FS 1 Learning Episode 12 Assessment FOR Learning and Assessment AS Learning (Formative

Assessment)

SPARK Your Interest

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

TARGET Your Intended Learning Outcomes

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.

 In Outcome-based Teaching-Learning/Competency-based Teaching/Teaching by

Objective, we ensure that the intended 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 out that the learners 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 wasted so much time and energy teaching
presuming that everything was clear, only to find out at the end of the lesson that the
learners did not understand the lesson at all .This means that we have to reteach from
the very beginning, something that we could have saved ourselves from doing had we
given time to find out if the lesson was understood while still teaching.
  Assessment for learning encourages peer assessment.

OBSERVE, ANALYZE, REFLECT

Resource Teacher: __________ Teacher’s Signature _________________ School: ___________

Grade/Year Level: ___________ Subject: __________________________ 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

Everybody, kindly read IIIII 5

Did you understand, class? IIIIIIII 8

Very good! IIIIII 6

What will happen if….? II 2

Any questions or clarifications? III 3

1. Did the teacher ask the class “Did you understand”? If she did, what was the class
responses?
Yes, every time the teacher asks the class if they understand, they all answer "yes, ma'am." If
not, they will seek out more details or an explanation to ensure they truly understand the lessons.

2. Did the students make the teacher feel or sense they did not understand the lesson or a part of the
lesson? How?
No, the teacher is expertly delivering the lesson and making sure that everyone will understand
to prevent interruptions throughout class. Students are paying close attention and listening intently to
the talk since their teacher will pose a question at the conclusion of it.

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

If they do, the teacher will probably inquire as to which subject is the most challenging
for them to comprehend, and will then explain the answer.

4. Where the students given the opportunity to ask questions for clarification? How was this done?
After the presentation, students have the opportunity to ask clarification questions. Students
should ask questions and let the teacher know what part of the lesson they didn't understand so that
the teacher can explain it when the teacher asks the class if they have "any clarifications" or "any
queries" about the topic.

5. 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 teacher to teach on or two classmate)
_____ Each-on-teach-one (students paired with one another)
_____ Teacher gave a Module for more exercises for lesson mastery
__✓__Teacher did re-teaching

Others, please specify __________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

7. If she engage himself/herself in re-teaching, how did she do it? Did he/she use the same
teaching strategy? Describe
No, he uses a variety of teaching strategies to meet the needs of each student in the
class.

8. While re-teaching by himself/herself and /or with other students-turned tutors, did teacher check on
students’ progress
 If yes, how? The teacher will monitor the students' progress and administer an assessment test
to determine how much they have learned.

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?
The teacher will ask the students if they understood the lesson in order to gauge their understanding
of the material and where they might be in the learning process. It is not preferable to conduct an
evaluation once and for all at the end of the entire class because students differ and learn in different
ways. Instead, teachers should conduct a variety of assessments to verify whether learning is occurring
among students of different backgrounds.

2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she intends to check
on learners’ progress?
Because it's possible that some students won't ask, especially if the majority of the class has
understood the lectures, a teacher cannot simply ask the class, "Did you understand?," it is crucial that
teachers administer tests or quizzes, as well as use performance exercises, project development, and
other techniques to evaluate student progress.

3. Should teacher record results of formative assessment for grading purposes? Why or why not?
Formative assessment should not be used to grade students; rather, it should be used to
evaluate students' prior knowledge, determine the most effective teaching method for them, and
identify all of their strengths and weaknesses.

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

According to my observations, formative assessment is a planned practice used by teachers and
students during instruction that offers actionable feedback that may be used to change or enhance
current teaching and learning practices in order to improve students' achievement of curricular learning
targets or goals.

4. 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 increases learning effectiveness since students are teaching themselves. Students
can openly express their thoughts and understanding without feeling hurried. Additionally, a
cerebral interchange occurs, sharpening their minds.

5. Could an unreasonable number of failure at the end of the term/grading period be attributed to the
non-application of formative assessment? Why or why not?
Yes, it is true that the lack of formative assessment contributes to a disproportionately high number
of failures at the end of the term or grading period. Formative assessment is used to evaluate or
ascertain each student's needs in the classroom. to recognize potential problems that might develop
later as you progress through the learning process and provide practical solutions. to pick the
instructional strategies that will best serve all students' needs. It is blamed for failures because the
instructor neglected to use formative assessment in that circumstance.

Formative assessment is tasting the soup while cooking. Reflect on this and write your reflections.
Should you record results of formative assessment? Why or why not?

When you are learning something new, formative evaluation is like practicing what needs to be
done. Formative assessment will tell you what knowledge the learner has in excess of and what
knowledge they lack, much like how you might judge how salty a soup is by tasting it and
deciding whether it tastes better or not. It will enable you to plan ahead and come up with a
workable solution by alerting you to potential issues.

