(Observations of Teaching-Learning in Actual

School Environment)

(Assessment FOR Learning and Assessment

AS Learning)

Submitted by:
SHEINA O. GREGORI BEED 4-A

Submitted to:
MRS. LOVELY D. BACOLOD
 OBSERVE, ANALYZE, REFLECT
ACTIVITY 12.1
Observing Assessment FOR Learning Practices
(Formative Assessment)

Resource Teacher: Mrs. Judith Espenilla Teacher’s Signature: ____________

School: Talave Elementary School Grade/Year Level: Grade 6
Subject Area: Filipino & English Date: November 8, 2021

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

• "Did you understand IIIII-II 7
class?"

• "Very good! That's IIIII-III 8

correct"

• "Excellent idea!" III 3

What Teacher Did Tally Total

• The teacher IIIII 5
discussed her lesson
in a step by step
process and
provides examples,
real-life scenarios
and activities to
make it become
more effective,
engaging and IIIII-III 8
meaningful.

• The teacher let her

students to freely
share their thoughts
and ideas about the I 1
 lesson.

• The teacher
provides a group
activity which
requires
collaboration so that
each of the learners
can contribute their II 2
knowledge and skills
to finish the given
task.

• The teacher then,

evaluates her
student’s
performance in a
form of criterion to
know if they gain
learnings about the
lesson. Afterwards,
she gave a quiz as a
sort of mastery of
the lesson.

2. Did the teacher ask the class "Did you understand"? If she did, what was the class'
response?
 Yes, the teacher asks the class with that question and she receives a positive
response to the learners.

3. Did the students make the teacher feel or sense they did not understand the lesson or
a part of the lesson? How?
 Yes, the class didn’t pretend that they understand the lesson but rather,
they ask the teacher for a clarification.

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

 The teacher didn't get mad to her students about not grasping the lesson
very well but instead, she actively explain it again to them about which part
of the lesson they didn't understands well.

5. Were the students given the opportunity to ask questions for clarification? How was
this done?
  Yes. Before dismissing the class, the teacher asks them if they have any
questions and clarification about the topic. This only means that they freely
given a chance to express their queries.

6. If she found out that her/his lesson was not clearly understood, what did 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______.
 The teacher did the re-teaching so that each of her learners could fully
master the lesson.

7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the
same teaching strategy? Describe.
 Since the teacher notices that her strategy in delivering her lesson is not so
effective, she formulate another strategy wherein she re-teach the lesson in
clearest and easiest way provided with interactive activities to be fully
understand by her students.

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

teacher check on students' progress? If yes, how?
 Yes, the teacher checked her student’s progression by asking them if they
understand the topic and by giving them assessment that will measure if
they had already learned 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?

For me, I think it is essential for teachers to find out if their students understand the lesson
while teaching is in progress in order to avoid the time and energy to be wasted or to
determine if the strategies that they applies are effective or not since they already know
that they have intended learning outcomes that needs to be attain at the end of the
discussion. And, it is also not better to do a once-and-for-all assessment after finishing the
lesson. It is much better if the teacher give them assessment after finishing one topic for
them to easily remember the lesson.

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 there is a possibility that the students will tell lies or pretend that they
understand the lesson even if they didn't. As a result, they will end up getting low scores in
their assessment for not telling the truth.

3. Should teacher record results of formative assessment for grading purpose?

Why or why not?

No, because it only serve as practice for students, just like a meaningful homework
assignment. It is just a guide for teacher in decision making about future instruction and
provide feedback to students so it can improve their performance.

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

Based on my observation, the formative assessment practice worked is giving a task or quiz
during and after the discussion because the teacher wants to identify if the students has a
prior knowledge about the topic and if they are learned after finishing 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 tutoring is sometimes seen to be more effective than re-teaching because they can
speak up their thoughts and ideas confidently to their peers since they are given more
focus to learn and at the same time, they have given an opportunity to work together with
someone who had the same level with them. This is also a way that they can learn to
cooperate with others to support their own learnings.
 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?

For me, I think the non-application of formative assessment can also be the one who can
fail students due to unpreparedness of the teacher or perhaps, the strategy she applied
during her teaching. But on the other perspectives, I also do believe that there are many
factors that can affect the student's grades. Probably, their poor study habits or they are
not really interested to learn or they are lack of effort.
 REFLECT
Reflect on this question.

