FOR

Learning Assessment and Learning Episode 08:

Assessment AS Learning
(Formative Assessment)

Assessment is an essential part of the instructional cycle. The instruction cycle consists of: l) setting
the intended learning outcome/s, 2) selecting a teaching methodology, strategy and activity that are
aligned to the learning outcome and topic which are developmentally-appropriate to the learners and 3)
assessment itself. Assessment is the part of the cycle that determines whether or not the intended
learning outcome has been attained and so necessarily, the assessment task must be aligned to the
intended learning outcome.

In a lesson on assessment, we can speak of assessment for learning, assessment of learning and
assessment as learning.
This episode will dwell on assessment for learning and assessment as learning. Assessment for
learning is referred to as formative assessment while assessment as learning is referred to as self-
assessment.

C, TARGET Your Intended Learning Outcomes

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.

In Outcome-based Teaching-Learning/Competency-
based Teaching/Teaching by Objective, we ensure that the intended
outcome/competency/objective is attained at the end of the lesson and so while we are
still in the process of teaching we do check learners' understanding and progress.
If we find out that the learners failed to understand prerequisite and skills, we
reteach until learners' master them. This is called FORMATIVE assessment, assessment
while the learners are being formed or taught. It is assessment in the midst of insfiuction.
Formative assessment is also referred to as assessment for learning. Assessment for learning
simply means we do assessment to ensure learning.
We do not wait for the end of the lesson to find out if learners understood the lesson or not
because if it is only at the end of the lesson that we discover that the learners did not
understand the lesson, we have wasted so much time and energy teaching presuming that
 everything was clear, only to find out at the end of the lesson that the learners did not
understand the lesson at all. This means that we have to reteach from the very beginning,
something that we could have saved ourselves from doing had we given time to find out if
the lesson was understood while still teaching.
Assessment for learning encourages peer assessment.

8. I • Observing Assessment FOR Learning

Practices (Formative Assessment)
Resource Teacher. Teacher's Signature School:

Grade Year Level: Subject Area: Date:

OBSERVE
l. 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 Tota
l

IIII 4
“Did you get it mga anak?”

“What again is the title of the story?” III 3

 What Teacher Did Tally Total

Called someone to repeat what is being IIII 4

said.
II
2
Ask students if they get the concept
discuss.

2. Did the teacher ask the class "Did you understand"? If she did, what was the class' response?
Yes, the teacher always checked if the learners understood the lesson by asking “Did you
understand” (nuuanawaan ba?). And the class mostly says yes.

3. Did the students make the teacher feel or sense they did not understand the lesson or a part of
the lesson? How?
Yes, when someone from the class is being asked and cannot comprehend, and answers
the question incorrectly, especially when its remembering.

4. If they did, how'did the teacher Respond?

The teacher positively responded by explaining and clarifying the idea or portion of the topic
where students seemed confused, and provide a copy of presentation

5. Were the students given the opportunity to ask questions for clarification? How was this
done?
Yes, after the teacher finished his discussion, or what he is saying, he stopped for a while and
give the students to clarify or ask questions regarding the subject matter.

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

7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same teaching
strategy? Describe.
When re-teaching the lesson, another strategy should be used, a strategy that will capture the
learner’s attention and ensure that they will learn the lesson/concepts this time. Like strategy of
peer-teaching, and supplemental learning materials to study.

8. While re-teaching by himself/herself and /or with other students-turned tutors, did teacher check
Yes. It is a yes for me since the teacher checked the students’ progress by giving short assessment in a
form of quiz or oral questioning.

1. Why should a teacher find out if students understand the lesson while teaching is in progress?
It not better to do a once-and-for- all assessment at the completion of the entire lesson?
it is important that while teaching is in progress, teacher should find out if the learners did
understand, so that at the end of the lesson, failure to achieve the learning outcomes can be
avoided. It should be done so the time will not be wasted for the whole class duration just to
know that they did not get it at the end.

2. Why is not enough for a teacher to ask "Did you understand, class?' when he/she intends to check
on learners' progress?
Asking “do you understand class?” is okay to know if they did, but it is not enough, if you really
want to check on learner’s progress, you must try another way like having question and answer,
short activity, and others. Sometimes students say yes, but the reality is they just want to move on
to next topic or just finish the class.
3. Should teacher record results of formative. assessment for grading purposes? Why or why not?
No, formative assessment is not intended for grading purpose. It is used to help teachers
identifying particular learning needs of students or groups selecting and adapting materials and
resources. Summative assessment are what use for grading purpose, and not formative.
4. Based on your observations, what formative assessment practice worked?
I have observed that mostly diagnostic test, and short quiz are done as form of formative
assessment.

