Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
FIELD STUDY
OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL
SCHOOL
BEEDENVIRONMENT
THE K TO 12 GRADING SYSTEM

FS 1

Observations of
Teaching-Learning in
Actual School
Environment
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL
Episode 12 Assessment FOR Learning and Assessment AS Learning (Formative
Assessment)

FIELD STUDY THE K TO 12 GRADING SYSTEM

Assessment FOR
Learning and
Assessment AS
Learning (Formative
Assessment)

SPARK Your Interest

Assessment is an essential part of the instructional cycle. The instruction

cycle consists of: l) setting the intended learning outcome/s, 2) selecting a
teaching methodology, strategy and activity that are aligned to the learning
outcome and topic whichFIELD are developmentally-appropriate
STUDY toActual
1 – Observations on Teaching-Learning in the School
learners and 1
Environment|

3) assessment itself. Assessment is the part of the instructional cycle that mgrocas
determines whether or not the intended learning outcome has been attained
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL
Episode 12 Assessment FOR Learning and Assessment AS Learning (Formative
Assessment)

FIELD STUDY THE K TO 12 GRADING SYSTEM

TARGET Your Intended Learning

Outcome

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 learners’
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 lessom 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 FIELD
if theSTUDY
lesson was understood
1 – Observations Actual School Environment| 2
while stillinteaching.
on Teaching-Learning

 Assessment for learning encourages peer assessment. mgrocas

 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL
Episode 12 Assessment FOR Learning and Assessment AS Learning (Formative
Assessment)

FIELD STUDY THE K TO 12 GRADING SYSTEM

OBSERVE, ANALYZE, REFLECT

Observing Assessment FOR Learning Practice

Activity 12.1 (Formative Assessment)

Resource Teacher: ___________________________________________________Teacher’s Signature: ____________

School: _________________ Grade/Year Level: __________________Subject: _______________Date: ____________

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

What Teacher Did Tally Total

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 3

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL
Episode 12 Assessment FOR Learning and Assessment AS Learning (Formative
Assessment)

FIELD STUDY THE K TO 12 GRADING SYSTEM

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

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

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

_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

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

6. If she found out that her lesson was not clearly understood , what did teacher do? Did you
observe any of these activities? Please check.

__________________Peer tutoring (Tutors were assigned by teacher to teach one or two classmates.
__________________Each-one-teacher-one (Students paired with one another).
__________________Teacher gave a Module for more exercises for lesson mastery.
__________________Teacher did re-teaching.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 4

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL
Episode 12 Assessment FOR Learning and Assessment AS Learning (Formative
Assessment)

FIELD STUDY THE K TO 12 GRADING SYSTEM

Others, please specify
_____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

7. She engage herself in re-teaching, how did she do it? Did she use the same teaching strategy?
Describe.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

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

ANALYZE

1. Why should a teacher find out if students understand the lesson while teaching is in
progress?
It is not better to do a once-and-for-all assessment at the completion of the entire lesson?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

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

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 5

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL
Episode 12 Assessment FOR Learning and Assessment AS Learning (Formative
Assessment)

FIELD STUDY THE K TO 12 GRADING SYSTEM

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

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

_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

5. For formative assessment, why is peer tutoring in class sometimes seen to be more effective
that teacher himself/herself doing the re-teaching or tutoring?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

6. Could an unreasonable number of failures at the end of the term/grading period be the
attributed to the non-application of formative assessment? Why or why not?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

REFLECT

 Formative assessment is tasting the soup while cooking. Reflect on this and write
your reflections.
 Should you record results of formative assessment? Why or why not?

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 6

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL
Episode 12 Assessment FOR Learning and Assessment AS Learning (Formative
Assessment)

FIELD STUDY THE K TO 12 GRADING SYSTEM

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.

