COLLEGE of TEACHER EDUCATION

FIELD STUDY 2 Learning Episode

ASSESSING FOR,

fs 2 16
AS AND OF
LEARNING
[11

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.

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CLARIFY YOUR TASKS

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

REVISIT THE INFOGRAPHICS

Three phrases on assessment that we have met in our Assessment courses

are assessment for learning, assessment as learning, and assessment of
learning. Assessment of learning is more known as formative assessment
while assessment of learning is called summative assessment. Several
authors claim that assessment as learning is self-assessment.

This episode is concerned mainly with assessment for learning as 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 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.

I AM
I STUDY
HAVE A I NEED
FIELD 2 – Participation
WORKIN
and Teaching Assistantship 2
QUESTION! HELP!
G FINE!
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I DON’T GET
IT! I AM STUCK!

The phrase, “assessment as learning” implies that assessment itself is 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/her.

Examples of questions that learners ask when they are engaged in

assessment as learning are given below.

Do I set my own learning targets Do I monitor my learning

based on the learning outcome progress in relation to my
that teacher presents at the learning target?
beginning of the lesson?

Any
adjustment/reme
Am I content with
how I am dial measure that
progressing? Why I have to take for
or Why not? learning to the
maximum and
FIELD STUDY 2 – Participation and Teaching Assistantship 3
optimum?
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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.

EXCEEDS

4 I can doit without mistakes.

I can help others.

PROFICIENT

3 I make little mistakes.

I can do it by myself.

DEVELOPING

2 I am starting to understand.
Sometimes I need help.

NOVICE

1 I don’t understand yet.

I cant do it by myself.

STUDENT SELF – ASSESSMENT RUBRIC

To understand better formative assessment, let’s compare it with summative

assessment. See figure below.

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FORMATIVE ASSESSMENT
SUMMATIVE ASSESSMENT
For Staff:
For Staff
* monitor student learning BOTH * measure if learner met learning
* ascertain progress - Are ways to
assess student outcome and to waht extent
* check understanding learning
- Are
at the end of a unit of study
* teach responsively opportunities to * make further improvements
For Studdents give and
receive in future iterations
* evaluate own learning feedback. For Students
* build knowledge _ Are ways to
evaluate the * understand their overall performance
*identify strengths/weaknessess effectiveness in a unit of study
*continually improve learning of teaching.
* understand whether they have met
* target learning
the learning outcomes and
to what extent at the end of a unit of study.

FORMATIVE AND SUMMATIVE ASSESSMENT COMPARED

PARTICIPATE AND ASSIST

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

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

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

NOTICE
Take notice of:

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 The alignment of 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
 Your own feelings and thoughts as you assisted your CT in:
o Formulating the formative assessment tasks
o Administer formative assessment tasks

ANALYZE

1. Did the formative assessment tasks help students master what they were
expected to learn?

Yes. To continuously assess student understanding, the teacher asked questions. The
teacher periodically pauses the discussion to inquire about the students'
understanding of the subjects being covered. so that the teacher can assess the
students' level of knowledge, give timely, useful feedback to students, and modify
their teaching or instruction to ensure that students meet or master the learning
objectives.

2. Was student’s response to formative assessment activities favorable or

unfavorable? Why?

The students actively responded to the teacher's questions, and because of this, the
discussion became engaged and active.

3. Did the conduct of formative assessment and self-assessment affect

students’ attainment of learning outcomes? How?

The posting of questions during the teacher's discussion aided the students'
understanding of the material because it explained any concepts they were unclear
about and encouraged active participation in class, critical thinking, and knowledge
retention.

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4. What was the effect of students assessing their own progress on their
motivation to learn?

A method of assessment called self-assessment enables pupils to evaluate their own

performance. By critically evaluating their own learning progress and performance,
students can become more aware of their own faults and talents, which will help
them improve and take greater ownership of their education.

REFLECT
1. How would attainment of learning outcomes be affected if there were no
formative assessments nor self-assessments?

Formative evaluation and self- assessment are techniques for determining how well
learners comprehend the subject covered in class. It is continuous assessment techniques
that could involve a wide range of activities, all with the aim of generating
understanding
FIELD STUDY of the learner's
2 – Participation progression
and Teaching toward the learning objectives. The regular
Assistantship 7
use of formative and self- assessments across lessons and units guarantees that every
student is grasping ideas and content along the way. It helps teachers to elicit and use
evidence of student learning to increase student understanding of the material as they are
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WRITE ACTION RESEARCH PROMPTS

OBSERVE 1. One thing that went well in the development / use /

administration of formative assessment tasks (assessment
for learning) is …

was to clarify any concepts that the students had trouble with, but
more than that, it gave them a chance to master the lesson's
intended learning aim.

