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Field Study 1 - Episode 12 - D
Field Study 1 - Episode 12 - D
OBJECTIVE:
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
How was your day? I 1
Are you ready? Hiphip Hooray! I 1
Are you listening? IIII-IIII-I 9
Did you get me? IIII-II 6
Do you understand the discussion? IIII-IIII- 12
(Nasabtan ba?) IIII
Eyes on me IIII 4
Listen, keep your mouth shut IIII-IIII- 13
(Paminaw) IIII-I 5
Let’s repeat (Atung Balikon) IIII-I 7
Do you agree? IIII-III 3
Very-good, thank you class III
2. Did the teacher ask the class “Did you understand”? If she did, what was the class’
response?
YES, teacher keep asking “Did you understand or Do you understand the discussion?
it was mentioned by the teachers twelve times. The class response yes but when the
teacher asses them they cannot get the answer. It shows that students aren’t serious
on the teacher’s question.
3. Did the students make the teacher feel or sense they did not understand the lesson or a
part of the lesson? How?
The students make the teacher feel or sense that they understand the lesson even if
not and act as if they are part of the lesson by keep saying yes when teacher is asking
if they understand the discussion. They aren’t true to themselves, they just want to
end the class maybe because some aren’t interested to learn and others feel boring
inside the classroom.
6. If she found out that his/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 of 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
Others, please specify
Providing more examples.
7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same
teaching strategy? Describe
NO, the teacher used new learning and teaching strategy because it is not effective so
better to think other strategies that capture the interest of the learners and attention
and effective in teaching. Choose strategies that would improve learner’s
participation and engagement in the discussion. If the strategies you used in teaching
failed it’s not a problem because there are many strategies and methods if we just
learn to explore.
A.
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 understanding is a basis to measure the teacher effectiveness in teaching. It
allows teacher to design and plan instructional materials if she found out that
students didn’t understand the lesson. Teacher will become aware what actions need
to improve and change in teaching.
2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she
intends to check on learners’ progress?
It is because some learners aren’t sincere on their answers. When teacher asked “Did
you understand, class? reality speaking not all really understand some of them just
agree because they are shy to say No that did not understand the lesson.
3. Should teacher record results of formative assessment for grading purposes? Why or
why not?
YES, because these records are the basis for grading and if students will complain
and ask to breakdown his grades, the teacher will use the formative assessment
results. These are evidences of the student’s performance inside the classroom. Also,
it should be kept for students feel that their output is appreciated and kept.
4. Based on your observations, what formative assessment practice worked?
As what I observe, formative assessment practices that worked well are quizzes and
written activities because students can concentrate in a written assessment compare
to oral recitation. They have less confident in verbal they need to develop and face
their fear.
B.
1. If the student is at the heart of al assessment, then all assessment should support
student learning. Do you agree? Why or why not?
YES, assessment is an integral part of instruction, as it determines whether or not the
goals of education are being met. Assessment should integrate grading, learning, and
motivation for your students. Well-designed assessment methods provide valuable
information about student learning. They tell us what students learned, how well
they learned it, and where they struggled.
2. Does assessment as learning have the same ultimate purpose as assessment for
learning?
The purpose of assessment as learning is to helps students to self-reflect, monitor
their own learning, and adjust their learning strategies in order to achieve their goals
and become more self-directed, metacognitive, independent, successful learners.
While assessment for learning is a way to see what the teachers should do in
response. Thus, both measures what and how well the students have learned at the
end of instruction. It certifies learning and measures students' overall
achievement/proficiency. It determines whether learning goals and outcomes have
been achieved.
Journal Entry #12. Formative Assessment! Your entry should contain your
understanding and reflection on the given concept.
Observe
Observe a class and find out practices that reflect assessment as learning. Record
your observations.
Teacher My Observations
1. Did teacher provide opportunities for YES, the teacher allows the students to
the learners to monitor and reflect on assess their own learning through self-
their own learning? assessment, self-reflection, self-
monitoring and self-adjustment.
2. What are proofs that students were Teachers provide learners an assessment
engaged in self-reflection, self-monitoring activity such as oral recitation, test
and self-adjustment? questionnaires, journal and portfolio.
3. Did students record and report their YES, students keep their records of all
own learning? their quizzes and output and approach
teachers if they have questions and
clarifications which shows that they are
concern on their own learning.
