACTICE NO. 1

“
Modify teaching strategies or content decisions as a result of
analysis of student assessment data

Teacher Aires uses the identified student strengths and

weaknesses to reflect on current teaching practice and plan for
the inclusion of opportunities to address identified issues. Using
these data, she provides an opportunity to include specific learning
experiences to develop student understanding of the competencies
through strategic intervention material (SIM).

After teaching these topics, Teacher

Aires found out through computing for
the index of mastery that the learners
from the sections she handles obtained
got an index of mastery of 54.09
(Gumamela), 55.59 (Waling-waling) and
40.16 (Azucena) which means they have
‘not mastered’ the competency.
Teacher Aires reflects on her teaching
practice by going back to the activities
used to teach the competencies, the
assessment strategies employed and
formative assessment data.

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At this point Teacher Aires reflects on her teaching practices by looking at several aspects such
as formative and summative assessments, strategies and techniques employed during the lesson,
lesson plan and other factors.

Here are the reflections made by Teacher Aires.

Teacher Aires feel the value of

assessment data obtained from her
class since it is a curriculum-relevant
information that can be used as basis in
her instructional decision.

Moreover, there is a need to look

closely at the formative and summative
assessment to keep track of learners’
progress.

As part of Teacher Aires’ reflection of

her teaching practice she looked into the
strategies and techniques employed in
her class. She realized that strategies
along with techniques must be chosen
appropriately in teaching a competency.

Teacher Aires had reflected on other

factors that might have contributed
to the ‘not mastered’ result of the
competency. She feels the value
of identifying the strengths and
weaknesses of the learners so she
could scaffold towards learning the
competency.

Assessment data are valuable in

conducting action researches. These
serve as indicator if a certain strategy
and/or technique works for the learners.
Also, these data serve as guide for
teachers’ further instructional decisions.

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Meanwhile, to reflect on teacher’s practice, it is necessary to use an effective process, and have the
correct mindset and guidance. According to Timperley et al. (2008), teachers must use a process of
inquiry and systematic knowledge building to learn more effective teaching practices.

A cycle of teacher inquiry and knowledge building to promote valued learner outcomes is represented
in the following diagram adapted from Timperley (2008).

Using this cycle, Teacher Aires reviews on her teaching practice. Let us look at her own inquiries.

What knowledge and skills do my My learners need to describe the motion of an

students need? object in terms of distance or displacement,
speed or velocity and acceleration.

What knowledge and skills do I need? I need to have wide knowledge and skills on
describing the motion of an object in terms of
distance or displacement, speed or velocity
and acceleration.
How do I deepen professional I must do advanced reading on these topics.
knowledge and refine skills? I will collaborate with colleagues for the
development of a strategic intervention
material (SIM) for this competency.

How will I engage students in a new The developed SIM will be administered to the
learning experience? learners. It contains engaging activities to hook
them with the lesson.

What has been the impact changed Theirs scores from the SIM will be validated. If
actions? they have learned the competency, then, I will
proceed with the next lesson.

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Utilize assessment data to inform the modification of
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In the next sections, we will show you the intervention
material developed by Teacher Aires.

New learners’ resources

and assessment items
have been developed
by Teacher Aires to
enable learners to
practice the skills
required, demonstrate
their ability to describe
the motion of an object
in terms of distance or
displacement, speed of
velocity and acceleration.

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Teacher Aires provides more learning opportunities
for the learners through guided activities to practice
their skills and demonstrate their understanding of the
topics.

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ILLUSTRATION OF PRACTICE NO. 2

“
Use assessment data to identify strengths and weaknesses in
student understanding of core concepts in a learning area

Teacher Hazrat teaches 7th Grade Mathematics. He prepares this

checklist at the beginning of the school year.

Let’s explore his practice of using assessment data to identify

strengths and weaknesses in his learners’ understanding of core
concepts in Mathematics.

Teacher Hazrat gives this checklist

to the learners to keep in their
portfolio.
One of the features of this
checklist is the learner’s profile
that bears basic information about
the learner for easy access.
This checklist contains the core
competencies for 7th Grade
Mathematics. After teaching
each competency, Teacher Hazrat
records the learner’s score
in formative and summative
assessments.
These assessment data are used
to determine if the learner needs
remediation.
At the end of the school year,
Teacher Hazrat compiles these
checklists to be handed over to
the next grade level Mathematics
teacher as baseline data.

