FS1 Ep12

LEARNING EPISODE 12: ASSESSMENT FOR LEARNING AND ASSESSMENT AS LEARNING

(Formative Assessment)
Activity 12.1 Observing Assessment FOR Learning Practices (Formative Assessment)
OBSERVE
1.Observe what teacher does or listen to what Teacher says to find out if the students
understood the lesson while teaching-learning is in progress.

What Teacher said Tally Total

“Do you understand?” IIII 4
What Teacher Did Tally Total
Okay class, can you explain more IIIIII 6
2.Did the teacher ask the class “Did you understand”? If she did, what was the class’
response?
The class’s response was “Yes, ma’am”.
3. Did the students make the teacher feel or sense they did not understand the lesson or a
part of the lesson? How?
Yes, First because of the silence and did not answering first when the teacher asks a question.
4. If they did, how did the teacher respond?
The teacher discuss some more informative and explain the lesson clearly with better examples
and points.
5. Were the students given the opportunity to ask questions for clarification? How was this
done?
Yes, by raising their hands and asking the question directly to the teacher.
6. If he/she found out that her/his lesson was not clearly understood, what did the teacher
do? Did you observe any of these activities? Please check.
Peer tutoring (Tutors were assigned by teacher to teach one or two classmates
Each-one-teach-one (Students paired with one another
Teacher gave a Module for more exercise for lesson mastery
✓ Teacher did re-teaching Others, please specify
7. If he/she engaged himself/herself in re-teaching, how did she do it? Did he/she use the
same teaching strategy? Describe.
In re-teaching, the teacher used the same strategy but added a newer and simpler one so that
the students get to understand the lesson better.
8. While re-teaching by himself/herself and /or with other students-turned tutors, did
teacher check on students’ progress? If yes, how?
The teacher gave the students a quiz if they really understand the lesson.
ANALYZE
1. Why should a teacher find out if students understand the lesson while teaching is in
progress? Is it not better to do a once-and-for-all assessment at the completion of the entire
lesson?
Its good and better to know whether the students understood the lesson so that every teacher
can repeat the lesson that it will not take long once they finished the lesson just to know that
the students did not understand anything the teacher discussion. Knowing them at they
understood during discussion means the teacher is doing a great and effective lecturer.
2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she intends
to check on learners ‘progress?
It is because most students just say yes in order for the lesson to goin even though they did not
understand anything. Some of them are also shy to admit and ask questions about the lesson.
3. Should teacher record results of formative assessment for grading purposes? Why or why
not?
Yes, the teacher should keep records of the students so that she will know their progress and
achievements if they have any. She will also determine those who are struggling with the
subject.
4. Based on your observations, what formative assessment practice worked?

Asking a question regarding that part of the lesson they are currently discussing works best
because the teacher knows whether the students were listening or able to understand that part
of the lesson.
5. For formative assessment, why is peer tutoring in class sometimes seen to be more
effective than teacher himself/herself doing the re-teaching or tutoring?
Peer touring also works better because most students are comfortable learning with their
classmates rather than their teachers. Also, the tutors or their classmates knows how it feels to
be frustrated about things and see the situation with the same perspective as the tutee.
6. Could an unreasonable number of failures at the end of the term/grading period be

attributed to the non-application of formative assessment? Why or why not?
Yes, because it means that the students weren’t able to understand the lesson and the teaching
techniques used was either repetitive or not useful at all.
REFLECT
 Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.
This is great and fun yet knowledgeable, it helps to distinguish the two types of
assessment the formative and summative assessment. When a cook tastes a soup, she
is mainly looking for information that will assist her determine if the soup needs to be
modified before it is finished and cannot be changed. The soup is done by the time the
costumer tastes or eats it, and the cook cannot make any alterations or changes that
could change the taste of the costumer. The crucial point to remember is that they are
both tasting the soup for different reasons. So basically this example is formative
assessment.
 Should you record results of formative assessment? Why or why not?

I believe it is acceptable to gave score, grade, and record formative assessments. We
can kept learners and motivate them at the same time to acquire knowledge and skills
in one of two ways. Some people have an innate will to succeed. Like as future
teacher’s, we must do all possible to teach, reach, and motivate each and every one of
our students.
ANALYZE
1. If the student is at the heart of all assessment, then all assessment should support
student learning, Do you agree? Why or why not?
Yes, I agree. As teacher we should first understand and learn too the ability of our
students of how they can acquire the knowledge or learnings easily and confidently.
2. Does assessment as learning have the same ultimate purpose as assessment for
learning?
YES!
Link Theory to Practice

1.C
2.A
3.C
4.B
5.A
6.A
7.C
8.C
9.D
10.A
11.B

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LEARNING EPISODE 12: ASSESSMENT FOR LEARNING AND ASSESSMENT AS LEARNING

What Teacher said Tally Total

“Do you understand?” IIII 4

What Teacher Did Tally Total

Okay class, can you explain more IIIIII 6

4. Based on your observations, what formative assessment practice worked?

6. Could an unreasonable number of failures at the end of the term/grading period be

 Should you record results of formative assessment? Why or why not?

Link Theory to Practice

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