Field Study 1

OBSERVE, ANALYZE, REFLECT

Activity 12.1 Observing Assessment FOR Learning Practices

(Formative Assessment)

Resource Teacher: Lorie B. Benosa Teacher’s Signature: _______

School: Proper Ned National High School Grade/Year Level: 9-10
Subject Area: T.L.E COOKERY 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

“Okay, may tanong pa?” The teacher asks this Only one.
question to find out if
the students have any
questions or if
something is bothering
them. This way, the
teacher can help by
answering their
questions.

What Teacher Did Tally Total

1. Check if the students The teacher gives and Only three.
understand the lesson by activity if the students
asking them. understand and absorb
2. Ask random questions the learning.
about the lesson.
3. Have them do an
activity related to what
they talked about.

2. Did the teacher ask the class “Did you understand”? If she did, what
was the class’ response?
Yes, she did. The students respond, “yes/no teacher”

3. Did the students make the teacher feel or sense they did not understand
the lesson or a part of the lesson? How?
My resource teacher is really good at teaching, so students understand
easily. That's why I don't think so.

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

The students get it, so no need to answer this one.

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5. Were the students given the opportunity to ask questions for

clarification? How was this done?
Yes, they are. The teacher asks if they get the question. If someone does,
they can ask and the teacher answers right away.

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 the 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

7. If she engaged himself/herself in re-teaching, how did she do it? Did

he/she use the same teaching strategy? Describe.
She doesn’t do re-teaching.

8. While re-teaching by himself/herself and/ or with other students-turned

tutors, did teacher check on students’ progress?
As I’ve said there’s no re-teaching.

ANALYZE

1. Why should a teacher find out if students understand the lesson while
teaching is in progress? It is not better to do a once-and-for all assessment
at the completion of the entire lesson?

Checking if students understand during a lesson is super important. It

helps teachers know how to teach better and keep students interested.
This makes sure everyone gets what's being taught.

2. Why is not enough for a teacher to ask “Did you understand, class?”
when he/she intends to check on learners’ progress?

Some students might not be honest about understanding, so it's good to

check if they really got it by assessing their work.

3. Should teacher record results of formative assessment for grading

purposes? Why or why not?

I don't think grading these kinds of assessments is a good idea. It might

stress students out and focus too much on grades instead of learning.

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4. Based on your observations, what formative assessment practice

worked?

I believe peer tutoring is great. Students can help each other understand
and improve by giving feedback on assignments. It's a supportive way to
learn from each other.

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 in class is often better than the teacher re-teaching. It gets
students more involved, gives different explanations from classmates, and
helps everyone work together.

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?

I think so. Without checking understanding during the term, students might
fail because their misunderstandings aren't addressed.

REFLECT

 Formative assessment is tasting the soup while cooking. Reflect on

this and write your reflections.

It's similar to tasting soup while cooking. You adjust the taste of the food
as you go. In teaching, it's like adjusting students' learning so they really
get the lesson and are ready for big tests, like exams.

 Should you record results of formative assessment? Why or why not?

I don't think so. Formative assessments are just to see if your students
learned something from the lesson, not to give them a grade. It's like
diagnosing what they did or didn't understand. Then as a teacher, you give
feedback to fix any mistakes.

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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

Reflection

Frequent formative assessments are crucial for gauging student

understanding, just like tasting soup allows adjustments while cooking.
Formative assessments diagnose comprehension for timely feedback,
while summative assessments measure overall mastery. Peer tutoring
fosters an active, collaborative learning environment where students refine
their understanding through constructive feedback. Ongoing formative
assessments, like adjusting soup seasonings, refine the learning process
to prepare students for summative final assessments.

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Activity 12.2 Observing Assessment AS Learning Practices (Self

Assessment)

Resource Teacher: Lorie B. Benosa Teacher’s Signature: _______

School: Proper Ned National High School Grade/Year Level: 9-10
Subject Area: T.L.E COOKERY 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 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 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

Observe a class and find out practices that reflect assessment as

learning. Record your observations.

Teacher My Observation
1. Did teacher provide Yes.
opportunities for the learners to
monitor and reflection their own
learning?
2. What are proofs that students They did what they needed to do
were engaged in self-reflection, just like doing the task that the
self-monitoring and self- teacher gave.
adjustment?
3. Did students record and report Yes.
their own learning?

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4. Did teacher create criteria with Yes.

the 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?

Yes, I agree. After the teacher talks and explains, letting students try
things on their own helps them use what they learned.

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

assessment for learning?

Assessment can be about students checking themselves and thinking

about what they learned, or about teachers using tests to help teach
better. Both ways aim to make students learn more.

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?

Yeah, I did. In my school, tests mostly checked what we learned instead of

helping us learn better. But sometimes, we got to think about how we were
doing, which I really liked. Thinking about my learning helped me see what
I was good at and what I needed to work on.

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EVALUATE Performance Task

Resource Teacher: Lorie B. Benosa Teacher’s Signature: _______

School: Proper Ned National High School Grade/Year Level: 9-10
Subject Area: T.L.E COOKERY Date: _____________

Learning Episode Excellent Very Satisfactory Satisfactory Needs

4 3 2 Improvement
1

Accomplished
Observation
Sheet

Analysis

Reflection

Learning
Artifacts

Submission

COMMENT/S

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.50 5.00

99 96 93 90 87 84 81 78 75 72 71-below

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____________________________________ ____________
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 rake 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 assessment 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 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

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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 min 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. Dis cuss 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 and so students move from the passive learners to active
owners of their own learning?
A. Assessment of Learning C. Assessment as Learning
B. Assessment for Learning D. Assessment in Learning

Learning Episode 12