FIELD STUDY 1 LEARNING Assessment FOR Learning

EPISODE
and

FS 1 12
Assessment AS Learning
(Formative Assessment)

SPARK Your Interest

Assessment is an essential part of the instructional cycle. The instruction cycle

consists of 1) 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 instructional 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.

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.

DISCOVER the Learning Essentials

 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 knowledge and
skills, we reteach until the learners’ master them. This is called FORMATIVE
assessment, assessment while the learners are being formed or taught. It is
assessment in the midst of instruction.
 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.

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
Teachers said very good 15 27
Teacher said correct 6
Teacher said what is your 6
answer
 What Teacher Did Tally Total
Remind the students 1 2
Conduct quiz 1

2. Did the teacher ask the class “Did you understand”? If she did, what was the class’
response?
Yes, the teacher asked the class if they understood the topic. The learners respond
“yes” indicate that they understood the topic.

3. Did the students make the teacher feel or sense they did not understand the lesson
or a part of the lesson? How?
No, the students don’t make the teacher feel they didn’t understand the lesson it is
because when the teachers asked question they answer it based on their own
understanding.

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

The teacher responds through thanking them and commending them for they active
participation.

5. Were the students given the opportunity to ask question for clarification? How was
this done?
The students were given the opportunity to ask for further clarifications.

6. If she found out that her/his lesson was not clearly understood, what did teacher
did? 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.
No. the resource teacher do not engage herself in re-teaching.
8. While re-teaching by himself/herself and/or with other students-turned tutors, did
teacher check on students’ progress?
No, the teacher do not integrate re-teaching.
If yes, how?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

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?

the teacher about the student’s current level of knowledge and understanding. An
effective teacher does not just check for understanding at the conclusion of a lesson
or unit of instruction. It ensure that students have retained the prior knowledge and
skills necessary to be successful in the new 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 not enough for the teacher to ask “Did you understand, class?” because there is
a possibility some learners are embarrass to tell that they don’t understood the
lesson specially when majority of the class said yes. Thus, learner’s progress are not
just measured through question and answer.
 3. Should teacher record results of formative assessment for grading purposes? Why
or why not?
Formative assessment should not be recorded for grading purposes. Formative
assessment is used to assess the prior knowledge of the learners, what best teaching
strategy works for all their weaknesses and strengths.

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

In my own perception the best Formative assessment works for students is the pre-
text examination. This will enable you as a teacher to measure the prior knowledge
of the learners and have you will introduce the topic.

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?
Sometimes Peer Tutoring is most effective since learners sometimes have the same
length of understanding. Learners will not afraid to ask questions to their peers and
peers who understood the lesson can explain it in a simple way.

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, unreasonable number of failures at the end of the term/grading period attributed to
the non-application of formative assessment Formative Assessment is used to assess or
determine the needs of each individual learner in the classroom. To assess what are the
future problems that may occur as you proceed to the learning process and provide
tangible solutions for these problems. To determine the teaching strategies to be utilized to
cater the needs at all types of learners. If it happened thereat that teacher did not apply
formative assessment then consequent failures is attributed to it.

REFLECT

Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.
Formative Assessment is like tasting what needs to do as you go on to the learning process.
By tasting a soup you can determine if it salty or not does the soup tease better or not. in
like manner Formative assessment will tell you what lacks of what is abundant in the
learners knowledge. It will tell ahead of time the problems you may encounter thus letting
you to prepare ahead of time a tangible solution to these.
Should you record results of formative assessment? Why or why not?
Yes, you may record the result of the formative assessment not as a grading your learners
but as a reference for you to look back what is the problem and how you will you go about
the problem.

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis

3. My Reflection

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: _____________________ 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.

REVISIT the Learning Essentials

 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 learners 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 way 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
 Observe a class and find out practices that reflect assessment as learning. Record
your observations.
Teacher My Observation
1. Did teacher provide opportunities The teacher provides opportunity for the
for the learners to monitor and learners to monitor and reflect on their
reflect on their own learning? own.

2. What are proofs that students were Learner are tasked to answers questions
engaged in self-reflection, self- after the discussion and upload it on their
monitoring and self-adjustment? group chat or modules.

3. Did students record and report their The students did not record and report
own learning? their own learning.

4. Did teacher create criteria with the No

students for tasks to be completed
or skill to learned?

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?
The student is the heart of all assessment therefore, assessment should support
students learning. Through assessment you can already determine whether the
learners have understood the lesson or not. You an already determine what went
wrong and what is the best strategy that is applicable to all of them Thus
assessment will guide you to help your learners in the learning process.

2. Does assessment as learning have the same ultimate purpose as assessment for
learning?
 No. Assessment of learning is comparing students’ achievement levels to a standard
using assessment data collected at the end of the teaching and learning process. It’s
a summative process that usually involves standardized assessments Assessment of
learning scores are frequently used to evaluate the effectiveness of teachers or
schools to improve student accomplishment based on the results of single point in
time exams. Assessment FOR Learning integrates assessment techniques into the
teaching and Learning process to ensure that instructional strategy is constantly
adjusted. It can involve test data but it also cover other quantitative and qualitative
data as well as a lot of anecdotal and descriptive information.

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 we were given the opportunities to assess our own self. This helps me a lot to
determine what kind of learner Lam I discovered my strength and weaknesses. I
discovered my learning styles and meditated Through self-assessment. I was able to know
the thing the I need to focus more and enhanced. Through self-assessment I was able to
make my grades good.

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis

3. My Reflection
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 12 – Assessment FOR Learning and
Assessment AS Learning (Formative Assessment)
Learning Outcome: Demonstrate knowledge of the design and use of formative assessment
*explain the importance of formative assessment.
Name of FS Student: ______________________________________________ Date Submitted:
________________
Year & Section: ____________________ Course: _________________________________________________________
Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement
4 3 2 1
Accomplished All observation One (1) to two The (3) Four (4) or more
Observation Sheet questions/tasks (2) observation observation observation
completely questions/tasks questions/tasks questions/tasks not
answered/ not answered/ not answered/ answered/
accomplished. accomplished. accomplished. accomplished.
Analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered questions were not
completely; completely; completely; answered, answers
answers are answers are answers are not not connected to
with depth and clearly connected clearly connected theories; more than
are thoroughly to theories; to theories; one four (4)
 grounded on grammar and (1) to three (3) grammatical/
theories; spelling are free grammatical/ spelling errors.
grammar and from error. spelling errors.
spelling are free
from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; shallow; rarely
by what are by what are somewhat supported by what
observed and observed and supported by are observed and
analyzed. analyzed. what are analyzed.
observed and
analyzed.
Learning Artifacts Portfolio is Portfolio is Portfolio is not Portfolio is not
reflected on in reflected on in reflected on in reflected on in the
the context of the context of the the context of the context of the
the learning learning learning learning outcomes;
outcomes; outcomes; outcomes; not complete, not
Complete, well- Complete, well- Complete, not organized, not
organized, highly organized, very organized, relevant.
relevant to the relevant to the relevant to the
learning learning outcome. learning outcome.
outcome.
Submission Submitted Submitted on the Submitted a day Submitted two (2)
before the deadline. after the days or more after
deadline. deadline. the deadline.

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.5 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
LINK Theory to Practice

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 assessments 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. 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 learning 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 C. Somewhat
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

B. Assessment for learning D. Assessment in learning

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

A. Assessment of learning C. Assessment as learning

B. Assessment for 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 C. Assessment as 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, 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 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 of learning C. Assessment in learning

B. Assessment for learning D. Assessment as learning