FIELD STUDY 1: LEARNING EPISODE 12

ASSESSMENT FOR LEARNING AND

ASSESSMENT AS LEARNING

TARGET YOUR INTENDED LEARNING OUTCOME

At the end of this episode, I must be able to:

 Demonstrate knowledge of the design and use of formative assessment; and

 Explain the importance of formative assessment.

OBSERVE, ANALYZE, REFLECT

Activity 12.1 Observing Assessment FOR Learning practices (Formative Assessment)

Resource Teacher: ______________ Teacher`s Signature: ____________ School: _____________

Grade/Year Level: ______________ Subject Area: _________________ Date: _______________

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

 Malinaw na ba? III -3

 Did you understand? IIII -4
 May tanung ba kayo? IIII -4

What teacher did Tally Total

 Asked the students if they understand the lesson IIII -4

and if the directions are clear

 Asked the students if there are clarification and

inquiries about the lesson. IIII -4
FIELD STUDY 1: LEARNING EPISODE 12
ASSESSMENT FOR LEARNING AND
ASSESSMENT AS LEARNING
2. Did the teacher ask the class “Did you understand”? If she did, what was the class
response?

 Yes, teachers constantly check to see if pupils have understood the lesson and whether the
instructions are clear. and the majority of students said "yes"

3. Did the students make the teacher feel or sense did not understand the lesson or a part of
the lesson? How?

 Yes, when they are questioned but unable to understand, and they give a false response,
especially when its review

4. If they did, how did the teacher response?

 In order to clear up any confusion, the teacher clarified it by asking the class which part of
the lecture they are having trouble understanding.

5. Were the student given the opportunity to ask questions for clarification? How was this
done?

 Yes, the teacher asked the students if they had any additional questions or clarifications
after the discussion.

6. If 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 exercises for lesson mastery

_______ Teacher did re-teaching

Others, please specify _________________________________________________________

7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same
teaching strategy? Describe.

 Another teaching approach will be employed by the instructor while reteaching the lesson
to keep the students' interest and guarantee that they will retain the material.

8. While re-teaching be himself/herself and/ or with other students-turned tutors, did

teacher check on students’ progress?

If yes, how?

 The teacher did indeed assess the students by delivering a brief quiz or an oral recitation.
FIELD STUDY 1: LEARNING EPISODE 12
ASSESSMENT FOR LEARNING AND
ASSESSMENT AS LEARNING

ANALYSE
1. Why should a teacher find out if students understand the lesson while teaching is in
progress? It is not better to do a once-and-for-all assessment at the completion of the
entire lesson?

 Because failing to meet the learning objectives at the end of the class can be prevented, the
teacher should ascertain whether the students comprehend the lesson.

2. Why is not enough for teacher to ask “Did you understand class?” when he/she intends to
check on learners` progress?

 Because you must try question and answer, brief quiz, and other exercises if you truly want
to gauge learners' development. Not only by requesting clarification. Sometimes kids would
respond "yes" when asked if they understood, even if they didn't comprehend the lesson in
order to move on to the subsequent subject

3. Should teacher record results of formative assessment for grading purposes? Why or why
not?

 Because formative evaluation is not meant for grading, the answer is no. It is used to gauge
whether or not the students truly grasp the lesson the teacher covered.

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

 According to my observations, the majority of tests and quick quizzes are given as a form of
formative evaluation.

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 tutoring appears to be successful since students may express themselves freely while
learning alongside their classmates. Students actively debate and express their opinions
with their classmates on what they comprehend and do not understand.

6. Could a reasonable number of failures at the end of the term/grading period be attributes
to the non-application of formative assessment? Why or why not?

 Yes, because failing to meet learning goals at the end of the term can be prevented when a
teacher correctly implements formative assessment. because you may reteach and correct
things as quickly as possible so that the students fully comprehend what is being taught.
FIELD STUDY 1: LEARNING EPISODE 12
ASSESSMENT FOR LEARNING AND
ASSESSMENT AS LEARNING
REFLECT

 Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.
 Formative assessment is a type of evaluation used to track students' progress during a
lesson. It is similar to tasting soap when cooking since you are adding flavors and
ingredients to produce the desired tastes, much as when teaching formative evaluation
enables you to get the students ready to meet their learning objectives.

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

 No, since formative evaluation is used to track pupils' academic progress.

SHOW YOUR LEARNING ARTIFACTS

1. My Accomplishes Observation Sheet

2. My analysis
3. My Reflection
4. Snapshots of peer tutoring or other activities that show formative assessment in practice.
FIELD STUDY 1: LEARNING EPISODE 12
ASSESSMENT FOR LEARNING AND
ASSESSMENT AS LEARNING

ACTIVITY 12.2 Observing Assessment AS Learning Practices (Self-Assessment)

Resource Teacher: ______________ Teacher`s Signature: ____________ School: _____________

Grade/Year Level: ______________ Subject Area: _________________ Date: _______________

TARGET YOUR INTENDED LEARNING OUTCOMES

At the end of this Episode, I must be able to:

 Demonstrate knowledge of the design and use of self-assessment; and

 Explain the importance of self-assessment.

OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record your observations.

Teacher My Observation
1. Did teacher provide opportunities for The pupils do inquire as to what they learned from the
the learners to monitor and reflect on lesson she discussed. And there is a chance for them
their own learning? to provide a response in the books.

2. What are proofs that the students were The teacher gives a quiz that includes a reflection on
engaged in self-reflection, self- their own experiences in a particular situation.
monitoring and self-adjustment?

3. Did students record and report their Yes

own learning?

4. Did teacher create criteria with the To the extent that the students performed well in their
students for tasks to be completed or activities, absolutely.
skill to learned?

