UNIVERSITY OF SOUTHERN MINDANAO

INTERPRETING
FORMATIVE RESULTS
Reporters:
Hyzyl Joy Flores
Salbin Santi
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AVRFEMOIT
FORMATIVE
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NALVAITIOD ATER

VALIDATION RATE
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STERIEGAST
STRATEGIES
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ICEDISNO
DECISION
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SESMASETSN
ASSESSMENT
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 Topic Outline
• What is Formative Assessment and Why is it Used?
• Recommended Strategies for Formative Assessment
• What is Validation Rate for Instructional Decision in
Formative Assessment?
• Factors Need to be Considered to Determine Validation Rate
• Validation Rate for Instructional Decision
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 Intended Learning Outcomes

By the end of the learning experience, students must be

able to:

1. discuss the significance of validation rate instructional

decision in formative assessment.

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 What is Formative Assessment and Why is it Used?
• Formative assessment takes place throughout instruction.
• It helps teachers identify or evaluate the current state of
learners’ knowledge and skills.
• Its main purpose is to provide feedback to both teachers and
students, helping to inform instructional decisions and improve
learning outcomes.
• Formative assessment can take various forms like quizzes,
discussions, observations, self-assessments, peer assessments,
and more.

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 What is Formative Assessment and Why is it Used?
• Teachers can use results of formative assessments to adjust teaching
strategies and match students with appropriate materials and
learning conditions.
• Information gained from formative assessment can help a teacher
determine:
(1) how to group students,
(2) whether students need alternative materials,
(3) how much time to allocate to specific learning activities,
(4) which concepts need to be re-taught to specific students, and
(5) which students are ready to advance. Insert Running Title 10
 Recommended Strategies for Formative Assessment
• Forms of assessment can range from performance-based assessments
to reflection journals to multiple-choice items.
• They can take the form of:
 checklists, rubrics, written papers or oral presentations,
graphic organizers, Socratic questioning, and etc.
• It can also be in the form of:
 teacher observations of student performance, teacher
questioning
class discussions, analysis of student work,
student self-assessment, KWLs, and
student journals, among other informal assessments. Insert Running Title 11
 Recommended Strategies for Formative Assessment

Checklist - is an easy
way to keep track of
the students’
understanding or
knowledge about a
specific topic.

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 Recommended
Strategies for
Formative Assessment

Rubrics can help clarify

teacher’s expectations
and will show students
how to meet them,
making students
accountable for their
performance in an easy-
to-follow format.

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 Recommended Strategies for Formative Assessment

Written Papers this may include:

Oral Presentation this may include:
• Essays
• Short Answer Questions • Demonstration of Understanding
• Reflection Journals • Oral Recitation
• Problem Sets • Oral Questioning
• Lab Reports
• Reporting
• Quizzes
• Concept Maps

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Recommended Strategies for Formative Assessment

Graphic Organizers

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 What is Validation Rate for Instructional Decision in
Formative Assessment?

• It refers to the extent to which the decisions made based on the assessment
results are accurate and reliable.
• It is important to ensure that the decisions made are valid and can
effectively guide instruction and support student learning.

• Ensuring the validity of decisions made based on formative assessment

results is critical for several reasons:
1. Informing Instruction-The primary purpose of formative assessment
is to provide timely feedback that can inform instruction.

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 What is Validation Rate for Instructional Decision in Formative
Assessment?

2. Supporting Student Learning- Valid assessment results enable

educators to accurately diagnose student needs and provide
appropriate scaffolding, resources, and feedback to help students
progress.

3. Promoting Equity- Valid assessments help mitigate biases and ensure

that all students, regardless of background or ability, receive fair
and equitable opportunities to demonstrate their understanding
and skills.

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 What is Validation Rate for Instructional Decision in Formative
Assessment?

4. Monitoring Progress- Valid assessment results allow educators to track

individual and group progress accurately, identify trends or patterns in
learning, and adjust instructional strategies as needed to support
continuous improvement.

5. Enhancing Accountability- When decisions are based on valid assessment

results, stakeholders can have confidence that instructional decisions are
grounded in reliable evidence, which strengthens the overall credibility
and effectiveness of the educational system.

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 High Validation Rate

• A high validation rate suggests that the decisions made can

address students’ learning gaps and promote progress.

• When decisions are based on assessments with a high validation

rate, several positive outcomes can occur:

1.Accurate Identification of Learning Gaps: A high

validation rate suggests that the assessment accurately
identifies areas where students are struggling or have gaps in
their understanding.
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 High Validation Rate

2. Targeted Instructional Planning: With valid assessment data in

hand, educators can plan instructional activities and
interventions that directly target the identified learning gaps.

3. Promotion of Student Progress: Valid assessment results ensure

that instructional decisions are based on reliable evidence of
student needs, increasing the likelihood of positive outcomes and
improvement in student learning over time.
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 High Validation Rate

4. Increased Confidence in Decision-Making: When decisions are

based on assessments with a high validation rate, educators can
have confidence that their instructional strategies are grounded
in accurate and reliable data.

5. Enhanced Student Engagement and Motivation: Targeted

instruction that addresses students' specific learning needs can
lead to increased engagement and motivation.

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 Low Validation Rate

• A low validation rate may indicate that the instructional decisions are
not having the intended impact on student learning, or data is not
being effectively utilized to guide instruction.