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Teacher Hazrat performs evidence-informed teaching. He has a set of evidences which he uses
meaningfully in his instructional decision-making. In connection with this, Timperley and Parr
(2004) identify five key principles for evidence-informed teaching:

Principle 1: The process of making teaching decisions involves a consideration of

both the curriculum and the evidence of student achievement about specific learning
intentions.

Principle 2: The focus should be on the effectiveness of day-to-day teaching activities,

not additional programmes.

Principle 3: The collection of evidence needs to be ongoing and should be used both to
identify student needs and to monitor the effectiveness of the intervention.

Principle 4: Best practice is established by examining the data by class and finding the
most successful teacher or teachers who can then assist others.

Principle 5: The process should be an inclusive one at all points. Achievement

information is analyzed together, and interpretations and decisions are collectively
owned.
Source: Timperley and Parr (2004, pp. 103-104)

ILLUSTRATION OF PRACTICE NO. 3

“
Plan interventions designed to address specific learning issues
identified through the interpretation of assessment data

After the administration of the Quarter 2 periodic test, the

teachers of English analyze the data using the mean, percentage
and score.

Let’s look closely at their practice.

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The mean-percentage-score form
for Quarter 2 English reveals that
competencies taught are ‘not
mastered’.
The teachers of English led by the
department coordinator convened
and discussed these assessment
data.
The following sections explore
more of their steps in addressing
these issues.

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The teachers of English

looked at the item
analysis.
They identified the least
mastered skills in each
grade level.
These least mastered
skills are the entries
inside the red boxes.

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At this point, the pool of
teachers determines the five
least mastered competencies.
They use these assessment
data to come up with a
remediation program for the
learners focusing on these
least mastered competencies.
They, too, use these
assessment data to reflect on
their teaching practices.
Having reflected on their
teaching practices, they
work on the development of
individual remediation plan
for the learners focusing on
the least mastered skills.

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The pool of teachers uses reflective teaching. Reflective teaching is an inquiry approach that
emphasizes an ethic of care, a constructivist approach to teaching, and creative problem solving
(Henderson, 2001). This ethic of care respects the wonderful range of multiple talents and
capacities of all individuals regardless of cultural, intellectual, or gender differences. Teachers
using a constructivist approach place emphasis on big concepts, student questions, active
learning, and cooperative learning, and they interweave assessment with teaching (“Reflective
Teaching Model”, 2018).

“
After reflecting on their practices, each teacher work independently
on their remediation lesson.

Let’s look at how Teacher Rosalie, one of the teachers in 8th Grade
English, craft her remediation plan focusing on the competency
EN8V-IIf10.1.4 Identify figures of speech.

Teacher Rosalie decides to

use tiered instruction in her
remedial plan.

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HOW TO DO IT

According to Heacox (2002), there are six ways to tier a lesson

• Tier by challenge level (Bloom’s Taxonomy)
• Tier by complexity (When you tier by complexity, you address the needs of
students at introductory levels as well as the needs of students who are ready
for more advanced work)
• Tier by resources (When you choose materials at various reading levels and
complexity of content, you are tiering assignments by resources)
• Tier by outcomes (Students use the same materials, but the end products vary)
• Tier by process (The end products are the same, but the ways students arrive at
those outcomes may vary)
• Tier by product (Group by multiple intelligences or learning styles followed by
assignments that fit those preferences).

ILLUSTRATION OF PRACTICE NO. 4

“
Teach students to examine their own data and set learning
goals

Teacher Alma teaches 6th Grade Technology and Livelihood

Education (TLE). In her class, she explains expectations and
assessment criteria. She believes that students can better
interpret their achievement data and set learning goals when they
have a clear understanding of performance expectations and
assessment criteria.

Let’s look at Teacher Alma’s practice.

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Prior to the teaching

of the different
competencies in Home
Economics (a component
of TLE), Teacher Alma
informs the students
about the content and
performance standard
expected of them to
achieve in the rating
period.

