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 understood the
lesson while teaching-learning is in progress.

What Teacher Said Tally Total

 “Did you understand class? “ V 5
 “Did you enjoy the activity? “ II 2
 “Are you ready? “ I 1
 “Mr./Ms. What is your insight VII 7
about this word? “

2. Did the teacher ask the class “Did you understand?” If she did, what was the class response?
Yes, the teacher always checked if the class really understood her topic by simply asking
“Did you understand our topic for today class?”. And most of the students answered “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, especially when a certain student didn’t comprehend the question and answered it
incorrectly.

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

The teacher positively responded by explaining and clarifying the idea or portion of the topic
where students seemed confused and then sometimes she uses Cebuano language just to
really understand what she is talking about.

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 5. Were the students given the opportunity to ask questions for classification? How was this
done?
Yes, after the teacher finished her discussion, she stopped for a while and asked her
students for any clarifications or questions regarding to the subject matter.

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 two classmates)
__________ Each-one-teach-one (Students paired with one another)
____/______ Teacher gave a Module for more exercises for lesson mastery
__________ Teaching 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
Our Cooperative Teacher didn’t engage in re-teaching. With that, she teach effectively.

8. While re-teaching by himself/herself and/or with other students-turned tutors, did teacher
check on 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?
While conducting a teaching session, it is crucial for the teacher to assess the learners’
understanding throughout the process. This will help prevent the failure to achieve the
desired learning outcomes by the end of the lesson. By doing so, the teacher can avoid
wasting the entire class duration only to realize at the end that the learners did not
comprehend the material.

2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she intends to
check on learners’ progress?
Asking “did you understand class?” is a valid approach to gauge the learners’
comprehension. However, it is important to go beyond this simple question to truly assess

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 their progress. By incorporating interactive methods such as question and answer sessions,
short activities, and other engaging techniques, teachers can gain a deeper understanding of
the learners’ understanding. This approach recognizes that students may sometimes
respond positively to the initial question due to various reasons, such as wanting to move on
or finish the class, even if they haven’t fully grasped the content. By incorporating more
interactive and varied assessment methods, teachers can ensure a more accurate evaluation
of the learners’ progress.

3. Should teacher record results of formative assessment for grading purpose? Why or why
not?
Formative assessment is not designed for the purpose of grading. Its primary objective is to
assist teachers in identifying specific learning needs of individual students or groups, as well
as in selecting and adapting appropriate materials and resources. On the other hand,
summative assessment is specifically used for grading purposes and differs from formative
assessment in this regard.

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

I have observed that mostly diagnostic test, and short quiz are done as form of formative
assessment.

5. For formative assessment, why is peer tutoring in class sometimes seen to be more effective
than teacher himself/herself doing re-teaching or tutoring?
Peer tutoring appears to be an effective approach as it allows students to freely express
themselves while learning alongside their classmates. In this setting, students tend to
engage in discussions and openly share their understanding or areas of confusion from the
lesson without any hesitation, unlike when they are solely taught by the teacher.

6. Could an unreasonable number of failures at the end of the term/grading period be

attributed to the non-application of formative assessmen? Why or why not?
Indeed, when a teacher effectively implements formative assessment, it helps prevent the
failure to achieve learning outcomes by the end of the term. By promptly addressing any
unfavorable aspects and making necessary adjustments, teachers can employ diverse
approaches to ensure that learners fully comprehend the taught material. This proactive
approach enables teachers to continually improve their instruction and enhance the
students’ understanding.

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REFLECT

 Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.
Formative assessment is like tasting the soup while cooking. It allows teachers to monitor
students’ progress and make adjustments as needed. Just as tasting helps balance flavors,
formative assessment ensures understanding and identifies areas for improvement. It
fosters collaboration and active learning, like sharing the soup with others. By continuously
checking in and adapting instruction, teachers create a dynamic and engaging learning
environment that leads to student success.

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

Yes, it is crucial for teachers to record the results of formative assessment. By keeping a
record of the assessment data, teachers can have a comprehensive understanding of each
student’s progress, strengths, weaknesses, and specific learning needs. This valuable
information allows teachers to personalize their instruction and provide targeted support to
help students thrive. Moreover, recording formative assessment results enables teachers to
effectively communicate student progress to parents, administrators, and other
stakeholders. It promotes transparency, collaboration, and accountability in the educational
process. Ultimately, the practice of recording formative assessment results empowers
teachers to monitor student growth, provide meaningful feedback, and continuously
enhance their teaching strategies for the benefit of their students.

