OBSERVE

1.) Observe What Teacher Does or Listen to what Teacher says to find out if the
students understood the lesson while the teacher – learning is in progress.

What teacher Said Tally Total

Do you have any IIIII 5
question?
Did you understand the IIIII 5
topic
Can you explain base on IIIIIII 7
your opinion
Illustrate what have you IIII 4
learned from the topic
Give me example IIIIIIII 8
determine what it means III 3
Reflect the topic to our IIII 4
daily life.

What teacher did Tally Total

Varying types of question III 3

Asking Non-Directed IIII 4

question

Rephrasing III 3

Calling non – volunteer IIIIIII 7

Asking open-ended IIIII 5

questions

Direct Collaboration IIII 4

Sequencing logically III 3

2.) Did the teacher ask the class “Did you understand”? If she did, what was the class
response?
-Yes most of the time she ask this kind of question for clarification and to ensure that
her student truly did learned something from the lesson sometimes she would ask if
there’s a question in the subjection or part of the lesson they didn’t understand and
eventually the class they would response that with a positive reaction yes ma’am we
understood the lessons.

3.) Did the students make the teacher feel or sense they did not understand the lesson
or part of the lesson? How’?
-In a way that the students often time ask question or even ask for further clarification or
would sometimes ask question to explain more briefly about a certain term or meaning
of a certain word and sometimes other results will be observe in the assessment if the
evaluation result is low then there is something wrong in the lesson or the discussion

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

-The teacher response with an answer to the question give further clarification even
present again the lesson for further explanation base on their understanding the way the
think as well and sometimes would give explanation
A nice and calming voice.

5.) Were the students given the opportunity to ask questions for clarifications? How was
it done?
-Well every time at the very end point of the discussion the teacher always ask question
to the students if theirs need for clarification something they didn’t understand or for
something that they want to know and further comprehend the discussion

6.)If she found out that her/his lesson was not clearly understood, what did the teacher
do? Did you observe any of these activities?

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

7.) If she engaged himself/herself in re – teaching, how did she do it? Did he/she use
the same teaching strategy? Describe.
-For me yes it's re – teaching to which she uses the same content of the lesson but
much more further clarification and then the teaching strategy is still the same they’re
just some little adjustment and addition for the students to understand.
8.) While re – teaching by himself/ herself and/ or with other students – turned tutors,
did the teacher check on the student's progress?
-Well for as much as I observe that the teacher is keep on observing , monitoring the
progress of the students and tutor to see how it was executed properly
the lesson and explain in accordance to their learning levels and would often find results
if there is learning established within the process.

ANALYZE

1) Why should a teacher find out if students understand the lesson while the teaching is
in progress? Is it not better to do a once – and for – all assessment at the completion of
the entire lesson?
It is what you call formative assessment teacher is tend to look for results even in the
process of teaching because the teacher wants to know if the students can still
understand on what he/she was saying or explaining because some students cannot
understand or have a low level of understanding to which some knowledge are already
complex in the learning levels of the child that makes assessment
irrelevant for the students doesn’t understand from the very beginning of the discussion
that’s why teachers are trying to find out or even monitoring the students during the
discussion.

2.) Why is it not enough for a teacher to ask, "Did you understand, class?" when he/she
intends to check on learners' progress?

-Simply asking, "Did you understand, class?" may not be sufficient because students
may be hesitant to voice difficulty or lack of understanding for fear of being judged or
under pressure from their peers. A more effective strategy entails employing a variety of
assessment strategies, such as quizzes, conversations, or interactive exercises, to
actively test comprehension and identify any misunderstandings that students may be
reluctant to express.

3.) Should the teacher record the results of formative assessment for grading
purposes? Why or why not?

- Formative assessments are often used to measure student knowledge during the
learning process and provide comments for improvement. While recording formative
assessment data for grading may appear paradoxical, some instructors believe it can
be beneficial for tracking student growth over time and shaping instructional decisions.
Rather than assigning grades, formative assessments should focus on delivering timely
feedback and encouraging a deeper comprehension of the topic.

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

-Mr. Araza's usage of a short quiz following class discussions is an effective formative
assessment strategy. This allows him to assess how effectively the students
understood the material and gained the requisite knowledge in the field of PPDA.
Furthermore, his open-ended inquiries, such as "Do you understand?" and "Do you have
any questions?" stimulate student participation, providing insights into their knowledge
and allowing Mr. Araza to quickly address any ambiguities or misconceptions. Overall,
the use of quizzes and interactive questions promotes a thorough formative
assessment strategy.

5.)For formative assessment, why is peer tutoring in class sometimes seen to be more
effective than the teacher himself/herself doing the re-teaching or tutoring?

- Peer tutoring in formative assessment may be more beneficial than teacher re-
teaching for a variety of reasons. For starters, students may interact with their
classmates in ways that differ from the teacher-student connection, making it easier to
raise questions or seek explanation. Second, peers frequently explain subjects in unique
ways, offering alternative views that some students may find more relatable or
accessible.

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?

-An unusually high number of failures at the conclusion of the term could be attributed
to a lack of formative assessment. Formative assessment is critical for providing
continuing feedback and determining student progress throughout the learning process.
Without formative assessment, teachers may be unable to recognize and address
learning gaps or misconceptions in a timely manner, resulting in a lack of knowledge
that builds over time and correlates to low performance in summative examinations.

REFLECT

●Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.
●Should you record the results of the formative assessment? Why or why not?
"Formative assessment is tasting the soup while cooking" perfectly encapsulates the
idea of ongoing monitoring and adjustment in the learning process. Formative
assessment, like a chef tasting soup to ensure it's properly seasoned and adjusting as
needed before serving, allows educators to test student knowledge in real time and
make appropriate instructional adjustments to assist learning.

The decision to record formative assessment results is determined by the goal and
circumstance. While the primary goal of formative assessment is to provide feedback
for learning rather than assign grades, tracking results can still be useful. Recording
enables teachers to monitor individual student development over time, identify
persistent areas of difficulty, and adjust instruction accordingly. However, rather than
simply grading, the data should be used to inform teaching techniques and assist
student growth.