• Thus, it raises concerns about the effectiveness of instructional decisions

and the utilization of assessment data. Here's why:
1. Mismatch Between Assessment and Learning Objectives
2. Ineffective Use of Data
3. Lack of Differentiation
4. Limited Impact on Student Learning
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 Factors Need to be Considered to Determine Validation
Rate
1. Alignment: The assessment should align with the learning
goals and objectives.
2. Reliability: The assessment should be consistent and produce
reliable results.
3. Validity: The assessment should accurately measure the
intended learning outcomes.
There are different types of validity:
• content validity (the extent to which the assessment covers the
content it is supposed to measure) and
• construct validity (the extent to which the assessment measures
the intended construct or skills). Insert Running Title 23
 Factors Need to be Considered to Determine Validation
Rate
4. Data analysis: The assessment results should be analyzed in a
systematic and rigorous manner.
This involves using appropriate statistical techniques to interpret
the data and draw meaningful conclusions.

5. Feedback and Adjustment: The decisions made based on the

assessment results should lead to appropriate instructional
adjustments.
Teachers should provide timely and specific feedback to students
and use the assessment data to inform their teaching practices.
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 Validation Rate for Instructional Decision
• The 50-50 where 50% of the class got 50% of the items - Decision: Proceed to the
next lesson.
Validation Rate: When 50% of the class successfully answers 50% of the
items, it suggests a mixed level of understanding. This distribution indicates
that the material is moderately challenging, with some students grasping the
concepts while others may be struggling.
Decision Making: Proceeding to the next lesson can be seen as an appropriate
decision based on this validation rate. Here's why:
Encouraging Progress: The fact that half the class got at least half the
items correct shows that a significant portion of students have a
foundational understanding of the material. Moving forward acknowledges
this progress and keeps momentum going. Insert Running Title 25
 Validation Rate for Instructional Decision
Addressing Challenges: For the remaining 50% of the class,
who either got less than 50% correct or didn't attempt the
assessment, it signals areas where additional support or
clarification may be needed. The next lesson can be tailored
to address these gaps and reinforce key concepts

• Overall, the decision to proceed to the next lesson based on the

"50-50" validation rate demonstrates a balanced approach that
acknowledges both progress and areas for improvement,
aligning with the principles of formative assessment.
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 Validation Rate for Instructional Decision

• The 60-40 where 60% of the class got 40% of the items
Validation Rate: The validation rate here indicates a widespread challenge
among students in understanding the material. While it's positive
that the majority have some correct answers, the overall performance
suggests a need for further instruction and support.

Decision Justification:
1.Identification of Challenges: The assessment results clearly highlight
areas of difficulty for the majority of the class. Proceeding to the
next lesson without addressing these challenges directly might risk
leaving a substantial portion of students behind.
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 Validation Rate for Instructional Decision
2. Opportunity for Intervention: Instead of moving forward
immediately, it might be beneficial to pause and address the
misconceptions or gaps in understanding that led to the majority of
students scoring 40%. This could involve targeted remediation,
additional practice, or alternative teaching strategies to ensure
comprehension before progressing.

• In conclusion, considering the 60-40 validation rate, it might be prudent to

pause and provide additional support and instruction to address the
challenges faced by the majority of the class before moving on to
the next lesson. This approach prioritizes understanding and mastery,
aligning with the goals of formative assessment.
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 Activity!
Instructions: Read and understand the scenario. Then, evaluate and make
a decision whether or not the teacher should proceed to the next lesson
and justify your answers. Write it in a 1 whole sheet of paper.

Scenario:
In a high school algebra class, students have been studying
quadratic equations and their applications in real-world scenarios.
The teacher has delivered lessons on factoring, graphing, and solving
quadratic equations through various methods. To assess student
understanding, the teacher administers a formative assessment consisting
of a mix of multiple-choice questions, short-answer problems, and word
problems. Insert Running Title 29
 Upon checking the assessments, the teacher observes the following
validation rate:
45% of the class scored below 50% on the assessment, indicating a
significant struggle with understanding quadratic equations and their
applications.
30% of the class scored between 50-70%, suggesting some comprehension
but with notable room for improvement in certain areas.
25% of the class scored above 70%, demonstrating a solid grasp of quadratic
equations and their applications.

The teacher now faces the decision of whether to proceed to the next
lesson on higher-degree polynomials or to revisit and reinforce the concepts of
quadratic equations based on the validation rate of the formative assessment.
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THANK YOU
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 References
• Cartwright, R et al. (2009). Student learning outcomes assessment handbook.
Maryland: Montgomery College Darling –
• Hammon, L. & Bransford, J. (2005). Preparing teachers for changing world.
San Francisco: John Willey & Sons.
• Kwan, F. (2010). True/false test: Enhancing its power through writing.
Maryville University St. Louis.
• Mueller, J. (2011). Authentic assessment. Nashville, III: Northcentral Colleges.
• Navarro, R.L. &De-Guzman-Santos, R. (2013). Authentic assessment of
student learning outcomes. Quezon City: Lorimar Publishing Inc.
• Navarro, R.L., Santos, R.G., & Corpuz, B.B. (2017). Assessment of learning.
Quezon City: Lorimar Publishing Inc.

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