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Teacher Alma informs the learners of
the set assessment criteria for the hand
sewing project.

She, too, involves the students in the

process by letting them add or modify the
presented rubrics.

After their consultation, they arrive at a

consensus of which component receives
highest and lowest points. They, too,
determine the if there are additional
components to be added in the rubrics.

Teacher Alma desires her learners to examine their own data and set their learning goals. Below
is the portfolio checklist form she prepares for the learners.

This is sample portfolio

checklist form for
Teacher Alma’s learners.
This enables them to
examine their own data
and set learning goals in
their subject TLE. This is
attached to the student’s
portfolio. By doing so, the
learners are be guided
of the different targeted
competencies for a
specific quarter.

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ILLUSTRATION OF PRACTICE NO. 5

“
Modify existing program using assessment data

Lucena Dalahican National High School (LDNHS) supports the

reading culture in the Division of Lucena City by cascading the
division-wide reading program.

However, there are several instances when a need to modify the

existing program arise.

Let’s look at how the teachers of English in LDNHS work on its

modification.

Project Increased
Reading Ability of
Struggling Readers (IRA)
is the school-based
reading program of
LDNHS which covers
activities such as
5-minute reading with
me, reading intervention,
among others.

However, based on the reading

assessment administered to
the Grade 7 learners, section
Kalachuchi has the greatest number
of frustrated readers.
Referring to Project IRA, the
activities stated are insufficient
to address the needs of these
struggling readers.

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At this stage, the teachers of English collaborate to come up with measures to address the
needs of the struggling readers. Having the greatest number of frustrated readers, the teachers
decide to focus on section Kalachuchi.

The pool of teachers decides to have after class remedial sessions to these struggling readers
to enable them to reach their expected reading level. In preparation for this, parents’ and
guardians’ orientation is conducted.

The following is the remediation program, to enhance the progress of the struggling readers in
section Kalachuchi.

The teachers identified the

areas for support.
Upon establishing this, the
frequency or regularity of
session is identified.
Then, suggested strategies
to aid the areas of support
are given. This gives remedial
teachers ideas on the
strategies to be used.
A monthly monitoring of
learners’ progress is scheduled
to assess the current reading
level of the learners.
This assessment data will
serve as basis for another
modification the existing
program.

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“
Other Illustrations of Practice

Having seen how Indicator 5.5.2 can be achieved, you

are now ready to develop lesson plans, instructional
materials and assessment tools applicable to your
teaching contexts.

Below are other illustrations of that you may also

consider in utilizing assessment data to inform the
modification of teaching and learning practices and
programs.

Happy working!

Make data part of the ongoing cycle of instructional improvement

• Teacher Lea collects and prepares a variety of data about student learning to gain a deeper
understanding of students’ learning needs. She collects data from multiple sources, such as
division-wide assessments, and school assessments, classroom performance data, and other
relevant data.
• Teacher Jocelyn interprets data and develops hypotheses about how to improve student
learning. Interpreting data allows her to identify the strengths and weaknesses of an entire
class as well as individual students. As she examines the data, she can develop hypotheses
about factors that affect students’ learning and ways to improve instruction to help all
students achieve.
• Teacher Sarah Kaye modifies instruction to test hypotheses and increase student learning.
After forming hypotheses about students’ learning needs, she examines current instruction
and test the hypotheses by implementing instructional changes they believe are likely to raise
student achievement. Drawing from the data, she needs to determine whether to continue the
instructional improvement in its current form, modify or extend the approach, or try a different
approach.

Teach students to examine their own data and set learning goals

• Teacher Imelda provides feedback to students that is timely, specific, well formatted, and
constructive. She understands that as Proficient Teacher it is a must to provide students with
feedback that helps them understand their strengths and weaknesses and identifies specific
areas for improvement. Effective tools and strategies include student-developed assessment
rubrics and peer reviews.
• Teacher Jonalyn provides tools that help students learn from feedback. Students need time
and tools to help them analyze the data, diagnose their own errors, and learn from feedback.
Tools such as teacher- and student-generated graphs and reflective questions guide students’
data analysis and help them make data-based decisions to improve their performance.
• Teacher Maricris uses students’ data to guide instructional changes. She believes that as
Proficient Teachers there is a need to collect and review students’ learning goals and analyses
to identify content areas and skills that need to be reinforced and factors that may motivate
26 student learning.
 Utilize assessment data to inform the modification of
teaching and learning practices and programs

MODULE 21
“
PROFESSIONAL DEVELOPMENT PLAN

After you have explored the how to utilize assessment data to inform
the modification of teaching and learning practices and programs,
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 NEEDS ACTION PLAN TIMELINE RESOURCE NEEDED

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

Happy planning!