Formative assessment is tasting the soup while cooking. Reflect on

this and write your reflections.

As a cook is making her soup, she occasionally tastes it to decide if it needs a bit
more spices or ingredients. With each taste she is assessing her soup, and using that
feedback to change or improve it. As the cook, or shall as I say, as a teacher someday,
we need to taste the soup before we move forward with our instructions. We need to
design our instruction by using many techniques so that our students can easily
understand the lessons and to easily assess their achievement by providing a
feedback while the teaching is ongoing. Through tasting the soup, we can identify the
strengths and weaknesses of our students and those target areas that needs to work
on so we can address that problem immediately.

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

No, because it is a non graded assessment. Its results are already made available
during the instruction. However, students may not be eager or motivated to
participate in the class especially when they are accustomed to getting grades or
points for their academic progress.
 SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

Assessment FOR Learning Assessment AS Learning Assessment OF Learning

• Before the teacher starts • After discussing the • After presenting the
discussing her lesson, lesson, the teacher recall given task, the teacher
she ask her students the topic and ask her evaluate each group
about certain questions students about what they about their performance
regarding their previous have learned from it and through a set of criteria
lesson in order to how they will going to and gives a short quiz for
determine if her students apply it on their daily them to know if they
can still recapitulate it. It lives. Fortunately, most could still remember the
also serves as their of her students really topic. It serves as their
graded recitations so master the lesson. So she assessment.
that the students become provides an activity in
active, participative and which they need to
eager to listen to her next perform a short role play
step of discussion. about the importance of
music.

2. My Analysis

• Formative assessment is a great way to measure a student’s performance during and

throughout the instruction process through monitoring their progression in which a
teacher can utilize the feedback to improve their learning experience and performance.
It helps them to align their learning goals with the aims and objectives of the
coursework or training. It keeps the learning goals in the minds of everyone and
instructors can help students to resolve any challenges they face before they get off
track. It also helps them to understand the unique needs of their students and know the
best ways to support them on their individual learning journeys. More importantly, it
helps the teachers to adjust their teaching methods to better suit the needs of their
students.

3. My Reflection

• I have learned that formative assessment has a huge positive impact on the teaching
and learning process because it allows you to evaluate students’ performance in real-
time, and also improve the course content and delivery during the learning process. So,
as a future teacher, it would be easier for me to track the performance of my students in
the midst of instruction because I have already a basis on how to identify who is more
knowledgeable in the class and who needs more help and support. Asking better
questions is also an important strategy because it provides opportunity for my students
to think deeper and for me, to know the level of their understanding.

4. Snapshots of peer tutoring or other activities that show formative assessment in

practice.
 ACTIVITY 12.2
Observing Assessment AS Learning Practices (Self-
Assessment)
Resource Teacher: Mrs. Antonnete Palabrica
School: Talave Elementary School
Subject Area: English & MAPEH
OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record
your observations.
Teacher
1. Did the teacher provide opportunities
for the learners to monitor and reflect
on their own learning?
2. What are proofs that students were
engaged in self-reflection, self-
monitoring and self-adjustment?
3. Did students record and report their
own learning?
4. Did teacher create criteria with the
students for tasks to be completed or
skill to learned?
Teacher’s Signature: ____________
Grade/Year Level: Grade 5
Date: October 28, 2021
My Observation
Yes, the teacher provides opportunities for
the learners to monitor and reflect on
their own learning. She gives them time to
speak up their thoughts and ideas during
discussion to know if they really
understand the lesson.
The proofs are, they are engaged all
throughout the discussion, they
confidently answers the questions given
by their teacher and they are also actively
participates in all the activities provided
by the teacher.
Yes, through how they response when the
teacher ask them certain questions
regarding to the topic in which they share
their thoughts and ideas during class
discussion.
Yes, the teacher created criteria for a
certain task to be completed to know how
they master the lesson and how they will
put some creativity over their work. Their
task will be recorded according to the
ratings or scores they have got after they
are done presenting it.
 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?
o Yes, I agree because in the very first place, the goal or the intended learning
outcomes of every teacher is to make their students' learned and develop their
skills. Of course, it encourages the students to take responsibility for their own
learning through a reflection. So, all assessment must support to their learning
in order for them to relate the assessment.

