FIRST CITY PROVIDENTIAL COLLEGE

Barangay Narra, Francisco Homes Subdivision, City of San Jose Del Monte, Bulacan
2st Semester, A.Y. 2021

Ep.10 Learning Assessment strategies

MY LEARNING ACTIVITIES:
OBSERVATION SHEET #1.1

Indicators of assessment FOR, OF and AS Learning

Resource Teacher: Ms. Princess Cabantungan

School: Saint Theresa School of Novaliches

Grade / Year Level: Gr.11

Subject Area: Physical Education

Date: January 22, 2021

ASSESSMENT FOR ASSESSMENT AS ASSESSMENT O

LEARNING LEARNING LEARNING

Write observed teacher Write observed teacher and Write observed t

activities that manifest student activities that manifest activities that m
assessment FOR Learning. assessment AS learning. assessment OF Learning

Generally, inside their online After class, students create Tests were given to
class there is slide that contains their reflection. This reflection students based on the l
set of question wherein consists of essays or simply a they’ve discussed. The
students choose subject-related
diary-like assessment where different varieties of ho
questions before a certain time
end, written in a piece of paper. they write what they have teacher assess her stu
Simply asking questions learned, what they are Oral recitation,
during discussion/before expecting to learn the next day presentation of given
starting was often done inside they have their subject, and paper-and-pencil tests.
online class. In that way, the finally, how are they going to
students will be more open to use what they have learned in
other possible learnings and
the real world-outside the
can share their ideas as well.
classroom.
 OBSERVATION SHEET # 1.2

Indicators of Assessment FOR, OF and AS learning

Resource Teacher: Ms. Claire Blanquiza

School: Ceilito High School

Grade/Year Level: Gr.10

Subject Area: Arts

Date: April 22. 2021

ASSESSMENT FOR ASSESSMENT AS ASSESSMENT O

LEARNING LEARNING LEARNING

Write observed teacher Write observed teacher and Write observed t

activities that manifest student activities that manifest activities that m
assessment FOR learning. assessment AS learning. assessment OF learning.

The teacher lectures about The teacher let the students At the end of the teachi
orthographic drawing, apply what they learn on the students work on how to
different use of tools and topic by following the steps in a different box given b
methods on how to draw an doing the orthographic teacher. It is an applicat
orthographic drawing. During drawing. what they had learn abo
the discussion, the teacher ask lesson.
questions regarding the past
lesson and on what they know
about the lesson. The teacher
also ask the students to
demonstrate the different steps
in drawing an orthographic
drawing on the board. As the
lesson ends, the teacher asks
the students whether they
understand the lesson or not.
MY ANALYSIS:

1. Did you observe assessment practices for the three forms of assessment? Explain your answer.

Yes, I observe assessment practices in the three forms of assessment. In the way that the teacher
conduct a pretest and the posttest to the students. Students apply what they had learn and the students
assess their own work whether they did it correctly.

2. Are results of assessment OF learning affected by the observance/ implementation of

assessment FOR learning? Explain your answer.

Yes because in the assessment OF learning they usually apply what the student learn from the
teacher.

3. Based on your observation, to what extent is assessment AS learning (self - assessment)

practiced compared to assessment FOR (formative) and OF learning (summative)?

Compared to assessment ‘of’ learning and ‘as’ learning, assessment ‘as’ learning
is not often practiced. Assessment AS learning is the use of a task or an activity to allow
students the opportunity to use assessment to further their own learning. Self and peer
assessments allow students to reflect on their own learning and identify areas of strength
and need.

4. Which phrase refers to assessment FOR learning? Assessment OF learning? Assessment AS

learning?

DepEd order No. 8, s. 2015 states: “Assessment is a process that is used to keep
track of learners’ progress in relation to learning standard to promote self-reflection and
personal accountability among students about their own learning and to provide bases for
the profiling of student performance on the learning competencies and standards of the
curriculum.”
MY REFLECTIONS:

1. As a student, did you like assessment?

As a student, I like being assessed, my works and class standing. Teacher assess
students to see whether they’ve learned what they are expected to. Teachers can guide
students who weren’t able to grasp the lesson. Mostly students don’t like assessment.
Assessment has an innate impact to students especially when taking exams. For students have a
limited span of attention—elementary students.
2. As a future teacher Do student like assessment? Why or Why not?