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RESOURCE LIBRARY

Bibliography
This section provides you resources that can help you further
understand the indicator.

“
Australian Institute for Teaching and School Leadership. (2019). Learning from practice [Ebook]
(pp. 24-25). Australia. Retrieved from https://www.aitsl.edu.au/docs/default-source/
general/learning-from-practice.pdf?sfvrsn=740ee33c_2
This provides reading on reflective teaching.

Andrade, R.Q. (2018) Quarter 1 remedial plan. Lucena Dalahican National High School SDO
Lucena City.
This plan shows the strategy and activities to be implemented for the remedial lessons in
8th Grade English for Quarter 2.

Ameen, H. O.K.M. (2018). Mathematics learner’s profile [Checklist]. Lucena Dalahican National
High School SDO Lucena City.
This checklist provides a list of the core competencies for 7th Grade Mathematics.

Heacox, D. (2002). Differentiation Instruction in the Regular Classroom: How to Reach and
Teach All Learners, Grades 3 - 12. Minneapolis, MN: Free Spirit.
This provides the six ways to tier a lesson.

Henderson, J. G. (2001). Reflective Teaching: Professional Artistry through Inquiry. Upper

Saddle River, N.J: Merril/Prentice Hall.
This reading provide definition for reflective teaching.

Jimenez, A. L. (2017). Science strategic intervention material (SIM). Lucena Dalahican National
High School SDO Lucena City.
This strategic intervention material is used to address the learning needs of students in
7th Grade Science.

Priya, M., Matthew, P., & Peechattu, P. (2017). Reflective practices: a means to teacher
development. Retrieved from https://apiar.org.au/wp-content/uploads/2017/02/13_
APJCECT_Feb_BRR798_EDU-126-131.pdf

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 Utilize assessment data to inform the modification of
teaching and learning practices and programs

MODULE 21

Reflective Teaching Model. (2018). Retrieved from https://emu.edu/education/model
This website provides information on reflective teaching model.

Salazar, M. G. D. (2018) MPS and least learned competencies report. Lucena Dalahican
National High School SDO Lucena City.
This report provides assessment data on based on the Quarter 2 Periodic Test on
English from Grade 7 to Grade 10.

Salazar, M. G. D. (2018) Reading performance report. Lucena Dalahican National High School
SDO Lucena City.
This report provides the reading performance of Grade 7 learners upon administering a
reading assessment.

Salazar, M. G. D. (2018) English Department action plan. Lucena Dalahican National High
School SDO Lucena City.
This action plan provides the list of programs implemented by the English Department
for SY 2018-2019.

Timperley, H., & Parr, J. (2004). Using evidence in teaching practice: Implications for
professional learning. Auckland, NZ: Hodder Moa Beckett.

For teachers to use evidence to improve teaching and learning in their classrooms they
need information about what their students know and can do, evidence about their own
practice and its impact on students, and knowledge of the research evidence and that
from other established sources to give direction for improvements to practice.

Timperley, H. (2008). Teacher professional learning and development. Educational Practices

Series – 18, International Academy of Education.
This provides the diagram for teacher inquiry.

Timperley, H., Wilson, A., Barrar, H. & Fung, I. (2008). Teacher professional learning and
development: Best evidence synthesis iteration. New Zealand: Ministry of Education.
Retrieved from www.educationcounts.govt.nz/publications/series/2515/15341
This provides a discussion on teacher inquiry and knowledge-building cycle as basis for
instructional decision.