2. Does assessment as learning have the same ultimate purpose as assessment for
learning?
o No, because assessment as learning simply stands for a way of learning which
means that it is the use of an ongoing self-assessment by the learners in order to
reflect and monitor their own learning for future learning goals while
assessment for learning, on the other hand, is a way to see what the teacher
should do in response which means that teacher uses inferences about student
progress to inform their learning.

3. Does assessment as learning have the same ultimate purpose as assessment for
learning?
o No, because assessment as learning simply stands for a way of learning which
means that it is the use of an ongoing self-assessment by the learners in order to
reflect and monitor their own learning for future learning goals while
assessment for learning, on the other hand, is a way to see what the teacher
should do in response which means that teacher uses inferences about student
progress to inform their learning.
 REFLECT
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?

Yes, based on my personal experiences of assessment in school, our

teacher were given us an opportunity to have a self-assessment in order
for us to judge our own learning progression and our performance as
well. The impact of this on my learning is that, it helps me to know the
things I need to work on in order to become a self-regulated learner. It
also increases my interest to learn more and at the same time, helps me to
develop my critical thinking skills by doing a reflection.
 SHOW Your Learning Artifacts
1. My Accomplished Observation Sheet

Assessment FOR Learning Assessment AS Learning Assessment OF Learning

• Before starting the •
discussion, the teacher
was assessing her
students first through
asking certain questions
that serves as their oral
recitation regarding
about the previous topic
they had tackle. This will
test the prior knowledge
of her students if they
can still remember their
last lesson.
After the class • The teacher evaluates
discussion, each of her the performance of the
students was given a students through a set of
piece of clean and empty criteria which serves as a
white bond paper. The basis for them to have a
teacher instruct them to grade on that subject.
write a reflective essay Quiz was also given after
about what they have the performance to test if
learned from the lesson they truly master the
on that day, how they lesson.
will going to apply those
learnings they have gain
on their lives and what
are their expectations
regarding on their next
lesson. After that, the
students have also
presenting an actual
performance about the
lesson they have
discussed in order to
achieve the intended
learning outcomes.

2. My Analysis

• As I analyze self-assessment, I realize that it plays an important role in student's

learning because it provides them with an opportunity to self-evaluate or make
judgments about their own learning process and products of learning, based on criteria
that they have agreed on with their teacher. In other words, it helps them to take
control of their own learning and assessment, and giving them the chance to manage
their own learning and development more independently. And as they learn, I have
noticed that most of them are already informally evaluating their own work and giving
themselves feedback in which they are proof-reading their assignment before handing
it in, and making changes to improve it. This only means that they are assessing their
work.
 3. My Reflection

• Assessment is a need in education. Through this, teachers would be able to assess their
selves if they really attained their learning targets. It is also a big help to them, because
they would be able to know their students strengths and weaknesses. I have learned
that self-assessment is essential because teachers can track their learners’ progression
in relation to learning standards, to promote self-reflection and personal accountability
about their own learning.

As a future teacher, I should be more observant and give more attention to my students
because all of them have different characteristics and capabilities that I should enhance
through the use of different methods, strategies and assessment tools. Through with
this, it will help me pinpoint ways to cater and support my students to succeed.
 LINK Theory to Practice
Directions: Read the items given below and encircle the correct answer.

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 II
B. I and III
C. I and II
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
B. Assessment of learning
C. Assessment for 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 assessments are referred to by the DepEd memo?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning

A. I only
B. II and III
C. I and II
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
B. Assessment for learning
C. Assessment of learning
D. Assessment of and for learning
5. Assessment FOR learning is ongoing assessment that allows teachers to
monitor students on a day-to-day basis and modify their teaching based on
what the students need to be successful. Is this statement TRUE?

A. Yes
B. No
C. Somewhat
D. TRUE except the clause after and

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

A. Assessment as learning
B. Assessment for learning
C. Assessment of learning
D. Assessment in learning
7. Which form of assessment is crucial in helping students become lifelong
learners?

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

A. Assessment of learning
B. Assessment for learning
C. Assessment as 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
B. I, II, IV and V
C. III, IV and V
 D. I, II, III, IV 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
B. Assessment for learning
C. Assessment of learning
D. Assessment in learning
11.Which assessment is likened to tasting the soup while in the process of
cooking the soup?

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