Lecturer: Yee Bee Choo

IPGKTHO

Reporting of

Assessment

Data

Purposes of

Reporting

Principles of

Reporting

Reporting

Method

8 Different

Types of

Decisions

(Kubiszyn & Borich, 2000)

•1. Instructional

decisions

•2. Grading decisions

•3. Diagnostic decisions

•4. Selection decisions

•5. Placement decisions

•6. Counseling and

guidance decisions

•7. Program of

curriculum decisions

•8. Administrative

decisions

1. Instructional Decisions Based on test results, teachers decide to

change or maintain their instructional approach.

2. Grading Decisions As grades are indicators of student

performance, teachers need to decide whether a student deserves a high grade –perhaps an A – on the basis of some form of assessment.

3. Diagnostic Decisions Sometimes, we give tests to find out the strengths

and weaknesses of our students.

4. Selection Decisions It relates to whether or not a student is selected for a

programme or for admission into an institution based on a test score.

Tests such as TOEFL and IELTS are often used by universities to decide whether a candidate is suitable, and hence selected for admission.

A qualifying test is needed for students after SPM to be selected for the programmes in Teacher Education Institute (IPG).

5. Placement Decisions It deals with where a candidate should be placed based on

performance on the test. A clear example is the language placement examination

for newly admitted students commonly administered by many local and foreign universities.

Based on their performance on such a test, students are placed into different language classes that are arranged according to proficiency levels.

4. Counseling and Guidance Decisions Counsellors often give advice in terms of appropriate

vocations for some of their students. These advice is likely to be made on the basis of the

students’ own test scores.

7. Program of Curriculum Decisions

It reflects the kinds of changes made to the educational programme or curriculum based on examination results.

8. Administrative Decisions

Administrative policy decisions that need to be made which are also greatly influenced by test scores.

Other Purposes of Reporting:

To recognise, acknowledge and give credit for what students have achieved.

To contribute to students personal development and progress.

To assist schools and system in identifying the potential of their students.

Other Purposes of Reporting to Parents: By knowing what the school is attempting to

do, parents are better able to co-operate with the school in promoting their children’s learning and development.

Information concerning their children’s success, failure and special problem enable parents to give them the emotional support and encouragement they need.

Knowing their children’s strengths and weaknesses in learning provides a basis for helping them make more sound educational and vocational decisions.

Has clear, direct links with syllabus outcomes

Is integral to teaching and learning

Is balanced, comprehensive and varied

Is valid

Is fair

Engages the learner

Values teacher judgementIs time efficient and manageableRecognises individual achievement and progressInvolves a whole school approachActively involves parentsConveys meaningful and useful information

i. Norm - Referenced Assessment and Reporting

Assessing and reporting a student's achievement and progress in comparison to other students.

ii Criterion - Referenced Assessment and Reporting

Assessing and reporting a student's achievement and progress in comparison to predetermined criteria.

iii An outcomes-approach

An outcomes-approach to assessment will provide information about student achievement to enable reporting against a standards framework.

Acknowledges that students, regardless of their class or grade, can be working towards syllabus outcomes anywhere along the learning continuum.

1. Individual Parent/Teacher Conferences

Provide a good opportunity for teachers to explain assessment results to parents.

Teachers can communicate the results of each individual student as well as the performance of the school as a whole.

Teacher can also explain initiatives that have been undertaken to improve student learning.

Parents can ask teachers questions about assessment.

2. An Individual Written Report Sent Home A written report does not provide the face-to-

face interaction of a parent/teacher conference, but it can be an effective method for distributing assessment information.

It includes information concerning how parents can actively participate in a plan of action to address the instructional needs of their child.

Teachers must be sure that the report carefully describes the assessment process and clearly explains how to interpret the results.

The report should also include a phone number that parents can call if they have any questions.

3. Parent Group Meetings

Assessment by the teacher is made in general.

Parents can voice concern as a team.

Teacher has to be careful about giving advice to a group of parents.

Be willing to accept parents’ feelings.

4. Parent Newsletter Articles

Articles in such a newsletter can describe the assessment process, the scoring procedures, the school’s placement on an overall level, and any initiatives that are being undertaken to improve future learning.

Some articles can be written in the form of frequently asked questions, along with answers.

The newsletter should convey that the real purpose of assessment is to improve teaching and learning.