ANALYZE

Did the formative assessment tasks help students master what they were expected to learn?

Yes, it also aids the teacher in identifying concepts that students are having difficulty grasping, skills
that they are having a tough time mastering, or learning standards that they have not yet met so that
adjustments to lessons, instructional techniques, and academic support can be made.

Was students’ response to formative assessment exercises favorable or unfavorable? Why?

I believe it is favorable because formative assessment benefits both students and teachers because it
provides regular feedback on progress toward goals, which will help students improve their academic
achievement.

Did the conduct of formative assessment and self-assessment affect students’ attainment of learning
outcomes? How?

Yes, it will have an impact on students' learning outcomes because formative assessments help
students bridge the gap between their current knowledge and their learning objectives. Students will
be able to assess their own learning in relation to the learning objectives; they will gain knowledge
and improve their learning over time. On the other hand, students will be able to reflect on their own
work and judge how well they performed in relation to the assessment criteria by completing self-
assessment tasks.

What was the effect of students assessing their own progress on their motivation to learn?

Students will demonstrate improved performance with meaningful motivation when they set goals
that aid their improved understanding, identify criteria, self-evaluate their progress toward learning,
reflect on their learning, and generate strategies for more learning. It's the equivalent of allowing
students to take charge of their own education. They will become more motivated as a result, and their
achievement and performance will improve.

REFLECT

How would attainment of learning outcomes be affected if there were no formative assessments or
self-assessments?

We will not be able to monitor student learning or determine if they have met the learning objectives
if we are unable to provide formative and self-assessments as teachers. We won't be able to track their
progress or determine whether they truly fully grasped the lessons because we won't be able to check
their knowledge and understanding. How will students know what needs to be improved if there are
no self-assessments? Or what area that worked well that needs teacher’s feedback. Put bluntly,
assessments inform us about what students have learned, how well they have learned it, and where
they have struggled.
AR PROMPTS

OBSERVE

1. One thing that went well in the development/ use/ administration of formative assessment tasks
(assessment for learning) is

One thing that went well was that the majority of the students in the class received a passing grade,
and some even obtained a perfect score. This simply demonstrates that they perceived the lessons and
met the learning objectives.

2. One thing that did not go very well in the development / use/ administration of formative
assessment tasks (assessment for learning) is

One aspect that did not go well is that it may be time-consuming. Teachers will spend more time
planning what assessments they will give to students and checking their progress on a regular basis
than administering a single test at the end of a lesson or unit. That is why the majority of the quizzes
or instructions are recycled from previous classes, recognizing that not every class learns the same
way, that some may be ahead of schedule, and that others may require additional time.

3. One good thing observed in students’ self-assessment (assessment as learning) is

One advantage is that students can track their progress, particularly in areas where they need to
improve. It also encourages students to critically reflect on their own learning progress and
performance, as well as to take greater responsibility for their own education. There is no peer
pressure when students evaluate themselves, which helps students develop their judgmental skills.

4. One thing in students’ self-assessment (assessment as learning) that needs improvement based on
what were observed is

Self-assessment can be subjective based on observation and experience because students may not be
sincere and may even over-evaluate their own performance, and it can also be time consuming for
students.

REFLECT

The formative assessment activities went well because

The outcome was satisfactory because it assisted students in achieving their learning objectives and
monitoring their progress in order to provide ongoing feedback that could be used by both their
teacher and students to improve their learning. The students also show active participation in quizzes,
observations, classwork/homework, and making concept maps.
The formative assessment activities process did not go well because

It went really well. Students have no qualms about participating in activities because they understand
that they are for their own good. However, if there is one thing that did not go well, I believe it was
some activities that will test their understanding for a specific lesson that require more time to
complete or that students require additional time to work on, especially when the class time is almost
up.

For the students, self-assessment worked because

One of the reasons self-assessment is so effective and successful is that it allows students to learn
while staying within their zone of proximal development. Students are challenged in this zone, which
means they are learning, but they aren't being pushed too far into frustration. Self-assessment can help
identify gaps in students' knowledge and provide insight into their true comprehension. Students must
develop judgment skills in order to assess their own work and define what is 'good' or 'bad' about a
piece of work.

For the students, self-assessment did not work because

It worked well, but it was subjective to the point where some students were not sincere and over-
evaluated their own performance, while others simply took it for granted and did it for the sake of
compilation.

ACT

To ensure that formative and self-assessment processes serve their purpose, to help students learn, I
will learn from other’s best practices by researching on the ways on doing or implementing
assessment for learning and assessment as learning in the classroom and in virtual class and what are
the teaching methods and strategies in giving formative and self-assessment.

PLAN

To help improve formative and self-assessment practices, I plan to conduct an action research on The
Effects of Formative Assessment and Self-Assessment on Academic Achievement, Attitudes toward
the Lesson, and Self-Regulation Skills