As a future teacher, we really need to use different types of assessment in assessing our
learners. Students will like assessment in a different way. Some students like assessment because
it will motivate them and helps them evaluate their selves. But there are some students who see
assessment as a problem because it may be too hard for them to understand the essence of having
assessment.

3. What can you do to eliminate the students’ fear of assessment? Can frequent formative
assessment reduce if not eliminate fear of assessment?

Help students become comfortable. One of our tasks as future teachers is to help our students become
more comfortable with the idea of assessment. Because assessment often has a negative connotation
and is equated with tests, passing, failing and scores. Making students understand that assessment is
actually beneficial then it make the whole process easier.

4. Are you in favor of giving frequent formative assessments? Explain your answer.

Yes. Because the purpose of giving formative assessment is to monitor student learning and provide
ongoing feedback that can be used by instructors to improve their teaching and by students to improve their
learning. More specifically, formative assessments: help students identify their strengths and weaknesses and
target areas that need work.

5.Do you like the idea and practice of self - assessment? Why or Why not?

Yes. Assessment AS learning helps the learner to know if he or she is improving. Through self-
assessment or self-reflection, the learner will be able to motivate his/herself because he/she will be
able to know on what things he/ she’s not good with and with this kind of assessment, he/she can
evaluate his/her works and even his/herself.
MY LEARNING PORTFOLIO:
1. Distinguish assessment FOR, OF and AS learning by way of a graphic organizer.

Assessment FOR Learning

Students are encouraged to be more active in their
learning and associated assessment.

Assessment AS Learning
It is a use of a task or an activity to allow students the
opportunity to use assessment to further their own
learning.

Assessment OF Learning
Assist teachers to use evidence of sutdent learningto
assess students' achievement against learning goals and
standards.

2. Research on:
• 3innovative formative assessment activities and techniques to add to the usual
teacher questioning and observation techniques
• 2 innovative summative assessment tools that measure higher order thinking
skills.

Formative Assessment Activities & Techniques

1. Write it Down Have the students write down an explanation

of what they have understood. Read these
explanations to help inform your instruction,
and write comments on them (or discuss them
with the student) to give them feedback.

2. My Favourite No Assign students a warm up problem or two.

Hand out index cards to the students. Sort th
index into yes/no piles. Choose your favourite
no question response and analyse it as a class

3. Text Rendering Students read an informative tex

independently, highlighting or writing down
few sentence they find important, interesting
of note, or that give them an Ah ha! Moment
 Then, group the students and have each share
a sentence from text. Next, have each studen
pick and share a phrase from the sentence the
shared. Finally, each student will pick one
word from that sentence and share.

Have students then discuss if the words,

phrases and sentences they chose sum up the
main idea.

Summative Assessment Tools

1. Performance Task Students are asked to complete a task that wil

test a specific set of skills and/or abilities and
determine what the students knows and are
capable of doing. A rubric, checklist, or othe
form of scoring guide should accompany this
type of assessment.

2. Written Product Students are asked to write an original

selection. There are many written forms that
teachers can use to get students to write. In
addition, students may be asked to write abou
a previous activity such as a field trip or gues
speaker. Students may also be asked to creat
a piece of persuasive writing or a reflection
about their learning experience. A rubric,
checklist, or other form of scoring guide
should accompany this type of assessment.

Narrative Report
As a future educator I’ve learn that if you assess students learning you should
able to think about the skills of your students because everyone would have a different
learning perspective, different way of understanding and giving opinions regarding to
the lesson, and once for all one of the lesson that I learn on this episode is to valued the
things came from the teacher principle because teacher is the best tutor in every
assessment that the teacher/s perform

We must become aware of things that we do in terms of learning process, if we

want to support the understanding of the student we need to focus on the
assessment of their learning in this kind of situation we Peace on what we able to do on
the concepts on the learning that the students would be able to perform well in
different assessment we implement on a real classroom setting. In this episode I learn
about the proper using, designing of a test result according to teacher instruction itself.

Lastly, all these things should be guide in the right pathway and we make need to
make sure that student should attain the holistic learning for the improvement of
student that they can used this learning in their practical life or situation.

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