2. One thing that did not go well in the development / use /

administration of formative assessment tasks (assessment
for learning) is …

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Not every student takes part. Similar to when a teacher asks a

question while leading a discussion, occasionally nobody repeats or
responds to her question.

3. One good thing observed in students’ self-assessment is …

The students are able to pinpoint which concepts in the subject they
did not fully grasp.

4. One thing in students’ assessment (assessment as learning)

that needs improvement based on what were observed is …

Increased opportunities for students to assess their learning and consider their
strengths and areas for improvement should be provided through more
activities.

REFLECT 1. The formative assessment activities went well because …

The instructor assigned the class to write an essay together. This activity gives
the teacher the chance to evaluate how well the students are doing with their
learning goals. By having the students share their opinions and ideas, this
activity will gauge the depth of knowledge they have gained and provide the
opportunity for modification or potential action.
2. The formative assessment activities did not go well because
…

Because some kids are not participating and only a handful are, the other
pupils appear uninterested. Another problem is that students are expressing
divergent ideas, which leads to jumbled output. If this is the case, a different
activity ought to be available. It can be an individual activity rather than a
group activity if it is appropriate to evaluate the students.

3. For students, self-assessment worked because …

by discussing or brainstorming what they've learned, students may evaluate

their own learning. They consider whether their expertise and abilities are
relevant to the learning objectives. Students may, as a result, make certain
adjustments to improve themselves.

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4. For students, self-assessment did not work because …

The results of this evaluation could be subjective, and the students' opinions
could vary from the teacher's. Students may be unsure of themselves or
question their progress, which could lead them to give inaccurate answers and
invalidate the self-assessment process.

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…

forms of exercises they utilized for formative and reflective learning. how they
designed and used formative and self-assessment to accomplish their learning
goals, and the measures they took.

PLAN To help improve formative and self-assessment practices, I plan to

conduct an action research on …

identifying various formative assessment and self-assessment procedures that

are suitable for the various learning requirements of the students.

CHECK FOR MASTERY

DIRECTIONS: READ EACH OF THE FOLLOWING QUESTIONS THEN CHOOSE THE

BEST ANSWER FROM THE OPTIONS GIVEN.

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 id at least 80% of the intended learning outcomes were attained

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D. It depends on the result of students’ assessment.

2. A student monitors his own progress in relation to learning targets which he has set
for himself. Under which type of assessment does this fall?
A. assessment for learning
B. assessment of learning
C. assessment as 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 is teacher engaged?
A. assessment for learning
B. assessment of learning
C. assessment as 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 grade
II. 100% passing
III. 50% with passing grades, 50% with failing grades
A. I only
B. II only
C. III 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 or techniques that you have researched on. e.g. TED talks on assessment.

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EVALUATE PERFORMANCE TASK

Evaluate Your Work Task: Field Study 2, Episode 16 – Assessing FOR, AS and OF Learning

Name of FS Student: ____ ____ Date Submitted:_________________

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Year: ______________ Course: Major: ___

LEARNING Excellent Very Satisfactory Satisfactory Needs Improvement

EPISODE 4 3 2 1
ACCOMPLISHED All observation One (1) to two (2) Three (3) observation Four (4) observation
OBSERVATION questions/ tasks observation questions/ questions/ tasks not questions/ tasks not
SHEET completely answered/ tasks not answered/ answered/ accomplished. answered/ accomplished.
accomplished. accomplished.
ANALYSIS All questions were All questions were Questions were not Four (4) or more observation
answered completely; answered completely; answered completely; questions were not answered;
answers are with depth answers are clearly answers are not clearly answers not connected to
and are thoroughly connected to theories; connected to theories; theories; more than four (4)
grounded on theories; grammar and spelling are one (1) to three (3) grammatical/ spelling errors.
grammar and spelling free from errors. grammatical/ spelling
are free from error. errors.
REFLECTIONS Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow; rarely
supported by what were supported by what were somewhat supported by supported by what were
observed and analyzed. observed and analyzed. what 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 on in
ARTIFACTS in the context of the the context of the learning on in the context of the the context of the learning
learning outcomes. outcomes. Complete, learning outcomes. outcomes; not complete, not
Complete, well- well organized, very Complete, not organized, organized, not relevant.
organized, highly relevant to the learning relevant to the learning
relevant to the learning outcome. outcome.
outcome.
SUBMISSION Submission before the Submitted on the Submitted a day after the Submitted two (2) days or
deadline. deadline. deadline. more after the deadline.

Comments: Rating
Overall
(Based on
Score
Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.5 2.75 3.0 3.5 5
99 96 93 90 87 84 81 78 75 72 71-below

____________ ______________________
Signature of FS Teacher over Printed Name Date

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