SAINT JOSEPH COLLEGE OF SINDANGAN

INCORPORATED
Poblacion, Sindangan, Zamboanga Del Norte
FIELD STUDY Learning Episode Assessment FOR Learning
1
and
Assessment AS Learning
FS 1 12
(Formative Assessment)

OBSERVE, ANALAYZE, REFLECT

Activity 12.1 Observing Assessment FOR Learning Practice (Formative
Assessment)

Resource Teacher: Teacher’s Signature: ___________

School:
Grade/Year Level: Subject Area: 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

 “Did you - IIII - 4

understand?”
 “Nakuha po ba?” - II - 2
 “Ano nga ulit ang - III - 3
___(magtanong ng
tungkol sa leksyon)

What Teacher Did Tally Total

 Asked students if they - III - 3

get the lessons that
have been discussed.
 Called someone to
repeat what is being - IIIII
said.
- 5

2. Did the teacher ask the class “Did you understand”? If she did, what was the class “response”?
  Yes, she always asked if the learners understood the lesson by asking “Did you
understand” (Nakuha po ba?) and learners mostly answer by “YES”.

3. Did the students make the teacher feel or sense they did not understand the lesson or a part of the
lesson? How?
 Yes, the students make the teacher feel or sense that they did not understand the lesson
when they are being asked but cannot comprehend, and answer the questions incorrectly
especially when its review time.

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

 The teacher responded through asking the students in what portion of the lesson they are
confused or not understand and explain it again for clarification.

5. Were the students given the opportunity to ask questions for clarification? How was this done?
 Yes, student given an opportunity to ask questions for clarifications and this was done
after the discussion because the teacher asked the students if they have questions or any
clarification about the discussion.

6. If she found out that her/his lesson was not clearly understood, what did the teacher do? Did you
observe any of these activities? Please check.
___ Peer tutoring (Tutors were assigned by teacher to teach one or more 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 ____

7. If she engaged himself//herself in re-teaching, how did she do it? Did he/she use the same
teaching strategy? Describe.
 No, she did not use the same teaching strategy instead; she used another teaching strategy
which is easy and understandable by the students.

8. While re-teaching by him/her and/or with other students-turned tutors, did the teacher check on
students’ progress?
If yes, how?
 Yes, she always checks on the students’ progress by observing the students while doing
the re-teaching strategies.

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?
 A teacher find out if students understand the lesson while teaching is in progress because
while the teacher discuss the lesson or making a class, she always observe her students by
asking some questions if they understand the lesson that she discuss then, the response of
the students help the teacher to know if the students learn the class or there is already a
progress in the learning of the students.

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 not enough for a teacher to ask “did you understand class” because there are some
students pretending that they understand the lesson but the truth is did not understand it.

3. Should teacher record results of formative assessment for grading purposed? Why or why not?
  Yes, teacher always record results of formative assessment for grading purposed in order
to have an evidence or grade to compute who are the students that deserve to have a
special award at the end of the grading period or term.

4. Based on your observation, what formative assessment practice worked?

 Based on my observation, the formative assessment practiced worked is most test and
quizzes are done as form of formative assessment.

5. For formative assessment, why is peer tutoring in class sometimes seen to be effective than
teacher himself/herself doing the re-teaching or tutoring?
 Peer tutoring in the class sometimes seen to be effective than teacher himself/herself
doing the re-teaching or tutoring because there are some students who is fun in peer
tutoring because they are very eager and energetic to learn with their classmates. Also,
learners can freely express themselves, discuss and openly share ideas and thoughts with
their classmates.

6. Could an unreasonable number of failures at the end of the term/grading period be authorized to
the non-application of formative assessment? Why or why not?
 Yes, because when a teacher successfully applied the formative assessment, failure to
achieve learning and its objectives at the end of the term can be avoided. Because as soon
as possible you’ll be able to reteach and fix things that the learners will fully understand
what are being taught.

REFLECT
 Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.

 Formative assessment is an assessment conducted for monitoring learners’ progress

throughout the lesson. It is like tasting the soup while cooking, because you are adding
spices and ingredients to achieved desired tastes, just like when teaching formative
assessments allows you to prepare the learners on achieving the learning goals.
 Assessment for learning happens during discussions, often more than once, rather than at
the end. Learners understand what they are to learn.

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

 Formative assessment is used to monitor student’s progress and status learning. For me,
yes, I will record results of formative assessment even though its purpose only is to
monitor students’ progress in order for my students to strive hard to learn and to get a
higher score in any activities.

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis
1. My Reflection

2. Snapshots of peer tutoring or other activities that show formative assessment on practice.

This picture or snapshots shows formative assessment where the student’s answer the activity
given by the teacher. Students answer the activity on their own or shall we say individually.
 Working individually helps the students a lot to become an independent and a responsible one. And
this will also shows if students are really listening to the discussions of the teacher because we can
see their output if it is correct or not in the end of the class.