Observing Assessment AS Learning Practices (Self-

Activity 12.2
Assessment)

Resource Teacher: ___________________________________________________Teacher’s Signature: ____________

School: _________________ Grade/Year Level: __________________Subject: _______________Date: ____________

TARGET Your Intended Learning

Outcome

At the end of this Episode, I must be able to:

 Demonstrate knowledge of the

FIELD STUDY design andonuse
1 – Observations of formative
Teaching-Learning assessment;
in Actual and
School Environment| 7
 Explain the importance of formative assessment. mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL
Episode 12 Assessment FOR Learning and Assessment AS Learning (Formative
Assessment)

FIELD STUDY THE K TO 12 GRADING SYSTEM

REVISIT the Learning

Essentials

 Assessment as learning means assessment is a way of learning.

 It is the use of an on-going 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 for the
learners to monitor and reflect on their own
learning?

2. What are proofs that students engaged in self-

reflection, self-monitoring and self-adjustment?

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 8

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL
Episode 12 Assessment FOR Learning and Assessment AS Learning (Formative
Assessment)

FIELD STUDY THE K TO 12 GRADING SYSTEM

3. Did students record and report their own

learning?

4. Did teacher create criteria with the students

for tasks to be completed or skill to learn?

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?

_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

2. Does assessment as learning have the same ultimate purpose as assessment for learning?

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 9

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL
Episode 12 Assessment FOR Learning and Assessment AS Learning (Formative
Assessment)

FIELD STUDY THE K TO 12 GRADING SYSTEM

_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

Reflect

The primary purpose of assessment is not to measure but to further learning. Reflect on your
personal experience of assessment in school. Were you given opportunities for self-assessment? If yes,
what was the impact on your learning?

SHOW your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis

3. My Reflection

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 12 - Assessment FOR Learning AS Learning (Formative Assessment)
Learning Outcome: Demonstrate knowledge of the design and use of formative assessment
Explain the importance of formative assessment

Name of FS Student: _______________________________________________________________________

FIELD STUDY 1 – Observations on Teaching-LearningDate Submitted:
in Actual___________________________
School Environment| 10
Year&Section: _____________________________________________________Course:_______________________________________________________________
mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL
Episode 12 Assessment FOR Learning and Assessment AS Learning (Formative
Assessment)

FIELD STUDY THE K TO 12 GRADING SYSTEM

NEEDS
LEARNING EXCELLENT VERY SATISFACTORY SATISFACTORY
IMPROVEMENT
EPISODES 4 3 2
1
All observation One (1) or two (2)
Three (3) observation Four (4) or more
ACCOMPLISHED questions/tasks observation
questions/tasks not observation questions/
OBSERVATION completely answered/ questions/tasks not
answered/ tasks not answered/
SHEET accomplished. answered/
accomplished accomplished.
accomplished

All questions were Questions were not Four (4) or more

All questions were
answered completely; answered completely; observation were not
answered completely;
answers are in depth answered; answers not
answers are clearly answers are not clearly
ANALYSIS and are thoroughly connected to theories;
connected to theories; connected to theories;
grounded on theories; more than four (4)
grammar and spelling one (1) to three (3)
grammar and spelling grammatical/spelling
are free from errors. grammatical spelling
are free from error. errors.
errors.

Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what supported by what shallow; somewhat rarely supported by what
REFLECTIONS
were observed and were observed and supported by what were observed and
analyzed analyzed were observed and analyzed
analyzed
Portfolio is reflected Portfolio is reflected
Portfolio is not
on the context of the on the context of the Portfolio is not reflected
reflected on in the
learning outcomes; learning outcomes. on in the context of the
LEARNING context of the learning
Complete, well- Complete; well- learning outcomes; not
ARTIFACTS outcomes. Complete;
organized, highly organized, very complete; not organized,
not organized, relevant
relevant to the relevant to the not relevant
to the learning outcome
learning outcome learning outcome
Submitted two (2) days
Submitted before the Submitted a day after
SUBMISSION Submitted on deadline or more after the
deadline the deadline
deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
71-
99 96 93 90 87 84 81 78 75 72
Below

_________________________________________ __________________________________
Signature of FS Teacher above Printed Name Date

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 11

mgrocas