The document describes a teacher's formative assessment practices during a lesson. It notes that the teacher checked for understanding by asking students if they understood and explaining concepts again when needed. The teacher also had students do short assessments and oral questions to check their progress when re-teaching parts of the lesson. Formative assessment practices like diagnostic tests and quizzes helped the teacher identify areas students were struggling with and adjust instruction accordingly.
The document describes a teacher's formative assessment practices during a lesson. It notes that the teacher checked for understanding by asking students if they understood and explaining concepts again when needed. The teacher also had students do short assessments and oral questions to check their progress when re-teaching parts of the lesson. Formative assessment practices like diagnostic tests and quizzes helped the teacher identify areas students were struggling with and adjust instruction accordingly.
The document describes a teacher's formative assessment practices during a lesson. It notes that the teacher checked for understanding by asking students if they understood and explaining concepts again when needed. The teacher also had students do short assessments and oral questions to check their progress when re-teaching parts of the lesson. Formative assessment practices like diagnostic tests and quizzes helped the teacher identify areas students were struggling with and adjust instruction accordingly.
The document describes a teacher's formative assessment practices during a lesson. It notes that the teacher checked for understanding by asking students if they understood and explaining concepts again when needed. The teacher also had students do short assessments and oral questions to check their progress when re-teaching parts of the lesson. Formative assessment practices like diagnostic tests and quizzes helped the teacher identify areas students were struggling with and adjust instruction accordingly.
Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
You are on page 1/ 9
Learning Episode 12: Learning
Tasks/Activities A. Observing Assessment FOR Learning Practices (FormativeAssessment) Part 1. Observation 1. What Teacher Said Tally Total "Do you understand?" Illll 5 What Teacher Did Tally Total Explain some more Illlllll 8 Learning Episode 12: Learning Tasks/Activities A. Observing Assessment FOR Learning Practices (FormativeAssessment) Part 1. Observation 1. What Teacher Said Tally Total "Do you understand?" Illll 5 What Teacher Did Tally Total Explain some more Illlllll 8 Learning Episode 12: Learning Tasks/Activities A. Observing Assessment FOR Learning Practices (FormativeAssessment) Part 1. Observation 1. What Teacher Said Tally Total "Do you understand?" Illll 5 What Teacher Did Tally Total Explain some more Illlllll 8 Learning Episode 12: Learning Tasks/Activities A. Observing Assessment FOR Learning Practices (FormativeAssessment) Part 1. Observation 1. What Teacher Said Tally Total "Do you understand?" Illll 5 What Teacher Did Tally Total Explain some more Illlllll 8 Learning Episode 12: Learning Tasks/Activities A. Observing Assessment FOR Learning Practices (FormativeAssessment) Part 1. Observation 1. What Teacher Said Tally Total "Do you understand?" Illll 5 What Teacher Did Tally Total Explain some more Illlllll 8 Learning Episode 12: Learning Tasks/Activities A. Observing Assessment FOR Learning Practices (FormativeAssessment) Part 1. Observation 1. What Teacher Said Tally Total "Do you understand?" Illll 5 What Teacher Did Tally Total Explain some more Illlllll 8 Vincent Gabriel B. Alayan BTLED ICT IV
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
"Understand?" III 3
"Any further IIII 4
questions about the topic?" II 2
“Did you get the
lesson”? What Teacher Did Tally Total
Answer again the question III 3
Review the students
4 IIII
2. Did the teacher ask the class "Did you understand"? If she did, what was the class response? Yes. teacher keep on asking it after she discuss the lesson. Some of the students answer yes but the others did not respond for it.
3. Did the students make the teacher feel or sense they did not understand the lesson or a part of the lesson? How? Some students did not respond to the teacher when she asking to them if they understand the lesson.
4. If they did, how did the teacher respond?
The teacher responded by asking the students in what portion of the lesson they are confused and explains it again for clarification.
5. Were the students given the opportunity to ask questions for clarification? How was this done? Yes, after the discussion the teacher asked the students if they have questions.