4. Did teacher create criteria with the YES, teachers provide criteria/rubrics
students for tasks to be completed or skill before completing tasks for them to be
to learn? aware what skills to be learn.
SEL-LEARNING ACTIVITY
A.
1. Formative assessment is tasting the soup while cooking. Reflect on this and write
your reflections.
As instructors or aspiring teachers, we should take a moment to enjoy the blending of
the scenario. As with the soup, we must first sample it before serving it to our
customers, who are our students. Following that, we shall proceed to the next
instruction. We must first be the chef by creating directions that are appropriate for
them. Learners can reset the button and go back to learn what they missed to better
understand. It is similar to cooking in terms of how we prepare and end up with the
final product. Taste it how many times as a future teacher. Every taste I create is a
tool for me to assess the learners and provide comments for development. Cooking,
in other words, is a method of engaging learners in formative evaluation. As a result,
once the soap is brought to the client, the learner will taste it and form an opinion
about how the soup tastes, which is known as the summative assessment. This
striking image effectively distinguishes between the two concepts and aids in their
retention in the mind. To achieve the summative evaluation, we must first cook the
formative assessment before giving it to the learners.
2. Should you record results of formative assessment? Why or why not?
Yes, recording the findings of the learners' formative evaluation is appropriate.
Learners are motivated as future teachers in one of two ways: by having their output
recorded. It would be an accomplishment for them to thrive more as learners if they
had that intrinsic success in learning. Other learners would not be motivated to
improve their knowledge if this were not the case. Some need to be not which they
succeed differently—as future instructors, one approach to inspire them is to
document their formative assessment. It is one of our responsibilities to reach out to
them and encourage them. Keeping track of their formative assessment is an
important element of grading. Each student's entry should include the learner's
current degree of proficiency with each target and related criteria. For grading
reliability, a consistent record-keeping system is essential. As it is important to the
teaching and learning process, a teacher can keep track of how students improve in
day-to-day learning. It can assist students in improving their learning outcomes. It is
the teachers' responsibility to monitor the progress of their students. It also allows
them to identify students who are having difficulty understanding the instruction. It
also aids in the search for the correct tactics that would apply to the effectiveness of
the learning and teaching process.
B.
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, I had provided an opportunity for a self-assessment, which was initially
unnecessary. However, it is necessary to have it as a learner who still needs a lot of
progress. I was able to track my progress because I had been granted access to it. It
allows me to improve my learning experiences. It is crucial to me as a learner in
terms of what I need to study as well as how I will understand more and increase my
learning results at the same time. It enabled me to identify the gaps in my studying
knowledge and skill set. It provided me with a more important opportunity for
deeper learning. Because I was given the opportunity to assess my task and reflect on
my learning progress, I was able to determine which aspects of my performance
needed to be improved. Track my learning progress and look for areas where I can
improve. I establish the learning objectives that I must achieve. It also allows me to
reflect on my learning style and methods. Look for someone who can provide
feedback to help you improve your performance. It has a huge impact on my learning
process since it motivates me to seek out various coping mechanisms. Self-evaluation
provides me with a fantastic opportunity to seek additional learning and progress,
which will aid me in my future endeavors.
12.1
12.2
Teacher My Observations
1. Did teacher provide opportunities for YES, the teacher allows the students to
the learners to monitor and reflect on assess their own learning through self-
their own learning? assessment, self-reflection, self-
monitoring and self-adjustment.
2. What are proofs that students were Teachers provide learners an assessment
engaged in self-reflection, self-monitoring activity such as oral recitation, test
and self-adjustment? questionnaires, journal and portfolio.
3. Did students record and report their YES, students keep their records of all
own learning? their quizzes and output and approach
teachers if they have questions and
clarifications which shows that they are
concern on their own learning.
4. Did teacher create criteria with the YES, teachers provide criteria/rubrics
students for tasks to be completed or skill before completing tasks for them to be
to learn? aware what skills to be learn.
DOCUMENTATION:
Assisting the teacher in
maintaining a quiet
examination.
Self-Learning Activity-C
1. The primary purpose of assessment is to ensure learning. Which assessment are
referred to?
I. Assessment as Learning
II. Assessment for Learning
III. Assessment of Learning
A. I, II and II 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 take 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…