A.
DECISION-MAKING AT DIFFERENT PHASE OF TEACHING-LEARNING PROC
ESS
PHASE DECISION(S) TO BE MADE
Before start teaching  Content to cover during
following day, week, month,
grading period, and so on
 Abilities of students
considering the cultural
background, interests and
skills of students in planning
the teaching activities
 Materials appropriate to use
with the students
 Learning activities that will
engage both the teacher and
students as the lesson is being
taught
 Learning targets that the
teacher wants to achieve as a
result of teaching
 Organization and
arrangement of students in
class in consideration of the
lessons and activities
During Teaching  Students learning on what
and how the lesson is
presented.
 Improvement needed to make
the lesson work better
 What feedback to give each
student about how well the
student is learning
 Readiness of the students to
move to the next activity as
planned in the learning
sequence
After a Teaching  How well students achieve
Segment the short- and long-term
instructional targets
RESOURCE(S) OF
INFORMATION
 Informal observation of
students during class
 Conversation with
students’ previous
teachers
 Scholastic aptitude test
results
 Students’ past grades
and standardized test
results
Knowledge of students’
personal family
circumstances
 Observation of students
during learning activities
 Students’ response to
questions the teacher
asked them
 Observation of
students’ interaction
 Diagnosis of the
types of errors the
students made of
erroneous thinking the
students are using
 Look for alternative
ways to teach the
materials
 Identify if there are
students who are not
participating and acting
appropriately
 Classroom tests,
projects, observation
 Interviews with students
  Strengths and weaknesses to
be given as feedback to parents
or guardians of students
 Grade to be given to each
student for the lesson or unit,
grading period or end of the
course
 Effectiveness of teaching the
lesson to the students
 Effectiveness of the
curriculum and materials used
for the lesson
B. ASSESSMENT IN CLASSROOM INSTRUCTION
Linn and Gronlund (2000) described the relevance of assessment in instructional
decision by classifying the varied assessment procedures according to use in the
classroom instruction. The following are the categories and purposes of category.
CATEGORY PURPOSE
1. Placement Assessment Measures entry behavior
2. Formative Assessment Monitors learning progress
3. Diagnostic Assessment Identifies causes of learning problems
4. Summative Assessment Measures end-of-course achievement
C. TYPES OF EDUCATIONAL DECISION
DECISION DESCRIPTION
This decision is normally made by ind
ividual classroom teacher, as necessa
ry to meet the targets or objectives set
INSTRUCTIONAL
during classroom engagement. Decisi
ons are reached according to the resu
lts of test administered to a class
GRADING It is usually based on teacher-made t
ests. Grades are assigned to the stud
 Standardized test
results
 Observations of each
student’s classroom
participation
 Review each students’
homework results
 Review each student’s
standardized achievement
and scholastic aptitude
test results
Review information
about student’s personal
family circumstances
 Informal
EXAMPLE
After a test was given by th
e teacher, the result is not
so satisfactory thus the tea
cher may decide to reteach
the lesson using a different
strategy so as to improve t
he learning and meet the o
bjective/target set for that
particular lesson.
A quarterly grade is based
on the following: result of t
 ents using assessment as one of the f he teacher-made test, class
actors. participation, projects, and
attendance.

It is made to determine a student’s st A teacher gave an essay tes

DIAGNOSTIC rengths and weaknesses and the reas t. The teacher noticed that
ons. the students were able to w
rite more than five gramma
tically correct sentences bu
t the coherence of the ideas
contained in the paragraph
is poor. So, the result show
s that the students still nee
d more help in understandi
ng the principles of writing
a good paragraph.

It involves accepting or rejecting the e

xaminee based on the results of asses
sment, for admission or qualification College or University Entra
to a program or school activity. The d nce Examination, Choosing
SELECTION
ecisions are made not by classroom te School Representative for a
achers but by specialists such as gui National Quiz Bee
dance counselors, administrators or t
he selection committee

A diagnostic test on Englis

h and Math were given to fr
eshmen to determine who
It is made after a student has been ad among them may encounte
mitted to school. It involves the process r difficulty in these areas. T
PLACEMENT of identifying students who needs reme hose who will get a below-a
diation or maybe recommended for enri verage scores will be includ
chment program of the school. ed in the remediation progr
am to help the students co
pe with the lessons in Engl
ish and Math.

It Utilizes test data to assist students

in making their personal choices for f
The NCAE helps to identify
uture career and help them know thei
which career path the stud
r strengths and weaknesses by mean
ent may pursue that match
GUIDANCE AND s of standardized tests.
es his/her interests and sk
COUNSELING
On the other hand, teachers may use ills, whether academic, voc
the results of socio-metric tests to ide ational or technical progra
ntify who among the students are pop ms.
ular or unpopular. Those who are un
popular may be given help for them to
 gain friends and become more sociabl
e.
It is made not at the level of the teach
ers but on higher level such as divisio
n, regional or national level. Based on
PROGRAM CUR the result of assessment and evaluati
RICULUM on, educational decisions may be reac
hed: to continue, discontinue, revise
or replace a curriculum or program b
eing implemented.
It involves determining the implicatio
ns to resources including financial co
nsideration in order to improve the st
ADMINISTRATIV udent learning as a result of an asses
E POLICY sment. It may entail acquisition of ins
tructional materials, books, etc. to rai
se the level of students’ performance i
n academic, or nonacademic or both.
The decision to implement
the K-12 Curriculum in or
der to avoid mismatch amo
ng graduates and the indu
stry and to be at par with t
he Curriculum implemente
d in the Philippines’ neighb
oring countries.
To conduct a remediation c
lass, additional budget is n
ecessary for the logistics (cl
assroom, instructional mat
erials, assessment material
s, etc.) and also the additio
nal pay for the teachers th
at will handle the remedial
classes.