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SHOW Your Learning Artifacts
1. My Accomplished Observation Sheet
In a typical classroom, formative assessment occurs both before and during instruction.
Prior to formally beginning a lesson, teachers often administer diagnostic tests or pre-tests
to assess students’ prior knowledge. Throughout the discussion, various activities are
conducted, such as calling on students to explain or answer questions, engaging in learning
tasks related to the subject matter and objectives, and so on. When a student struggles to
grasp the concepts, teachers encourage peer assistance by asking other students to explain
the concept and provide answers. In some cases, teachers may keep a record of students
who actively participate in the discussion.

2. My Analysis
In formative assessment teachers have their ways to check the students understanding of
the lesson.

Ways done by teacher when students did not fully understand the lesson

 Peer tutoring (Tutors were assigned by teacher to teach one or two classmates)
 Each-one-teacher-one (Students paired with one another).
 Teacher gave a Module for more exercises for lesson mastery.
 Teacher did re-teaching.

3. My Reflection
Assessment is a crucial aspect of the teaching and learning process. It allows us to
determine the success of learning and make informed decisions along the way.

Formative assessment, which takes place during the learning process, is particularly
valuable. It empowers students by providing them with a clear understanding of what they
need to learn and what is expected of them. Through ongoing feedback and guidance,
students are given the opportunity to improve their work and enhance their understanding.
As teachers, we use formative assessment as a tool to delve deeper into our students’
knowledge, skills, and any areas of confusion or gaps they may have. This wealth of
information helps us determine the next steps to move their learning forward. It also
enables us to provide personalized feedback and make informed choices about groupings,
instructional strategies, and resources.

Furthermore, assessment for learning has a profound impact on student motivation and
commitment. By incorporating formative assessment, we create an environment that
fosters active engagement and a sense of ownership over their learning journey. Students
become more motivated to succeed and are willing to put in the effort to achieve their
goals. When formative assessment is effectively implemented, it helps us and our students

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 navigate the learning cycle with success. It allows us to address any challenges or
misconceptions early on, ensuring that failures at the end can be avoided. Together,
through the power of formative assessment, we can create a supportive and empowering
learning experience for all.

4. Snapshots of peer tutoring or other activities that show formative assessment in practice

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OBSERVE, ANALYZE, REFLECT
Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)
Resource Teacher: ________________ Teacher's Signature ____________ School: _____________________
Grade Year Level: ________________ Subject Area: _________________ Date: ______________________

OBSERVE
Observe a class and find out that reflect assessment as learning. Record your observations.

Teacher My Observation

1. Did teacher provide opportunities Teacher establish a learning environment that

for the learners to monitor and empowers learners to actively monitor their own
reflect their own learning? progress.

2. What are proofs that students Students demonstrate their engagement in self-
were engaged in self-reflection, self- reflection through various means, engaging in
monitoring and self-adjustment? reflections, and creating portfolios to document their
learning journey. Additionally, the use of rubrics or
criteria when completing tasks serves as evidence of
their active involvement in monitoring their progress.

3. Did students record and report Yes, students actively engage in the learning process by
their own learning? actively participating in class discussions, sharing their
knowledge, insights, opinions, and ideas. They also keep
track of their progress by recording their scores or
grades. Additionally, they compile their completed
works throughout the learning period and submit them
as evidence of their learning journey.

4. Did teacher create criteria with the The teachers consistently provide learners with clear
students for tasks to be completed or criteria when assigning tasks, such as creating artworks
skill to learned? or writing assignments. By doing so, learners are
prompted to reflect on what they need to do in order to
meet the established criteria and achieve success in
their work.

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ANALYZE
1. If the student is at the heart of all assessment, then all assessment should support students
learning. Do you agree? Why or why not?
I agree with the importance of assessment in supporting student learning. Just like pieces of
a puzzle fitting together perfectly, assessments should seamlessly align with what is being
taught in the classroom. When assessments are thoughtfully designed to match the goals,
objectives, curriculum, instruction, and desired outcomes, they create a harmonious
learning experience. This alignment allows students to fully showcase their understanding
and progress, like a beautiful symphony coming together. By ensuring that assessments are
closely connected to the learning journey, we can maximize the potential for growth and
achievement in our students.

2. Does assessment as learning have the same ultimate purpose as assessment for learning?
Assessment for learning and assessment as learning both have a common goal: to monitor
and reflect on students’ learning progress. Assessment for learning is like a guiding compass
that continuously assesses and monitors student learning, providing valuable insights to
inform instruction. It empowers students to take ownership of their learning journey,
helping them understand their strengths and areas for improvement. Just as a trusted
mentor, assessment for learning guides teachers and students on the wise steps to take
next. On the other hand, assessment as learning is like a personal mirror that students hold
up to themselves. It encourages self-reflection, allowing students to gain a deeper
understanding of their own learning. By recognizing their weaknesses and strengths, they
can adjust their learning strategies, learn from past mistakes, and plan their next steps with
confidence. Assessment as learning nurtures independence, self-direction, and
metacognitive skills, empowering students to become successful learners. Within this
process, formative assessments, such as self and peer assessments, play a significant role in
supporting students’ growth and development.

