Episode 1

Page 9

I have observed the three forms of assessment being practiced during the classes of Mr.
Kalevin Callo, a Mathematics teacher and Mrs. Medrd Jacinto, an Araling Panlipunan Teacher.
Mr. Callo gave his class seatwork after his discussion which served as ASSESSMENT FOR LEARNING.
He then solved the problem in the board together with his class, which gave the students were
able to correct their work, which enabled them to reflect and evaluate themselves serving as
ASSESMENT AS LEARNING. Meanwhile, Mrs. Jacinto demonstrated ASSESSMENT OF LEARNING as
she gave her class an activity as a summative exam to what they have discussed.

The results of ASSESSMENT OF LEARNING was greatly affected by the implementation of

ASSESSMENT FOR LEARNING. The students who were not participating during the seatwork
activities of Mr. Callo got low scores. This explains the importance of assessment for learning for it
really prepares the students for the summative exams. It is a challenge for a teacher to carefully
implement such for this relies much of the scores and learning of the students.

ASSESSMENT AS LEARNING was observed in the class but not as obvious as ASSESSMENT OF
and FOR LEARNING. Though it can happen anytime during the teaching-and learning process,
students were just able to evaluate themselves and their outputs during the checking.

ASSESSMENT FOR LEARNING- “a process that is used to keep track of learning’s progress in
relation to learning stadards”

ASSESSMENT OF LEARNING- “to provide bases for the profiling of student performance on
the learning competencies and standards of the curriculum.”

ASSESSMENT AS LEARNING- “to promote self-reflection and personal accountability among

students about their own learning”

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1. I like ASSESSMENT because it is a way for me to evaluate myself on the progress that I
am making. Knowing that it is not only about exams and tests, it can also help me develop the
right attitude in order to learn better and to work on the things that I lack to comprehend.

Like me, some students like assessment but most of them don’t. Students like it because
they understand purpose and they are aware of its contribution in their learning experiences.
However, most students don’t like it because they only understand it as an exam or a test, and it
is undeniable that most of them fear such.

2. It has been established that the students are the center of the teaching-and-learning
process, and so, their needs must be addressed. Their fear of assessment can be addressed with
proper preparation. It starts with the proper setting of objectives, choosing instructional materials,
strategies and approaches. When these factors are properly put in the right place and have been
executed wisely and with ingenuity, I think the fear for assessment can be easily eliminated. If they
will feel the joy in learning they will not see assessment as something to be afraid for.

Frequent formative assessment CAN reduce or eliminate the fear of assessment. Only
because the students will be used to it. But this should be done in various ways. The teacher should
consider everything helpful strategy in implementing such. The Multiple Intelligences should be
actualized.

3. Being able to reflect yourself with the things that you have accomplished is really a great
avenue for you to improve and to reprove yourself. I like this idea. This will teach every student to
develop not just his/her intellect but also his/her emotional and other aspects.

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THREE TYPES OF ASSESSMENT

ASSESMENT AS ASSESMENT OF
ASSESMENT FOR
LEARNING LEARNING
LEARNING
• Through this process • The purpose of this kind
- this includes three types students are able to learn of assessment is usually
of assessment done about themselves as SUMMATIVE and is
before and during learners and become aware
of how they learn – become mostly done at the end
instruction. These are
megacognitive (knowledge of a task, unit of work
placement, formative and
of one’s own thought etc.
diagnostic. processes).
3 INNOVATIVE FORMATIVE ASSESSMENT ACTIVITIES

3-Way Summaries

The idea here is to use different modes of thinking and attention to detail. Students can work in
groups or individually. In response to a question or topic inquiry, they write three different
summaries:

 10–15 words long

 30–50 words long
 75–100 words long

You can even have students use Twitter. Chances are you've got a lot of students who use it
already. They'll have experience communicating messages with minimal wording and
characters.

One-Minute Papers

One-minute papers are usually done at the end of the day. Students can work individually or in
groups here. They must answer a brief question in writing. Typical questions posed by teachers
center around:

 Main point
 Most surprising concept
 Questions not answered
 Most confusing area of topic
 What question from the topic might appear on the next test

Without formative assessments, the first indication that a student doesn’t grasp the material is
when they fail a quiz or a test. An innovative formative assessment strategy like this can take
failure out of the classroom.

Creative Extension Projects

Students can create a large scope of projects to demonstrate comprehension. Quick projects
help them apply the higher-order levels of Bloom's Taxonomy. These don't have to be big and
complicated. They can take a day, a half-day, or even an hour. Here are some extension ideas
for quick projects:

 Create a poster or collage illustrating the subject matter

 Record a rehearsed skit or podcast discussing the topics covered
 Build a diorama about the subject and create a narrative behind it
 Let students design their own flashcards to test each other with
 Keynote presentations made by students on the topic

https://www.wabisabilearning.com/blog/formative-assessment-examples
2 INNOVATIVE SUMMATIVE ASSESSMENT TOOLS

Ed-Tech games

Now more than ever, students are growing up saturated with smartphones, tablets, and video
games. That’s why educators should show students how to use technology in the classroom
effectively and productively.

More and more educators are bringing digital tools into the learning process. Pew Research
Center surveyed 2,462 teachers and reported that digital technologies have helped in teaching
their middle and high school students.

Some of the findings were quite eye-opening:

 80% report using the internet at least weekly to help them create lesson plans
 84% report using the internet at least weekly to find content that will engage students
 69% say the internet has a “major impact on their ability to share ideas with other
teachers
 80% report getting email alerts or updates at least weekly that allow them to follow
developments in their field
 92% say the internet has a “major impact” on their ability to access content, resources,
and materials for their teaching
  67% say the internet has a “major impact” on their ability to interact with parents and
57% say it has had such an impact on enabling their interaction with students

Take Prodigy, for example. Over 50 million students, teachers, and parents are using the free,
curriculum-aligned math game for 1st to 8th Grade. Regarding student assessment, you can use
this free math app for standardized test prep

Podcast

Have your students create a five to 10-minute podcast episode about core concepts from each
unit. This is an exciting option because it can become an ongoing project.

Individually or in groups, specific students can be in charge of each end-of-chapter or -unit

podcast. If your students have a cumulative test towards the end of the year or term, the
podcast can even function as a study tool they created together.

Credit: Brad Flickinger

You can use online tools such as Record MP3 Online or Vocaroo to get your class started!

https://www.prodigygame.com/blog/summative-assessment/