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My Learning Episode Overview

This Episode introduces assessment FOR learning, assessment AS learning

and assessment OF learning.

Prepositions for, as and of mean a lot. They make a big difference in

assessment. Assessment FOR learning, assessment AS learning and assessment
OF learning have different purposes. You learned them in your subjects on
Assessment. In this episode, you will observe how they are applied in the
teaching-learning process.

My Map

To realize my Intended Learning Outcomes, I will work my way through these

steps.

Read My Learning Essentials.

1

Observe 2 classes, together with a partner, to see assessment practices with the
help of an Observation Sheet.
2

Analyze my observations with the use of guide questions.

3

Reflect on my observations and analysis.

4

Answer then LET-like test items.

5

Come up with the portfolio.

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 My Learning Activities

OBSERVATION SHEET No. 1.1

Indicators of Assessment FOR, OF and AS Learning
Resource Teacher: Marivic Bringino School: Balogo National High School
Grade/Year Level: 10 Subject Area: Filipino
Assessment FOR Assessment AS Assessment OF
Learning Learning Learning

(Assessment while
teacher teaches. (Assessment at the end
(Self-assessment)
Conduct of pretest and of teaching)
post-test are included.)
The students had an
The resource teacher
actual performance of the
The Resource teacher evaluate the
discussion in order to
assessed the progress performance of the
apply the learning
of the sudents and students and facilitate
outcomes of the
evaluates the the correct instructions
lesson/topic discussed.
effectiveness of the done by the students.
instruction..

OBSERVATION SHEET No. 1.2

Indicators of Assessment FOR, OF and AS Learning
Resource Teacher: Agnes Maritana School: Balogo National High School
Grade/Year Level: 9 Subject Area: Science
Assessment FOR Assessment AS Assessment OF
Learning Learning Learning

(Assessment while
(Assessment at the end
teacher teaches.
(Self-assessment) of teaching)
Conduct of pretest and
post test are included.)
The students have group The resource teacher
activity to perform on evaluate the students
The Resource teacher
classifying the living things through the group
was facilitating the
through identification activity perform by the
students through pre-
tasks. learners.
test examination while
discussing the topic.

My Analysis
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1. Did you observe assessment practices for the three (3) forms of
assessment? Explain your answer.

Yes, all assessment practices for the three forms of assessment was
observe, for “assessment for learning” , teacher perform progress monitoring
and evaluating the effectiveness of the instruction, for “assessment of
learning” there was a final quiz for all the topics that have been discussed and
for “ assessment as learning" the student had group activiy.
2. Are results of assessment OF learning affected by the
observance/implementation of assessment FOR learning? Explain your
answer.

For me, “assessment of learning” has a big effect in the implementation of

“assessment for learning”, because by the help of the assessment of learning
the teacher will be able to know what techniques or strategies he/she is going
to use for the next lesson.

3. Based on your observations, to what extent is Assessment AS learning

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

Assessment as learning was practiced so the students can have a

reflection on the things that they have learned. For them to know the things
that they are good and to know what are the things they lack and need as a
learner.

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 learner’s progress in relation to learning
standards…, 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.”

“Assessment is a process that is used to keep track of learner’s progress

in relation to learning standards” is referring to assessment “assessment for
learning”. And “to promote self-reflection and personal accountability among
students about their own learning” is for “assessment as learning”. And the
last phrase “to provide bases for the profiling of student performance on the
learning competencies and standards of the curriculum” refers to as
“assessment of learning”.

My Reflections/Insights
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1. As a student, did you like assessment? Do students like assessment?
Why or why not?

For students in high school, in my observation some didn’t like it and

others love it also. For students assessments have the ability to enhance their
learning.
As a student, assessment has a great help to me because it is helping me
assess and reflect on my capabilities. It also enable me to know what are my
strengths and weaknesses and what needs for improvement.

2. What can you do to eliminate students fear of assessment? Can

frequent formative assessment (Formative assessment) reduce if not
eliminate fear of assessment?

For me, to eliminate students fear of assessment, the teacher must give
activities that will get the interest of the students and will engage students
cognitive, psychomotor and affective skills.

3. Do you like the idea and practice of self-assessment (assessment AS

learning) why or why not?

Yes, because self-assessment can help the learners and the teachers to
know the things that they need to improve and they can apply for the next
lesson.

Integrating Theory and Practice 5

 Directions: Read the items given below and choose the correct answer.