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis

3. My Reflection

Children nowadays are developing in a world that has seen substantial change in recent
years. They feel at ease using the technologies they have grown up with. The current changes
offer both the potential and the need for a change in the educational system and how children
are educated.
Obviously, the teacher is the key player in the teaching-learning process. With very clear
goals in mind, the teacher decides the programs and assignments for the students.

4. Snapshots of peer tutoring or other activities that show formative assessment in practice.
Activity 12.2 Observing Assessment AS Learning Practice (Self-Assessment)

Resource Teacher: __________________ Teacher’s Signature _________________ School: ___________

Grade/Year Level: __________________ Subject: __________________________ 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 in order to monitor their own
learning.
 This is manifested when learners reflect on their own learning and make necessary
adjustment 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 opportunities for the I've observed that the teacher does, in fact,
learners to monitor and reflect on their own allow his pupils to reflect on their own
learning? learning using self-assessment and reflective
techniques provided by tools to support their
learning process.
2. What are proofs that students were To help them become better learners and
engaged in self-reflection, self-monitoring and thinkers, the resource teacher gives his
self-adjustment students the chance to share their
experiences, write reflection essays, and
evaluate themselves.

3. Did students record and report their own Yes, as tracking their own progress in
learning assessments is useful for them as well.

4. Did teacher create criteria with the students Every task that a teacher assigns has a specific
for tasks to be completed or skill to learned. set of requirements and evaluation criteria
that act as a guide for students on what they
should complete and as the foundation for the
instructor's decision to award the task a grade.
ANALYZE

1. If the student is at the heard of all assessment, then all assessment should support students
learning. Do you agree? Why or why not?
Yes, I agree. Learning requires both assessment and learning, and through assessment, a teacher
can already determine what went wrong and the best strategy for everyone. Assessment will therefore
help you understand how to support your students' learning.

2. Does assessment as learning have the same ultimate purpose as assessment for learning?
No, because assessment for learning is more commonly used to refer to formative assessment,
which is meant to inform instruction. The purpose of a test is to provide data so that pre-planned
instruction can be changed. Assessment as learning is practiced by students who serve as their own
assessors. In order to ascertain what they already know and are capable of doing as well as how to use
assessment to support new learning, students keep track of their own learning, ask questions, and use a
variety of techniques.
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, we had the chance to assess ourselves. This definitely helps me identify the kind of
learner I am. I gain knowledge of my advantages and disadvantages. I meditated after learning
my learning preferences. Through self-evaluation, I was able to pinpoint the areas where I
needed to increase my concentration and develop.

SHOW Your Learning artifacts

1. My Accomplished Observation Sheet

2. My analysis

3. My Reflection
Through this process of assessment as learning, students are able to acquire and
develop metacognitive skills. Students often evaluate their work, typically through peer and
personal evaluation, and decide what they will learn from it.
In order to foster the growth of independent learners through assessment as learning,
teachers must teach and practice the ability of self-evaluation, assist students in creating their
own objectives, and track their advancement toward those goals.
Evaluate Your Work Task Field Study 1, Episode 6 – Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher; and Observe how the students execute the various classroom routines.

Name of FS Student: __________________________________________________ Date Submitted: ______________________________

Year & Section: _________________________________________________ Course: __________________________________________

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet questions/tasks/completely observation questions/tasks not observation
answered/accomplished. questions/tasks not answered / questions/tasks not
answered / accomplished. answered /
accomplished. accomplished.
Analysis All questions were answered All questions were Questions were not Four (4) or more
completely; answers were with answered completely; answered completely; observation questions
depth and are thoroughly answers are clearly answers are not clearly were not answered;
grounded theories; grammar and connected to theories; connected to theories; answers not connected to
spelling are free from error. grammar and spelling one (1) to three (3) theories; more than four
are free from errors. grammatical / spelling (4) grammatical/spelling
errors. errors.
Reflection Profound and clear; supported by Clear but lacks depth; Not so clear and Unclear and shallow;
what were observed and supported by what shallow; somewhat rarely supported by what
analyzed. were observed and supported by what were observed and
analyzed. were observed and analyzed
analyzed
Learning Artifacts Portfolio is reflected on in the Portfolio is reflected on Portfolio is not Portfolio is not reflected
context of the learning outcomes; in the context of the reflected on in context on in context of the
Complete, well-organized, highly learning outcomes. of the learning learning outcomes; not
relevant to the learning outcome Complete; well outcomes. Complete; complete; not organized,
organized, very not organized, relevant not relevant
relevant to the learning to the learning
outcome outcome
Submission Submitted before the deadline Submitted on the Submitted a day after Submitted two (2) days
deadline the deadline after the deadline

COMMENT/S: Rating:
Over-all Score (Based on
transmutation)
 TRANSMUTATION OF SCORE TO GRADE/RATING

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

Grade 1.0 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

_____________________________________ _________________________

Signature of FS Teacher above Printed Name Date

LINK Theory of 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 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 state, “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?

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

6. If 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 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 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 move from the passive learners to active
owners of 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 in learning

B. Assessment for learning D. Assessment as learning