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Lesson 2.2. Assessment in Learning 1

This document discusses assessment as learning. It begins by explaining that assessment as learning focuses on students developing metacognitive skills to assess their own learning. It emphasizes assessment as an active process that occurs when students interact with new ideas. The learning outcomes are for students to become adept at monitoring their own learning and describing teacher roles in conducting assessment as learning. An example is provided of a teacher, Professor Alexander, who has students complete assessment records listing criteria and their learning, and uses the information to provide feedback and suggest next steps.

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Dexther Jalit
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98 views5 pages

Lesson 2.2. Assessment in Learning 1

This document discusses assessment as learning. It begins by explaining that assessment as learning focuses on students developing metacognitive skills to assess their own learning. It emphasizes assessment as an active process that occurs when students interact with new ideas. The learning outcomes are for students to become adept at monitoring their own learning and describing teacher roles in conducting assessment as learning. An example is provided of a teacher, Professor Alexander, who has students complete assessment records listing criteria and their learning, and uses the information to provide feedback and suggest next steps.

Uploaded by

Dexther Jalit
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Lesson 2: Purposes of Assessment

Lesson 2.2. Assessment as Learning

Introduction

You are tasked most of the time to do your course activities with less
supervisions of your professor in this time of pandemic. You are required to read
and study learning resources provided through your UVE all by yourself often.
In this situation, you must develop the skills to assess your own learning. That
is our topic in this lesson. Assessment as learning focuses on students and
emphasizes assessment as a process of metacognition (knowledge of one’s
own thought processes. It is an active process of cognitive structuring that
occurs when you interact with new ideas.
To come into the details of this lesson, you are now suggested to start.
Good luck.

Learning Outcomes
At the end of this lesson, you are expected to
 Become adept at personally monitoring what you learn to
make adjustments, adaptations, and even major changes in your
thinking.
 Describe the roles of teachers in conducting assessment as
learning.
Lesson 2: Purposes of Assessment

Let’s get started.


Tell me a story. Write a short paragraph about your experience when you had
your self-study on a particular topic you failed to grasp from your classmate’s class
reports.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Let’s think about it!


After writing your story. Try to reflect it by
answering the following questions:
1. What was my purpose of learning those topic
concepts and skills?

_______----______________________--

2. What did I know about that topic?

3. What strategies did I know that would help me learn that topic?
Lesson 2: Purposes of Assessment

4. Was I understanding those concepts?

5. What are the criteria for improving my work?

6. Have I accomplished the goals I set for myself?

Let’s explore.

Again, you are required to watch and listen the recorded lecture no. 3 by
your professor before you proceed to the next section of this lesson. Have Fun.
Lesson 2: Purposes of Assessment

Let’ do it.

Study the following scenario showing how


assessment as learning used in the class of Professor
Alexander. Discern his roles there by completing the
following table. (Adapted from Sutton, Assessment for
learning)

Professor Alexander is a technology teacher. He starts each new


piece of work by explaining how it connects with what students have done
before, and what, specifically, he wants the students to be able to do when
they’ve finished the unit.
At the end of the unit, each student completes an assessment record
that lists the criteria, trying to be specific about what they have learned and
with what they have had trouble. Professor Alexander adds comments to
reinforce and extend the student’s views. He and the class together suggest
a specific next step. The records are kept in the students’ folders so that
they are accessible to the teacher and to the students.

Planning Guide Roles of Professor Alexander


Why is Prof.
Alexander
assessing?

What is he
assessing?

What assessment
method does he
use?
Lesson 2: Purposes of Assessment

How does he ensure


quality in his
assessment
process?

How does he use the


information from this
assessment?

Closure

Congratulations! You are done with Assessment as


Learning. I am sure you are now prepared to proceed to the
last purpose of assessment, assessment of learning.

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