WALTER TORINO RAVAL

BTVTED CSS 4A BANDURA

FS 5 Episode 1

My Learning Activities
I will observe two classes, record my observations with the use of an Observation sheet.

OBSERVATION SHEET #1.1

Indicator of Assessment FOR, OF and AS Learning

Resource Teacher: Mrs. Kristine Perante, LPT Teacher’s Signature:

School: Maiting Elementary School Date: September 25, 2021
Grade/ Year Level: Grade 6 Subject Area: Araling Panlipunan

Assessment Assessment Assessment

FOR AS OF
Learning Learning Learning

A guessing game was introduced
first. This is for practicing active
hearing entry. A review then
covered the past lesson and blended
with the lesson.
The lesson consisted of a chronicle. Usually, the students were
To open the lesson easily, students confronted with a quiz to know if
were asked whether they had they learned.
personal effects of this approach. If
they have any, they must be aware
of its importance.
 OBSERVATION SHEET #1.2
Indicator of Assessment FOR, OF and AS Learning

Resource Teacher: Mrs. Violy E. Marzan, LPT Teacher’s Signature:

School: Pilot Elementary School Date: September 25, 2021
Grade/ Year Level: Grade 6 Subject Area: Literature

Assessment Assessment Assessment

FOR AS OF
Learning Learning Learning

The teacher gave a lesson by asking The teacher involved students in A quiz is always out every time the
her students what they understood the reflection on the situation. She lesson is over. The teacher always
in the notes they wrote earlier. The asked if they had been able to copy syncs the lesson in the quiz. She
text explains a plagiarism situation. other work. The Students answer even motivates to score high
She directly emphasizes the teachers' questions individually. because the lesson is simple.
importance of it. She called on the
students to read the dialogue and
later called on students to give
examples of sentences.
My Analysis

1. Did you observe assessment practices for the three (3) forms of assessment? Explain your answer.
Yes, I did. I have seen the characteristics of each form; for example, the FOR assessment, a review and quiz
were given to make an indication of the lesson. A reflection is also present as to prove the constancy of the
learner’s point of view. There have been shared experiences for forum ideas and express them well and refined.

2. Are results of assessment OF learning affected by the observance/implementation of assessment FOR

learning? Explain your answer
Yes. This is because both evaluations could be the same in terms of knowledge of the teacher's reliability and
student's flexibility. Self-assessment can provide the lines that teachers and students are supported by their own
analysis.

3. Based on your observations, to what extent is Assessment AS Learning (Self-assessment) practiced compared
to Assessment FOR (formative) and OF Learning (Summative)?
In my own observation, Evaluation AS Learning extends a bit compared to two assessments (formative and
summative). Probably because AS assessment is less in usage when assessing the part of the teacher and pupils
efficacy in seeing themselves in the evaluation process, but not on the weight to which everyone can influence
himself (as when the teacher makes a quiz and results will credit or discredit the teacher as well guided the
lesson).

4. Which phrase refers to Assessment FOR Learning? Assessment OF Learning? Assessment AS Learning?
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 and provide bases for the profiling of students performance on the
performance on the learning competencies and standards of the curriculum.”
In my view, we are talking about the three forms of assessment. The lessons taught by a teacher flow in the
standards but about the profile of students able to characterize deep knowledge in the lessons (shown in every
test and etc.) but how they will range the assessment that clearly distinguish their abilities.

My Reflections

Write your reflection on the following:

1. As a student, did you like assessment? Do students like assessment? Why or why not?
As a student, Yes, I like assessment for the fact that this can measure my knowledge of what the teacher have
discussed. Assessment does produce plain and abundant tools and tasks to which students are bit dried with
simple evaluation and, in fact, they have untimely growth.

2. What can you do to eliminate students` fear of assessment? Can frequent formative assessment (Formative
assessment) reduce if not eliminate fear of assessment?

