Field Study 2 Episode 16

Daniel T. Soriano

Analyze

1. Did the formative assessment tasks help students master what they were

expected to learn?

- Formative assessment activities have differed in their effectiveness in helping

students master the anticipated learning outcomes. There was a mixed effect, as

some students showed apparent understanding and growth while others had

difficulty understanding some ideas.

2. Was students’ response to formative assessment exercises favorable or

unfavorable? Why?

- Formative assessment activities received generally positive feedback from

students, who valued the chance to evaluate their knowledge and pinpoint areas

for development. Overall, the assessment process was beneficial because of the

helpful criticism that was given.

3. Did the conduct of formative assessment and self-assessment affect students’

attainment of learning outcomes? How?

- The implementation of formative assessment and self-evaluation was found to

have a significant impact on students' achievement of learning objectives.

Frequent assessments made it possible to intervene quickly to clear up

misunderstandings and reinforce important ideas, which eventually helped

students perform better academically.

4. What was the effect of students assessing their own progress on their motivation

to learn?

- Students' drive to learn was positively enhanced when they evaluated their own

development. Students' increased excitement for learning was fostered by the

sense of ownership and self-awareness that they developed through

self-assessment, which inspired them to define and accomplish personal learning

objectives.

Reflect

1. How would attainment of learning outcomes be affected if there were no formative

assessments nor self-assessments?

- It might not be possible to meet learning objectives without using formative and

self-evaluations. These assessments are critical for providing students with

ongoing feedback, identifying areas that require improvement, and facilitating

timely interventions to address their challenges. Without these mechanisms, it

could be challenging to determine how each student is learning, which would

make it more challenging for pupils to use the individualized and adaptive

strategies needed to meet their academic goals.

 Observe

1. One thing that went well in the development/use/administration of formative

assessment tasks (assessment for learning) is_________.

- The use of a variety of question types and real-world scenarios in the

development, use, and administration of formative assessment assignments was

one item that worked well. This engaged students and gave a thorough

knowledge of their comprehension and progress.

2. One thing that did not go very well in the development/use/administration of

formative assessment tasks (assessment for learning) is_________.

- A notable issue with the creation, application, and implementation of formative

assessment activities is the restricted availability of resources for students with

diverse learning requirements, which may result in differences in their capacity to

participate completely in the evaluation procedure.

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

is_________.

- Students' ability to critically reflect on their own learning process is one positive

aspect of their self-assessment. This shows a heightened knowledge of their

strengths and places for growth, which encourages a proactive approach to

learning.

4. One thing in students’ self-assessment (assessment as learning) that needs

improvement based on what was observed is_________.

- Students' self-assessment may benefit from improvement in one area, according

to observations: consistency in setting reasonable goals. A few students had a

 tendency to set extremely ambitious goals, which could have negatively impacted

their motivation and caused frustration.

Reflect

1. The formative assessment activities went well because.

- Because the formative assessment activities were intended to be participatory

and focused, they yielded immediate feedback that helped students recognize

and correct mistakes, resulting in a better comprehension of the subject matter

and enhanced learning outcomes. As a result, the activities went well.

2. The formative assessment activities process did not go well because

- Due to online platform technical difficulties, the formative assessment activities

process did not go smoothly, resulting in disruptions and impeding students'

capacity to participate fully in the tests. This may have had an effect on the

accuracy of the results as well as the assessment's smooth operation.

3. For the students, self-assessment did not work because

- The students inability to complete self-assessment was caused by unclear

instructions regarding the evaluation criteria. Students would have found it

difficult to evaluate their own progress objectively in the absence of clear

standards or rubrics, which could have resulted in erroneous self-perceptions and

reduced learning advancement.

 Act

To ensure that formative and self-assessment processes serve their purpose, to help

student learn, I will learn from other's best practices by researching on

- It would be helpful to look into best practices from different educational institutions and

experts to make sure that formative and self-assessment processes properly contribute

to student learning. Examining publications from respectable organizations, educational

conferences, and peer-reviewed journals can shed light on effective tactics and

approaches.

Plan

To help improve formative and self-assessment practices, I plan to conduct action

research on

- "Enhancing Formative and Self-Assessment Practices: An Action Research Study"

In this action research, I aim to investigate the impact of incorporating multimedia

elements, such as interactive simulations and visual aids, into formative assessment

tasks. Additionally, I will explore how providing explicit guidelines and rubrics for

self-assessment can improve students' ability to evaluate their progress accurately.

Through this research, I intend to identify practical strategies that optimize both formative

and self-assessment processes, fostering a more effective learning environment.

Check for Mastery

1. Assessment for learning refers to assessment that teachers give during

instruction to ensure that the intended learning outcomes are attained. Is the

statement true?

Answer: A. Yes
2. A student monitors his own progress in relation to learning targets which he has

set for himself. Under which type/s of assessment does this fall?

Answer: C. Assessment as Learning

3. To finally determine how well students have attained the learning outcomes by

grading, in which type of assessment/s is the teacher engaged?

Answer: B. Assessment of Learning

4. To ensure attainment of learning outcomes, which teacher can do in the process

of instruction?

Answer: D. Do peer tutorial.

5. Which is/are most likely the effects of self-assessment and formative

assessment?

Answer: A. I only