REFLECT
FIELD STUDY 1: LEARNING EPISODE 12
ASSESSMENT FOR LEARNING AND
ASSESSMENT AS LEARNING
The primary purpose of assessment is not to measure but to further learning. Reflect on
your personal experiences of assessment in school. Were you given opportunities for self-
assessment? If yes, what was its impact on your learning?

 Remember how when my primary school teacher would repeatedly ask if we had any questions,
I would always answer, "I understand," out of fear of offending him or getting in trouble, but the
lesson never really sunk in, and as a result, I failed his exam. If my teacher had been more
understanding, I believe I would have aced the exam that day since I am not afraid to ask him
questions and I will comprehend his lecture. This case demonstrates that evaluations cannot be
based solely on the students, but also on their teacher. If the teacher is approachable and uses a
different teaching method with his or her students, the students may perform well on the exam.

SHOW YOUR LEARNING ARTIFACTS

1. My Accomplished Observation Sheet

2. My Analysis
3. My Reflection

LINK THEORY TO PRACTICE

FIELD STUDY 1: LEARNING EPISODE 12
ASSESSMENT FOR LEARNING AND
ASSESSMENT AS LEARNING
1. The primary purpose of assessment is to ensure learning. Which assessments are referred
to?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I, II, and III C. I and II
B. I and III D. II and III

2. Research shows that when students help develop questions for an assessment, and have a
deeper understanding of what they are expected to learn before they take the assessment,
they take a greater responsibility of their own learning. Which assessment is referred to?
A. Assessment as learning C. Assessment for Learning
B. Assessment of Learning D. Assessment in Learning

3. DepEd Order No. 8, s. 2015 states, “Assessment is a process that is used to keep track of
learners’ progress in relation to learning standards…, to promote self-reflection and personal
accountability among students about their own learning…
Which assessment are referred to by the DepEd memo?
I. Assessment as Learning
II. Assessment for Learning
III. Assessment of Learning
A. I only C. I and II
B. B. II and III D. I, II and III

4. You check for understanding in the midst of your lesson. In which form/s of assessment are
you engaged?
A. Assessment as Learning C. Assessment of Learning
B. Assessment for Learning D. Assessment of and for Learning

5. Assessment For learning is ongoing assessment that allows teachers to monitor students on
a day-today basis and modify their teaching based on what the students need to be
successful. Is this statement TRUE?
A. Yes C. Assessment of Learning
B. No D. TRUE except the clause after and

6. It develops and supports students’ metacognitive skills. Which is referred to?

A. Assessment as Learning C. Assessment of Learning
FIELD STUDY 1: LEARNING EPISODE 12
ASSESSMENT FOR LEARNING AND
ASSESSMENT AS LEARNING
B. Assessment for Learning D. Assessment in Learning

7. Which form of assessment is crucial in helping students become lifelong learners?

A. Assessment as Learning C. Assessment of Learning
B. Assessment for Learning D. Assessment in Learning

8. Which is characterized by students reflecting on their own learning and making adjustment
so that they achieve deeper understanding?
A. Assessment as Learning C. Assessment of Learning
B. Assessment for Learning D. Assessment in Learning

9. Which practices are required for assessment as learning to be effective?

I. Discuss the learning outcomes with the students.
II. Create criteria with the students for the various tasks that need to be completed
and/or skills that need to be learned or mastered.
III. Provide feedback to students as they learn and ask them guiding questions to help
them monitor their own learning.
IV. Help them set goals to extend or support their learning as needed in order to meet
or fully meet the expectations.
V. Provide reference points and examples for the learning outcomes.
A. I, II and III C. III, IV and V
B. I, III, IV and V D. I, II, III and V

10. In which type of assessment are students expected to go beyond completing the tasks
assigned to them by their teacher and so students move from the passive learners to active
owners of their own learning?
A. Assessment as Learning C. Assessment of Learning
B. Assessment for Learning D. Assessment in Learning

11. Which assessment is likened to tasting the soup while in the process of cooking the soup?
A. Assessment as Learning C. Assessment of Learning
B. Assessment for Learning D. Assessment in Learning

EVALUATE PERFORMANCE TASK

FIELD STUDY 1: LEARNING EPISODE 12
ASSESSMENT FOR LEARNING AND
ASSESSMENT AS LEARNING
Name of FS Student: Rose Ann Leanillo Date Submitted: ____________________

Year and Section: IV- Block E Course: BsEd English

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 4 3 2 Improvement
1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation questions/tasks observation questions/tasks not observation
Sheet completely answered/ questions/tasks not answered / questions/tasks not
accomplished. answered/ accomplished. answered/
accomplished. accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to the connected to theories; answers not
grounded on theories; theories; grammar and one (1) to three (3) connected to theories;
grammar and spelling spelling are free from grammatical/ more than four (4)
are free from error. errors. Spelling errors. grammatical / spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and swallow;
supported by what supported by what swallow; somewhat rarely supported by
were observed and were observed and supported by what what were observed
analyzed. analyzed. were observed and and analyzed.
analyzed.
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not Portfolio is not
Artifacts the context of learning in the context of the reflected on in the reflected on in the
outcomes; learning outcomes. context of the learning context of learning
Complete, well- Complete; well outcomes. Complete; outcomes; not
organized, highly organized, very relevant not organized, relevant complete; not
relevant to the learning to the learning to the learning organized, not
outcome. outcome. outcome. relevant.
Submission Submitted before Submitted on the Submitted a day after Submitted two (2)
deadline. deadline. the deadline. days or more after the
deadline.
COMMENT/S Rating:
(Based on
Transmutation)
Over-all Score

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 -below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 -below

_______________________________________________ ____________________

Signature of FS Teacher above Printed Name Date