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Learning Episode 12: Assessment FOR Learning AS Learning (Formative

Assessment)

Name of Student Teacher: DUMAPE JOCELYN M. Course: BSED-SOCIAL STUDIES

Year and Section: 403
Cooperating Teacher: GLENDA C. DULFO
Signature: ___________________________________________________ Date: DECEMBER 01, 2022

OBJECTIVE:

At the end of this Episode. I must be able to:

 Demonstrate knowledge of the design and use of formative assessment; and
 Explain the importance of formative assessment

CONTENT OF THE LESSON

Assessment is an essential part of the instructional cycle. The instructional cycle

consists of : 1) setting the intended learning outcome/s 2) selecting a teaching
methodology, strategy and activity that are aligned to the learning outcome and topic
which are developmentally appropriate to the learners and 3) assessment itself.
Assessment is the part of the instructional cycle that determines whether or not the
intended learning outcomes has been attained and so necessarily, the assessment task
must be aligned to the intended learning outcome.
In a lesson on assessment, we can speak of assessment for learning, assessment
of learning and assessment as learning.
This Episode will dwell on assessment for learning and assessment as learning.
Assessment for learning is referred to as formative assessment while assessment as
learning is referred to as self-assessment.
 In Outcome-based Teaching-Learning/Competency-based Teaching/Teaching by
Objective, we ensure that the intended learning outcome/competency/objective
is attained at the end of the lesson and so while we are still in the process of
teaching we do check learners’ understanding and progress.
 If we find that the leaners failed to understand prerequisite knowledge and skills,
we reteach until learners’ master them. This is called FORMATIVE assessment,
assessment while the learners are being formed or taught. It is assessment in the
midst of instruction.
 Formative assessment is also referred to as assessment for learning. Assessment
for learning simply means we do assessment to ensure learning.
 We do not wait for the end of the lesson to find out if learners understood the
lesson or not because if it is only at the end of the lesson that we discover that
 the learners did not understand the lesson, we have so much time and energy
teaching presuming that everything was clear, only to find out at the end of the
lesson that the learner/s did not understand lesson at all. This means that we
have to reteach from the very beginning something that we could have saved
from doing had we given time to find out if the lesson was understood while still
teaching.
 Assessment for learning encourages peer assessment.
Activity 12.1 Observing Assessment FOR Learning Practices (Formative Assessment)
Resource Teacher: Wendy C. Lili Teacher’s Signature: _____________________
School: STA.CRUZ NATIONAL HIGH SCHOOL
Grade/Year Level: 9 Subject Area: ARAL-PAN
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
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.

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

 The teacher already knew how her students behave in the class, she knew that many
are naughty and loves to get her attention. She keeps asking her students what part
of the discussion they find it hard. Call student who looks clueless, absent-minded,
introvert and talkative.
5. Were the students given the opportunity to ask questions for clarification? How was this
done?
 YES, all students have opportunity to ask questions for clarification by giving them
minutes to think which part of the discussion they want clarifications or they don’t
understand. The teacher encourages everyone to raise hand if want to ask or
reactions of the discussion. When someone raise hand, teacher will immediately
recognize and respond it. But students are encouraged to ask questions and
clarifications after the teacher’s discussion to avoid distraction.

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.

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

teacher check on students’ progress? If yes, how?
YES, through giving them activities that assess student’s understanding through
quizzes, oral recitation, groupings, and performance.
 GUIDE QUESTIONS

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.

LET’S WRITE A JOURNAL

Journal Entry #12. Formative Assessment! Your entry should contain your
understanding and reflection on the given concept.

As students reach their breakthrough in learning, teachers have the chance to

monitor their development at various points in time. Learn about their areas of learning
strength and weakness. Every student faces a fundamental challenge in trying to
understand, apply, demonstrate, and remember what they have learned. As it places a
strong emphasis on the teaching and learning process, it prepares the students for what
they will be studying. In this alleged process, kids participate as partners. The learners'
skills are developed through formative assessment, which greatly aids in peer and self-
evaluation, which in turn leads to the creation of the right mix of efficient learning
methodologies. It is one method of determining where the students are having
difficulties. This procedure enables the feedback to enhance learning. It is an interactive
evaluation of the learning progress and comprehension. This can help teachers
recognize the students who are doing well in understanding the discussion. It serves as
a manual for determining the needs of the students and providing opportunities to
modify the teaching methods. In that you prepare the lessons that our students are
about to learn, formative assessment is similar to being a cook in another manner. It is a
method of periodically evaluating students through dialogue.
Learners can study and experiment in a highly effective and risk-free
environment thanks to formative assessment. It is a deliberate, continuing process that
both students and teachers utilize to educate and learn. It both elicits and employs
evidence.
to help students better understand the disciplinary learning objectives intended for
them and to encourage them to become self-directed learners. It is a helpful strategy
that teachers always use since it allows them to monitor the students in numerous
ways. a manual for teachers on how to get ready to deal with the demands of students
during the learning process.
The best thing we can do is monitor the pupils' progress. in order to reduce the
chance of leaving behind students. It aids in bridging the knowledge gap between their
prior knowledge and learning objectives. Even if it takes time and requires a different
approach, the outcome is worthwhile, so make sure to take notes. Another benefit of
this was that it gave teachers the chance to modify their lesson plans so they could meet
all of the students' demands. The teaching and learning process revolves around it. This
one identifies the area that needs more investigation for a clearer understanding.
Formative evaluation serves as the watchdog to make sure that each learner has the
chance to evaluate their requirements for progressing to the next level of learning.
Activity 12.2 Observing Assessment AS Learning, Practices (Self-Assessment)
Resource Teacher: Wendy C. Lili Teacher’s Signature: _____________________
School: STA.CRUZ NATIONAL HIGH SCHOOL
Grade/Year Level: 9 Subject Area: ARAL-PAN

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:
 Demonstrate knowledge of the design and sue 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 ongoing self-assessment by the learners in order to monitor their
own learning.
 This is manifested when learners reflect in 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 elf-
assessment to help them understand and 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 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.

SHOW Your Learning Artifacts for your portfolio

My Accomplished Observation Sheet

12.1

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

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…

Which assessments are referred to by the DepEd memo?

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 from is 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
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 in 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. Discuss 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 IV 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 to students move from the passive learners
to active owners if their own learning?
A. Assessment as Learning C. Assessment of Learning
B. Assessment for Learning D. Assessment in Learning
11. Which assessment is likened to tasting the soup while in the process of cooking the
soup?
A. Assessment of Learning C. Assessment as Learning
B. Assessment for Learning D. Assessment in Learning

Proctoring the student who

seated outside.