FIELD STUDY 2 LEARNING EPISODE

Assessing FOR, AS
FS 2 11 and OF Learning

To have a meaningful and successful accomplishment in this FS episode, be sure

to read through the whole episode before participating and assisting in your FS 2
Resource Teacher's class. Note all the information you will need and tasks you will need
to do before working on this episode.

Target Your Intended Learning Outcomes_______________________________

At the end of this Learning Episode, I must be able to;

 distinguish among assessment for learning, assessment as learning and assessment of

learning.
 cite ways of doing assessment for learning and assessment as learning.
 explain the effect of assessment for learning and assessment as learning on summative
assessment.

Clarify Your Task_________________________________________________

You are expected to observe how assessment for learning and assessment as
learning are implemented in the teaching-learning process.

Revisit the Infographic/s_______________________________________

Three phrases on assessment that we have met in our Assessment courses are assessment
for learning, Assessment as learning and assessment of learning. Assessment for learning is
more known as formative assessment while assessment of learning is called summative
assessment Several authors claim assessment as learning as self-assessment.

This Episode is concerned mainly with assessment for learning an assessment as

learning. It touches a little on assessment of learning which is the main focus of the next
Episode.

Assessment for learning also referred to as formative assessment implies that assessment
is at the service of learning. Why assess? Based on the phrase "assessment for learning "we
assess to ensure learning. That is why while instruction is in progress, it is wise for the
teacher to check if the students are learning or not learning what is expected of them. If
students are found not to be learning what they are expected to learn, right there and then,
remedial steps are taken through formative assessment tasks.

Below are some remarks that students utter that signal their need for assistance which is
the purpose of formative assessment.

The phrase "assessment as learning" implies that assessment itself is already an

opportunity for learning. It is learning by itself, indeed, when students engage in self-
assessment, reflect on their own assessment results and make necessary moves to ensure
learning.

Assessment as learning is a concrete manifestation of the concept of learner agency

which means that the learner is ultimately responsible for his/her own learning for nobody
can do the learning for him or her.

Examples of questions that learners ask when they are engaged in assessment as learning
are given below:
Assessment as learning also refers to self-assessment. The learner assesses his/her own
process and so rates himself/herself with the help of a scoring rubric like the one given
below.
To understand better formative assessment, let's compare it with summative assessment. See
Figure below.

Formative and Summative Assessment Compared

 Participate and Assist_________________________________________________

(Note to Student Teacher: As you participate and assist your CT in doing formative
assessment and in helping students engage in self-assessment, please take note of what
you are expected to give more attention to as asked in the next step of this Learning
Episode (NOTICE).

1. Assist your CT in the conduct of formative assessment.

2. Offer you assistance to students to engage in self-assessment through your CT.

Notice_______________________________________________________________
1. Take notice of:

 the alignment of the different formative assessment tasks used with the learning
outcomes.
 the students' participation, behavioral response, comments in the formative assessment
tasks.
 how the students assess their own progress
 our own feelings and thoughts as you assisted your CT:

 formulate the formative assessment tasks.

 administer formative assessment tasks.

ANALYZE_________________________________________________________

 Did the formative assessment tasks help students master what they were expected to
learn?
 Was students' response to formative assessment exercises favorable or unfavorable?
Why?
 Did the conduct of formative assessment and self-assessment affect students' attainment
of learning outcomes? How?
 What was the effect of students assessing their own progress on their motivation to learn?

Reflect______________________________________________________________
How would attainment of learning outcomes be affected if there were no formative
assessments nor self-assessments?
 _________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Write Action Research Prompts_______________________________________

OBSERVE:

1) One thing that went well in the development/use/administration of formative assessment

tasks (assessment for learning) is_____
2) One thing that did not go very well in the development/ use/ administration of formative
assessment tasks (assessment for learning) is____
3) One good thing observed in students' self-assessment (assessment as learning) is____
4) One thing in students' self-assessment (assessment as learning) that needs improvement
based on what were observed is_____

REFLECT:
The formative assessment activities went well because_______

The formative assessment activities process did not go well because some students do
not grasp_______

For the students, self-assessment worked because_______

For the students, self-assessment did not work because________

PLAN:
To help improve formative and self-assessment practices, I plan to conduct an action
research on

ACT:
To ensure that formative and self-assessment processes serve their purpose, to help
students learn, I will learn from other's best practices by researching on
 Check for Mastery_______________________________________________
Direction: Read the questions then choose the letter of the correct answer.

1. Assessment for learning refers to assessment that teachers give during instruction to ensure
that the intended learning outcomes are attained. Is the statement true?
A. Yes
B. No
C. Only if at least 80% of the intended learning outcomes were attained
D. It depends on the result of student's assessment.

2. A student monitors his own progress in relation to learning targets which he has set for
himself. Under which type/s of assessment does this fall?
A. Assessment for learning C. Assessment as learning
B. Assessment of learning D. Assessment of and for learning

3. To finally determine how well students have attained the learning outcomes by grading, in
which type of assessment/s is teacher engaged?
A. Assessment for learning C. Assessment as learning
B. Assessment of learning D. Assessment of and for learning

4. To ensure attainment of learning outcomes, which can teacher do in the process of

instruction?
A. Pair fast learner with another fast learner to challenge them even more
B. Devote half of the class period to study period
C. Give the class extra reading
D. Do peer tutorial

5. Which is/are most likely the effect/s of self-assessment and formative assessment?
I. High percentage of students with passing grades
II. 100% passing
III. 50% with passing grades, 50% with failing grades

A. I only C. III only

B. II only D. I, II and III

Work on my Artifacts______________________________________________

Compile activities/techniques in formative assessment and in self-assessment used by

your FS Resource Teacher in the classes you observed. Include your
annotations/improvements on the assessment tasks.
Add other activities/techniques that you have researched on. e.g. TED Talks on assessment