6. If she found out that her lesson was not clearly understood, what did teacher do? Did you observe any of these activities? Please check.
__/__Peer tutoring (Tutors were assigned by teacher to teach one or two classmates. __/__Each-one-teacher-one (Students paired with one another). __/__Teacher gave a Module for more exercises for lesson mastery. ____Teacher did re-teaching.
7. If She engaged herself in re-teaching, how did she do it? Did she use the same teaching strategy? Describe. No. she approaches it differently by asking where she did not understand.
8. While re-teaching by himself/herself and /or with other students-turned tutors, did teacher check on students' progress? If yes how?
Yes, the teacher checked the students' progress by giving short assessment in a form of quiz or oral questioning.
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 for understanding is important because it helps educators make the most of instructional time.
2. Why is not enough for a teacher to ask, "Did you understand, class?" when he/she intends to check on learners' progress? Asking students, "Understood you comprehend class?" is OK to determine whether they did, but it is insufficient to assess learners' progress; instead, you should attempt additional methods such as question-and-answer sessions, brief activities, and others.
3. Should teacher record results of formative assessment for grading purposes? Why or why not? Formative evaluation is not meant to be used as a grading tool. When choosing and modifying materials and resources for students or groups, it aids teachers in understanding the specific learning needs of the participants. Summative rather than formative assessments are used to determine grades.
4. Based on your observations, what formative assessment practice worked?
I have observed that mostly diagnostic test, and short quiz are done as form of formative assessment. Based on your observations, what formative assessment practice worked? I have observed that mostly diagnostic test, and short quiz are done as form of formative assessment.
5. For formative assessment, why is peer tutoring in class sometimes seen to be more effective that teacher himself/herself doing the re-teaching or tutoring? Due to the freedom of expression, peer tutoring appears to be beneficial. when they are taking classes with other students. When the teacher is not teaching, students are less likely to talk and openly express what they understood or did not from the lecture.
6. Could an unreasonable number of failures at the end of the term/grading period be
the attributed to the non-application of formative assessment? Why or why not? Yes, because failure to attain learning and its goals at the end of the term can be prevented when a teacher implements formative assessment effectively. Because you can fix things if you act quickly.
REFLECT
• Formative assessment is tasting the soup while cooking. Reflect on this and write your reflections.
In teaching and learning process assessments are very much important. Formative assessment is an assessment conducted for monitoring students’ progress throughout the lesson. It is like tasting the soup while cooking, because you are adding the ingredients to achieve desired taste, just like in teaching formative assessment allows you to prepare the learners on achieving the learning goals and achieve success at the end.
Should you record results of formative assessment? Why or why not?
No, because formative assessment is used to monitor student's progress and status in learning. "In Assessment for Learning, teachers use assessment as an investigable tool to find out as much as they can about what their students know and can do, and what confusions, preconceptions, or gaps they might have.
ACT 12.2
OBSERVE
TEACHER MY OBSERVATION 1. Did teacher provide Yes, the instructor gave the pupils the opportunities for the opportunity to assess and think back learners to monitor and on their own comprehension. reflect on their own learning? 2. What are the proofs that After the conversation, the students students were engaged in are given assignments to complete self-reflection, self- and upload online. monitoring and self- adjustment? 3. Did students record and No, the students were not tasks to report their own learning? record and report their own learning 4. Did teacher create criteria Yes, the teacher has given with the students for the criteria/rubrics that will be followed tasks to be completed or skill by the students during their activities 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. Assessment supports students learning. Assessment should be set
properly with goals, instruction and the learning outcome.
2. Does assessment as learning have the same ultimate purpose as assessment for learning? Yes, almost have same purpose.
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, my experiences with assessments in school have given me the chance to
consider how well I am learning. My teacher's rubrics are a huge assistance to me in evaluating how well I did on my performance task. These evaluations have a significant influence since they help me determine if I am improving or stagnating. I was able to evaluate my development and learn how to get better.
