FIELD STUDY 1 LEARNING EPISODE Assessment FOR Learning

and
FS 1 12 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.
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.
DISCOVER the Learning Essentials
 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 learner’s 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.
OBSERVER, ANALYZE, REFLECT
Activity 11.1 Visiting the Learning Resource Center
Name: _____________________________________
Video Link/s: https://youtu.be/69dzGwkXWh1k
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
The ear is a hearing and balancing organ.

The inner ear is made up of the following

parts: 4 4

-Cochlea. This is where the hearing nerves are

located.

-Vestibule. This contains balancing receptors.

-Semicircular canals. This contains balancing

receptors.

What Teacher Did Tally Total

She made the students repeat what she said. 4 4

2. Did the teacher ask the class “Did you understand”? If she said, what was the class response?

Yes, the teacher queried about her students' comprehension of the lesson. Everyone in the
class stated that they were all aware of the topic.

3. Did the students make the teacher feel or sense they did not understand the lesson or a part of
the lesson? How?

No. The students did not give the impression to the teacher that they were confused about the
subject. Everyone in the class contributes well, and they all got a correct answer in their oral
participation.

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

The students did not give the impression to the teacher that they were confused about the
subject.

5. Were the students given the opportunity to ask questions for clarification? How was this done

They were, indeed. The teacher asked her students if they all understood the topic after their
discussion. Surprisingly, everyone in the class comprehends the lesson.

6. 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 the 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

7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same
teaching strategy? Describe.

To teach the students, the teacher used a variety of methods. She used clear drawings of
items that were part of their teachings to help the children visualize and comprehend what
she was trying to teach them.

8. While re-teaching by himself/herself and/or with other students-turned tutors, did teacher
check on students’ progress? If yes, how?

Yes, the teacher had done so. She checked on the pupils' progress by making sure they
answered all of the activities correctly after she reteach their lesson.
ANALYZE
1. Why should a teacher find out if students understand the lesson while teaching is in progress?
Is it not better to do a once-and-for-all assessment at the completion of the entire lesson?

Finding out if the students understand the lesson is vital for the teacher since it informs them
about the need for differentiated instruction and helps them understand the students'
background knowledge, abilities, and misconceptions. If the student does not comprehend the
topic, it is not better to do a once-and-for-all assessment of the entire class.

2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she intend to
check on learners’ progress?

It is unsuitable because some students will falsely claim that they understand their lesson but
will be unable to accurately answer questions when they are asked.

3. Should teacher record results of formative assessment for grading purposes? Why or why
not?

No, because grades and test results might limit a student's desire to continue studying.

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

Formative assessment, in my opinion, comprises the pretest and posttest that a teacher
conducts to ensure that students are learning.

5. 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?
 Because it allows students to learn on their own, peer tutoring in class is sometimes
considered as more beneficial than the teacher re-teaching or tutoring. Students create their
own learning goals and can actively monitor and evaluate their progress toward those goals
without the assistance of 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 assessment? Why or why not?

Yes. Unreasonably high numbers of failures at the end of the term/grading period can be
ascribed to the failure to employ formative assessment, because you won't be able to tell if
your pupils actually comprehend their lessons if you don't use it. They will very certainly fail
their activities if they do not grasp the class discussions.

R REFLECT
 Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.
When a cook tastes a soup, she's mostly looking for information that will help her figure out if
she needs to make any changes before the soup is finished and can't be modified. The soup is
finished by the time the client eats it, and the cook cannot alter it. The important point to
remember is that they either taste the soup for different reasons.
We aim to collect information that we can use to help pupils right away when we formatively
assess students. In most cases, you have a specific question to which you require data in order to
respond. You already know what you'll do if the evaluation results reveal they comprehend the
concept, and you already know what you'll do if they don't.
 Should you record results of formative assessment? Why or why not?
No, because formative assessment is about determining where kids are in their learning and
providing feedback, then trying to bridge the gaps, and grading might interrupt that process.

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
4. Snapshots of peer tutoring or other activities that show formative assessment in practice.
 Activity 12.2 Observing Assessment AS Learning Practices
(Self-Assessment)
Name: ________________________________
Video Link/s: https://youtu.be/69dzGwkXWh1k
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
adjustments 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 Yes, the teacher gives students the opportunity to monitor and
for the learners to monitor and reflect on their own learning by offering them the opportunity
reflect on their own learning? to complete and answer exercises that will assess their
understanding of the lesson.

2. What are the proofs that students When students are given exercises to complete during class,
were engaged in self-reflection, they are able to reflect on and monitor what they have learned
self-monitoring and self- about a particular topic.
adjustment?
3. Did students record and report No, the pupil was not allowed to document and report their
their own learning? own learning, but their exam and activity results can reveal
whether or not they truly understood the lesson.

4. Did teacher create criteria with the Yes, the teacher worked with the pupils to develop criteria for
students for tasks to be completed activities to be done or abilities to be learned. Rubrics were
or skills to learned? used by the teacher to record the outcome of the student's
task.

ANALYZE
1. If the student is at the heart of all assessment, then all assessment should support student
learning. Do you agree? Why or why not?

Yes, I agree, because the core objective of assessment is to promote learning rather than to
measure it.

2. Does assessment as learning have the same ultimate purpose as assessment for learning?
No. Looking at assessment data at the end of the teaching and learning process to score
students' accomplishment levels against a standard is known as assessment as learning.
Assessment for learning integrates assessment techniques into the teaching and learning
process to ensure that instructional strategy is constantly adjusted.

R 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, I was given opportunities for self-evaluation, and as a learner, I believe that the most
effective learning occurs when students monitor or reflect on themselves.
We may not always be conscious of what we are learning and experiencing as learners. In order
for us to learn, teachers must elevate learners' awareness of underlying concepts and our
personal reactions to these notions. The benefit of self-assessment is that it allows me to track
and reflect on my talks' learnings.
EVALUATE Performance Task
Name of FS Student:_____________________________Date Submitted:
_______________________
Year & Set: IV-Set-A-MT (8:30AM-11:30AM)___________ Course: Bachelor of Elementary
Education__
Learning Episode Excellent Very Satisfactory Needs
4 Satisfactory 2 Improvement
3 1
Accomplished
Observation Sheet

Analysis

Reflection

Learning Artifacts

Submission

COMMENT/S Rating
(Based on
Overall Score Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-below
18 12
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-below

________________________________________ _________________________
Signature of FS Teacher above Printed Name Date