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TEACHER EDUCATION COUNCIL

Leonor Magtolis Briones Evelyn G. Chavez, Ph.D. Lorina Y. Calingasan, Ph.D.
Secretary Mindanao Zonal Representative Social Studies Subject Representative
Department of Education
Lourdes R. Baetiong, Ph.D. SECRETARIAT
Allan B. De Guzman, Ph.D. Language Subject Representative Runvi V. Manguerra, Ph.D.
Luzon Zonal Representative Executive Director II
Myrna B. Libutaque, Ph.D.
Rita May P. Tagalog, Ph.D. Mathematics Subject Jayson A. Peñafiel
Visayas Zonal Representative Representative Education Program Supervisor

ACKNOWLEDGMENTS
PROJECT TEAM WRITER-COORDINATORS Christopher A. Cantos
Carmina L. Patriarca
Philip Jay N. Alcoberes, Ph.D. Jennifer E. Lopez Ma. Julieta San Jose
Senior Program Manager and Project OIC Director III Nancy D. Landicho
Leader Bureau of Human Resources and Merlinda C. Dominguez
Organizational Development Vilma S. Fernando
Christine Reading, Ph.D. Joyce Karen D. Dulnuan
Senior Research Fellow Maria Concepcion Beltran - Montenegro Isabel U. Bongtiwon
UNE-SiMERR Faculty, Ateneo de Manila University Miltrudes A. Dango
Delia A. Macalalad
Jan Albert G. Suing WRITERS Leonora C. Rubio
Research Officer Alfred James A. Ellar, Ph.D. Imee P. Aldea
PNU-RCTQ Annie Michelle F. Laurzano Ronald C. Dumapias
Arcangel Q. Bañez Jr. Jose Ariel S. Padsoyan
Rejelyn L. Vega Domingo R. Cueto Ronald C. Lontoc
Research Officer Gregorio T. Mueco Merlyn Conchita O. De Guzman
PNU-RCTQ Hermes P. Vargas
John Paul O. Dela Rosa EDITOR
May Grace D. Salazar Leonore L. Mingo, Ph.D.
PNU-RCTQ and UNE-SiMERR National Ma. Regaele A. Olarte
Research Centre Ryan G. Dela Torre GRAPHICS & LAYOUT ARTIST
Shiela Nina L. Rea-Santes Raymond S. Bermudez
Gina O. Gonong, Ph.D. Vilma A. Buhay
Director, PNU-RCTQ
REVIEWERS PNU PRESS
Jennie V. Jocson, Ph.D. Neil Vincent C. Sandoval, Ph.D.
Deputy Director, PNU-RCTQ Allen U. Bautista. Ed.D.
Vivian Buhain, Ed.D. Special Thanks
Allan S. Reyes. Ph.D. Leonardo Munalim, Ph.D.
Senior Program Manager, PNU-RCTQ Amparo M. Muñoz, Ed.D. AUSTRALIAN EMBASSY
Mary Ann P. Malipe
John Pegg, Ph.D. Jacinto S. Bose Francesca Lawe-Davies
Director, UNE-SiMERR Karen Clarissa L. Perez First Secretary-Education
Francis G. Baltazar
Joy Hardy, Ph.D. Marcela B. Lazaro BASIC EDUCATION SECTOR
Deputy Director, UNE-SiMERR Ofelia C. Ribot TRANSFORMATION (BEST)
Mercedes S. Oplas PROGRAM
Ken Vine, Ph.D. Maricel D. Ambid Alison Atwell, Ph.D.
Principal Research Adviser Bobby P. Caoagdan Team Leader
UNE-SiMERR Eliseo P. Buhain
Leah C. Vidal
Support Staff Odessa R. Duping
Silvia Danieli, FCA, MBA, B Bus Estrella B. Bulay Special thanks: All Regional
June Billings Christine Joy T. Beloken
Ambrose McDermott Richard Rizalino S. Salazar Directors, Superintendents and
Pamela L. Lamparas Gemma S. Santiago Principals who supported the
Beverly E. Estocapio Lederma A. De Guzman
Ruby Ann G. Gantalao Marvin R. Victorio Project
Michael Wilson I. Rosero Jobert Rodriguez
Mikkey Mari M. Tuazon Diane Marie B. Lavarias
Sarah Joy T. Alimboyong Aileen I. Carbonell
Rey L. Galido Jennie Joie A. Malangis
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MODULE 21

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