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 seems to be effective because students can freely express themselves when they are
learning with other classmates. Students tend to discuss and openly share what they understand or
what they did not from the lesson without hesitation than when the teacher himself is teaching.
 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 when a teacher successfully applied the formative assessment, failure to achieve
learning and its objectives at the end of the term can be avoided. Because as early as possible you
can fix things that seems to be unfavorable, you’ll be able to reteach in various ways so that
learners will fully understand what are being taught to them.

• Formative assessment is tasting the soup while cooking. Reflect on this and write your reflections.
In teaching and learning process assessments are very much important. Formative
assessment is an assessment conducted for monitoring student’s progress throughout the
lesson. It is like tasting the soup while cooking, because you are adding the ingredients to
achieve desired taste, just like in teaching formative assessment allows you to prepare the
learners on achieving the learning goals and achieve success at the end. By formative
assessment it allows you to make an adjustment to what are the right ingredients and ways
to succeed. You have an idea what is going on, what is the status or level of learning of the
students. Assessment for Learning happens during the learning, often more than once, rather
than at the end. Students understand exactly what they are to learn, what is expected of them
and are given feedback and advice on how to improve their work
• Should you record results of formative assessment? Why or why not?
No, because formative assessment is used to monitor student’s progress and status in learning.
“In Assessment for Learning, teachers use assessment as an investigable tool to find out as much
as they can about what their students know and can do, and what confusions, preconceptions, or
gaps they might have. The wide variety of information that teachers collect about students’
learning processes provides the basis for determining what they need to do next to move student
learning forward. It provides the basis for providing descriptive feedback for students and
deciding on groupings, instructional strategies, and resources.

l. My Accomplished Observation Sheet

In the usual classroom setting formative assessment can be observed before and in the midst of
instruction. Teacher sometimes conduct diagnostic test or pre-test before the supposed lesson
formally starts. And during the discussion, activities are conducted like calling someone to
explain or answer what is being asked, learning tasks that is relate to the subject matter and
objectives, and the likes. When someone doesn’t understand the concepts, teachers ask other
students to help him/her by letting someone explain the concept and answers the question.
Teacher sometimes record the students who are participating in the discussion.
2. My Analysis

In formative assessment teachers have their ways to check the students understanding of the
lesson. Ways done by teacher when students did not fully understand the lesson

Peer tutoring (Tutors were assigned by teacher to teach one or two classmates.
Each-one-teacher-one (Students paired with one another).
Teacher gave a Module for more exercises for lesson mastery.
Teacher did re-teaching.

3. My Reflection

In teaching and learning cycle assessment is very crucial. It allows you to determine the success of
learning. Formative assessment is assessment for learning. Assessment for Learning happens during
the learning, often more than once, rather than at the end. Students understand exactly what they are
to learn, what is expected of them and are given feedback and advice on how to improve their work.
In Assessment for Learning, teachers use assessment as an investigable tool to find out as much as
they can about what their students know and can do, and what confusions, preconceptions, or gaps
they might have. The wide variety of information that teachers collect about students’ learning
processes provides the basis for determining what they need to do next to move student learning
forward. It provides the basis for providing descriptive feedback for students and deciding on
groupings, instructional strategies, and resources. Teachers also use assessment for learning to
enhance students’ motivation and commitment to learning. Applying formative assessment can help
both the students and teachers to achieve success in the learning cycle. Failures at the end can be
avoided if it is successfully and effectively implemented

4. Snapshots of peer tutoring or other activities that show formative assessment in practice
5.
Activity 8.2.0bservIng Assessment AS Learning Practices (Self-
Assessment)
Resource Teather. Teacher's Signature

Subject Area: Date:

TAR GET Your Intended Learning Outcomes

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

> knowledge of the desiB1 and use of self-assessment; and >
explain the importance of self-assessment.

• Assessment as learning means assessment is a way of learning.

• It is the use of an ongoing self-assessment by the learners in order to monitor their own
learning.
• This is manifested when leaners reflect on their own learning and make necessary
adjustments so that they achieve deeper understanding.
• Assessment as learning encourages students to take responsibility for their own learning.
• It requires •students to ask questions about their learning.
• It provides ways for students to use formal and informal feedback and self-assessment to
help them understand the next steps in learning.
• It encourages self-assessment and reflection.

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 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?
 ANALYZE
l. If the student is at the heart of all assessment, then all assessment should support student learning.
Do you agree? Why or why not?

2. Does assessment as learning have the same ultimate purpose as assessment for 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?

1. My Accomplished Observation- Sheet

2. My Analysis

3. My Reflection