FIELD STUDY 1

Observation of Teaching-Learning in Actual school Environment

LEARNING EPISODE 12

JHUN P. CATINGUIL
BSED SOCIAL STUDIES 3

DR. MARIA MARTHA M. MADRID

PROFESSOR
OBSERVE, ANALYZE, REFLECT

Activity 12.1 Observing Assessment FOR Learning Practices (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
understand the lesson while teaching-learning is in progress.

What Teacher Said Tally Total

“Malinaw po ba?” IIII 4

“Ano pa?” III 3

“Okay, making” IIIII 5

2. Did the teacher ask the class “did you understand”? if she did, what was the class’
response.
 Yes, the teacher asked the students “malinaw po ba?” to know if the students
understand the lesson discuss by their teacher. The learner responded yes as
they understand the lesson tackled by their teacher. They showed positive
reaction and seems like they enjoying the lesson.

3. Did the students make the teacher feel or sense they did not understand the lesson or a
part of the lesson? How?
 When the teacher started discussing the lessons the students are aware of the
topic as they participated in recitation, so the teacher doesn’t feel or sense that
the student did not understand the lesson.
 4. If they did, how did the teacher respond?
5. Were the students given the opportunity to ask questions for the clarification? How was
this done?
 The student given a chance to participate in class but the students did not ask
questions for the clarification, and as we ask the teacher why the students did
not ask questions, the teacher says that the students are aware on their topic.
6. If she found out that her lesson was not clearly understood, what did the teacher do?
Did you observe any these activities? Please check.
× Peer tutoring (Tutors were assigned by teacher to teach one or 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
 The students understand very well the lesson because the whole class is active
and they are participating in class. The teacher did her job very well to have an
interaction between her and the students.
7. If she engaged herself in re-teaching, how did she do it? Did she use the same teaching
strategy? Describe.
8. While re-teaching by herself and/or with other students-turned tutors, did teacher
check on the students’ progress? If yes, how?

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?
2. Why is not enough for a teacher to ask “did you understand, class?” when she intends
to check learners’ progress?
3. Should teacher record results of formative assessment for grading purposes? Why or
why not?
4. Based on your observation, what formative assessment practice worked?
5. For formative assessment, why is peer tutoring in class sometimes seen to be more
effective than teacher herself doing the re-teaching or tutoring?
REFLECT

 Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.
 As a cook we need to taste what we are cooking to improve the taste of it, we
need to assess the soup to give feedback if we are going to change or to improve
it and that is what we called formative assessment.
 Should you record results of formative assessment? Why or why not?
 Yes, for us to know what are the things in assessing we need to improve or
change. It is like a recipe if we are not going to record the results we can’t
improve our cooking style.
Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)

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

Grade/Year Level: ________________ Subject Area: _______________ Date: _____________

TARGET Your Intended 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
adjustments so that they achieve deeper understanding.
 Assessment as learning encourages students to take responsibility for their own
learning.
 It requires students to ask question about their learning.
 It provides way 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 assessment as learning. Record your observations.

Teacher My Observation

1. Did teacher provide opportunities for Yes, the teacher gave an activity so that she
the learners to monitor and reflect on will know the reflection of the students about
their own learning? the topic she discussed.

2. What are the proofs that students The teacher asks the students to create a
were engaged in self-reflection, self- poem or a song about the lesson and the
monitoring and self-adjustment? student made a song and they sung it.

3. Did students record and report their Yes, they reported their own learning after
own learning? the class discussion.

4. Did teacher create criteria with the The teacher gave an activity and before they
students for task to be completed or going to do it she gave a criteria about it.
skill to learned?

ANALYZE

1. If the student is at the heart of all assessment should support students learning. Do you
agree? Why or why not?
 Agree, because by highlighting the value of critical thinking, reasoning, and
reflection, assessment encourages instruction and fosters a positive learning
environment. Assessment of student learning outcomes can be done using a
variety of methods.
2. Does assessment as learning have the same ultimate purpose as assessment for
learning?
 Assessment as learning occurs when students reflect on and monitor their
progress to inform their future learning goals while assessment of learning
occurs when teachers use evidence of student learning to make judgements on
student achievement against goals and standards.

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?
As I remember when I was in my SHS days our teacher gave us an activity to assess ourselves, it
has a big impact to me as a learner because of that self-assessment I realized that as learner we
should not stop on learning of something. We should not stop ourselves to learn more and
more, and I have this phrase from her that I can’t forget, she says that “it’s better to be stupid
for a while than forever”.