Activity 12.2 Observing Assessment AS Learning Practice (Self-Assessment)

Resource Teacher: Teacher’s Signature: ___________

School: SINDANGAN NATIONAL AGRICUTURAL SCHOOL
Grade/Year Level: Subject Area: Date:
OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record your
observation.
Teacher My Observation
1. Did teacher provide opportunities for the Yes, the teacher let the students be able to monitor and
learners to monitor and reflect on their own reflect on their own understanding.
learning?
2. What are proofs that students were engaged Learners are given tasks to answer questions after the
in self-reflection, self-monitoring and self- discussion and also they are given tasks to answer
adjustment? activities after the discussion and then pass it before
the class ends.
3. Did students record and report their own No, students were not tasks to record and report their
learning? own learning.
4. Did teacher create criteria with the students Yes, the teacher has given criteria or rubrics that will
for tasks to be completed or skill to learned? be followed by the students during their activities.

ANALYZE
1. If the students are at the heart of all assessment, then all assessment should support students
leaning. Do you agree? Why or why not?

Yes we agree on it because assessment can be viewed as being a means of helping

students to learn, a way of reporting on student progress, and a way of making decisions
about teaching.

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

Yes, assessment as learning has the same ultimate purpose as assessment for learning
because it is both wants the improvement of the students and at the same time
improvement of the teacher in teaching.
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 were given the opportunity to assess our own self. This helps us a lot to
determine what kind of learner we are. We have discovered my strength and weaknesses;
we discovered my learning style and meditated. Through self-assessment, we were able
to know that the things we already have and where should we focus on enhancing and
also keep on working to acquire.

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

My Analysis:
Formative Assessment give instant feedback for teachers, that allows them to evaluate as soon as
possible if their students have reached the activities and lessons, which will also assist teachers in
immediately adjusting their teaching strategies and approaches. Thus, formative assessment builds
rapport with the learners and ignites their moods to increase their participation and cooperation inside
the classroom.
My Reflection
Formative Assessment contributes to the success of the teaching process of the teachers. It is an
assessment done during the instructional process for the purpose of improving teaching or learning.
 Evaluate Performance Task

FIELD STUDY 1 – EPISODE 12 Assessment FOR Learning and Assessment AS

learning (Formative Assessment)

Name of FS Student/s: MELLANIE TULABING

NOVIEGEN CARDENTE

ANNA MACION

Year and Section: 4 – B Course: BSED-ENG Date Submitted: ___________

Learning Outcomes:
1. Identify the classroom routines set by the teachers,
2. Observe how the students execute the various classroom routines.

Learning Excellent Very Satisfactory Satisfactory Needs

Episode Improvement
4 3 2
Accomplish All observation One (1) to two (2) Three 93) Four (4) or more
ed questions/tasks were observation observation observation
Observation completely questions tasks not questions/tasks questions/tasks not
Sheet answered answered / not answered / answered /
/accomplished. accomplished. accomplished. accomplished.
Analysis All questions were All questions were Questions were Four (4) or more
answered completely; answered not answered observation
answer are with depth completely; completely; questions were not
and are thoroughly answers are clearly answers are not answered; answers
grounded on theories; connected to clearly connected not connected to
grammar and spelling theories; grammar to theories: one theories; more than
are free from error. and spelling are (1) to three (3) four (4)
free from errors. grammatical / grammatical /
spelling errors. spelling errors
Reflection Profound and clear; Clear but lacks Not so clear and Unclear and
supported by what depth; supported shallow; shallow; rarely
were observed and by what were somewhat supported by what
 analyzed observed and supported by were observed and
analyzed what were analyzed
observed and
analyzed
Learning Portfolio is reflected Portfolio is Portfolio is not Portfolio is not
Artifacts in the context of the reflected on in the reflected on in the reflected on in the
learning outcomes; context of the context of the context of the
complete, well- learning outcomes. learning learning outcomes;
organized, highly Complete; well outcomes. not complete; not
relevant to the organized, very Complete; not organized, not
learning outcome relevant to the organized, relevant
learning outcome relevant to the
learning outcome
Submission Submitted before the Submitted on the Submitted a day Submitted two (2)
deadline deadline after the deadline days or more after
the deadline
COMMENTS OVER ALL RATING BASED
SCORE ON
TRANSMUTATI
ON

TRANSMUTATION OF SCORE TO GRADE/RATING

Sco 20 18-19 17 16 15 14 12-13 11 10 8-9 7-below
re
Gra 99 96 93 90 87 84 81 78 75 72 71
de

FRETZELL A. ACTUB, MAED _______________________

FS 1 Instructor Date