Making assessment fair in class eliminates fear from students. Frequent formative The evaluation somehow
reduces the fear of students in assessment. However, situations could demonstrate the limit and the upper and
lower of the assessment tools and tasks making it more agreeable that making every assessment equal in
presentations.

3. Do you like the idea and practice of self-assessment (Assessment AS learning)? Why or Why not?
The idea is good enough to be implied in the class. Self-assessment exempts common setting of proffering the
teaching and learning system. It is also an important element. Alter a teacher’s prospect in his/her strategies
allow the learners to play the role of be a lifelong researcher of knowledge to satisfy what is missing to improve
intellectual well-being, physical and emotional.

Integrating Theory and Practice

1. Teacher Emma gave a True-False pretest on social justice. Based on the pretest results, she taught her class
social justice by correcting whatever wrong concepts the students have affirmed and expounded on their correct
concepts. After correcting their wrong concepts and affirming their correct answers, Teacher Emma gave the
class a posttest. Among the forms of assessment explained, which one/s did Teacher Emma do?
A. Assessment OF Learning C. Assessment FOR Learning
B. Assessment AS Learning D. Assessment FOR and AS Learning
Answer: C

2. The class was taught how to conduct an action research and was required an end-of-the-term written research
report. The class was taught how to do the research report and was shown an Analytic Scoring Rubric for them
to know how they will be graded. The class took the Scoring Rubric guide in the making of their research
report. They were all motivated to pass an excellent research report and as a grouped checked now and then if
they were true to the qualities of an excellent research report as seen in the scoring rubric. What form of
assessment is described?
A. Assessment OF Learning C. Assessment FOR Learning
B. Assessment AS Learning D. Assessment FOR and AS Learning
Answer: B

3. Teacher Julie sees to it that she checks for understanding as she teaches to ensure that every student can
follow the lesson. With that form/s of assessment is Teacher Julie occupied with?
A. Assessment OF Learning C. Assessment FOR Learning
B. Assessment AS Learning D. Assessment FOR and AS Learning
Answer: C

4. Teacher Grace is done with unit 1. She wants to know how well her students could demonstrate the
knowledge and skills targeted at the beginning of the Unit. Into what form of Assessment is Teacher Grace?
A. Assessment OF Learning C. Assessment FOR Learning
B. Assessment AS Learning D. Assessment FOR and AS Learning
Answer: A

5. Which assessments is/are used to determine grade of students?

I. Formative assessment
II. Summative assessment
III. Assessment of learning
A. II and III C. I and II
B. I and III D. I only
Answer: A
6. Which assessment leads students to become self-directed and independent leaners?
A. Formative assessment C. Assessment as learning
B. Summative assessment D. Assessment in learning
Answer: C

7. Complete this analogy. Formative assessment: Assessment for learning Summative

assessment:___________________
A. Assessment of learning C. Assessment as learning
B. Assessment with learning D. Assessment in learning
Answer: A

My Learning Portfolio

1. Distinguish assessment FOR, OF and AS learning by way of a graphic organizer.

FOR Learning:
Reflective
Formative

OF Learning: AS Learning:
Factual Metacognitive
Summative ASSESSMENT Summative and
Assessment Formative

2. Research on:

 3. Innovative formative assessment activities and techniques to add to the usual teacher questioning and
observation techniques.

1) Postcards from the Past

Have students adopt the personality of a historical figure and write a postcard to another historical figure
from the same era, discussing a significant event that has just occurred.

2) Collage or Poster
Ask students to make a collage or poster from magazine photos for demonstrating understanding of a
concept.
 3) Journal
Students periodically record their thoughts and feelings about how they are progressing in the class.
They can also share feelings about particular assignments or indicate areas in which they may be
experiencing difficulties in the classroom, either with the material, the teacher, or their classmates.

 2 innovative summative assessment tools that measure higher-order thinking skills.

 End-of-unit or chapter tests
 End-of-term or semester exams