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?
Assessment serves a purpose beyond grading; it also facilitates further learning. In my personal
experience with school assessments, I have had the opportunity to reflect on and analyze my own
learning progress. When completing performance tasks, I am able to engage in self-reflection by
referring to criteria or rubrics that guide my understanding. Additionally, I am required to maintain
a learning journal for a specific subject and compile a portfolio at the end of the term.

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These assessment practices have had a significant impact on my learning journey. They have
allowed me to truly comprehend what I have learned and assess my level of understanding.
Through self-reflection, I have been able to identify areas for improvement and make necessary
adjustments to achieve success in my learning. Overall, these assessment experiences have played
a crucial role in my growth as a learner.

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet
In addition to the formative assessments carried out by the teacher, assessment as learning
is also implemented in the classroom. When students are assigned performance tasks, they
are provided with clear criteria to guide their work. Teachers create opportunities for
students to monitor and reflect on their own learning progress. Moreover, teachers
consistently ensure that learners have a clear understanding of the learning goals whenever
a new lesson is introduced.

2. My Analysis
Formative assessment is implemented to accurately gauge students’ progress and
understanding. Its purpose is to inform the teacher’s planning process for reteaching and
helping students comprehend lessons they may have struggled to absorb. Remedial
teaching methods, such as peer teaching, self-teaching by the teacher, and engaging in
creative activities, can be employed as part of the formative assessment process.

3. My Reflection
Assessment as learning empowers students to gain self-awareness as learners and develop
metacognitive skills, understanding their own thinking processes. Through regular
reflection, often through self and peer assessment, students determine their next steps in
learning, sometimes with guidance from the teacher, especially in the initial stages.By
engaging in assessment as learning, students take greater ownership of their learning
journey and actively monitor their progress. Teachers play a significant role in fostering
independent learners through this approach. They model and teach self-assessment skills,
assist students in setting their own goals, monitor their progress, provide examples of good
practice aligned with curriculum outcomes, and collaborate with students to establish clear
criteria for success. Effective feedback in assessment as learning goes beyond mere
direction and answers. It challenges students’ ideas, introduces new perspectives, and
creates opportunities for self-reflection and critical review. Rather than solely focusing on
getting the right answer, feedback encourages students to focus on the task itself. It
provides them with ideas for adjustment, encourages them to rethink and articulate their
understanding, leading to further feedback and an ongoing extension of learning.
Assessment as learning empowers students to take responsibility for their own learning,
fostering reflection and driving improvements to achieve success in their educational
journey.

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 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 3 Focus on Gender, Needs, Strenghts, Interests, Experiences
Language, Race, Culture, Religion, Socio–economic Status, Difficult Circumstances, and Indigenous Peoples.
Learning Outcomes: describe the characteristics and needs from diverse backgrounds ∙Identify the needs of students with
different levels of abilities in the abilities ∙Identify best practices in differentiated teaching to suit the varying learners
needs in a diverse class (PPST 3.1.1) ∙Demonstrate openness, understanding, and acceptance of the learners’ diverse
needs and backgrounds.
Name of FS Student _______________________________________Date Submitted: ______________
Year & Section: __________________________Course: _____________________________________
Learning Excellent Very Satisfactory Satisfactory Need Improvement
Episode 4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation questions/tasks observation questions/tasks not observation questions/
Sheet completely answered/ questions/tasks not answered tasks not
accomplished. answered/accomplished. /accomplished. answered/accomplished.

Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely: answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered:
and are thoroughly Connected to theories; connected to theories; answers not connected to
grounded on theories: grammar and spelling are one (1) to three (3) theories; more than four
grammar and spelling free from errors. grammatical /spelling (4) grammatical/ spelling
are free from error. errors. errors.

Reflection Supported by what were Clear but lacks depth; Not so clear and Unclear and shallow;
observed and analyzed supported by what were shallow; somewhat rarely supported by what
observed and analyzed supported by what were were observed and
observed and analyzed analyzed

Learning Portfolio is reflected on Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected
Artifacts in the context of the the context of the learning on in the context of the on in the context of the
learning outcomes; outcomes. Complete; well learning outcomes. learning outcomes; not
Complete, well organized, very relevant Complete; not complete; not organized,
organized, highly to the learning outcome organized. Relevant to not relevant
relevant to the learning the learning outcome
outcome
Submission Submitted before the Submitted on the deadline Submitted a day after Submitted two (2) days
deadline the deadline or more after the deadline
Over-all Score Rating:
COMMENT/S
(Based on

Transmutation)

TRANSMUTATION TO GRADE/RATING

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

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 Below

Grade 1.0 1.25 1.5 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

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