1. Teacher Emma gave a True-false pretest on social justice. Based on the pretest
results, she taught her class social justice by correcting whatever wrong concepts
the students have and affirmed and expounded on their correct concepts. After
correcting their wrong concepts and affirming their correct answers, Teacher
Emma gave the class a post test. Among the forms of assessment explained,
which one/s did Teacher Emma do?
A. Assessment OF Learning
B. Assessment AS Learning
C. Assessment FOR Learning
D. Assessment FOR and AS Learning

2. The class was taught how to conduct an action research and was required an end-
of-the-term written research report. The class was taught how to do the research
report and was shown an Analytic Scoring Rubric for them to know how they will be
graded. The class took the Scoring Rubric as guide in the making of their research
report. They were all motivated to pass an excellent research report and as a group
checked now and then if they were true to the qualities of an excellent research
report as seen in the scoring rubric. What form of assessment is described?
A. Assessment OF Learning
B. Assessment AS Learning
C. Assessment FOR Learning
D. Assessment FOR and AS Learning

3. Teacher Julie sees to it that she checks for understanding as she teaches to ensure
that every student can follow the lesson. With what form/s of assessment is Teacher
Julie occupied with it?
A. Assessment OF Learning
B. Assessment AS Learning
C. Assessment FOR Learning
D. Assessment FOR and AS Learning

4. Teacher Grace is done with unit 1. She wants to know how well her students could
demonstrate the knowledge and skills targeted at the beginning of the Unit. Into what
form of assessment is Teacher Grace?
A. Assessment OF Learning
B. Assessment AS Learning
C. Assessment FOR Learning
D. Assessment FOR and AS Learning

5. Which assessment is/are used to determine grade of students?

I. Formative assessment
II. Summative assessment
III. Assessment of learning

A. II and III
B. I and III

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 C. I and II
D. I only

6. Which assessment leads students to become self-directed and independent

learners?

A. Formative assessment
B. Summative assessment
C. Assessment AS learning
D. Assessment FOR learning

7. Complete this analog. Formative assessment: Assessment for learning

Summative assessment: .

A. Assessment of learning
B. Assessment with learning
C. Assessment as learning
D. Assessment in learning

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 My Learning Portfolio

Distinguish assessment FOR, OF and AS learning by way of a graphic organizer.

Three (3) innovative assessment activities and techniques to add to the usual
teacher questioning and observation techniques.

Four Corners
This is a great way to encourage dynamic movement while learning multiple-
choice questions. Designate each corner of the classroom to represent A, B, C,
and D. Students go to the corner that they believe corresponds with the correct
answer.

Stop & Go Cards

Students create index cards with a large green marker circle on one side and red
on the other. If they are following along and understanding the lesson, the green
side of their card is upright and visible to you. When they do not understand
something and need clarification, they flip the card to show you the red side.

Twitter Board
Students summarize what was learned in a lesson using 140 characters. Pin small

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strips of paper to a poster or corkboard to resemble a Twitter feed.

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 My Learning Rubric

FIELD STUDY 5, EPISODE 1 – ASSESSMENT FOR LEARNING, ASSESSMENT AS

LEARNING AND ASSESSMENT OF LEARNING: HOW ARE THEY PRACTICED?
Focused on: Distinguishing among the 3 forms of assessments and Drawing concrete examples of
these forms of assessment

Name of FS Student: Mariefe C. Relano Date Submitted:

Year & Section: IV FILIPINO Course: BSED

Exemplary Superior Satisfactory Needs Improvement

Learning Episodes
4 3 2 1
All or nearly all Nearly all episodes Fewer than half of
All episodes were done
episodes were done were done with episodes were done; or
with outstanding
with high quality. acceptable quality. most objectives were
Learning Activities quality; work exceeds
met but need
expectations
3 2 improvement
4
1
All questions/ episodes Analysis questions Analysis questions Analysis questions
were answered were answered were not answered were not answered.
completely; in depth completely. completely.
answers; thoroughly Clear connection with Vaguely related to the Grammar and spelling
Analysis of the
grounded on theories. theories. theories. unsatisfactory.
Learning Episode
Exemplary grammar Grammar and spelling Grammar and spelling
and spelling. are superior. acceptable.
4 2 1
3
Reflection statements Reflection statements Reflection statements Reflection statements
are profound and clear; are clear, but not are shallow; supported are unclear and shallow
Reflections/ supported by clearly supported by by experiences from and are not supported
Insights experiences from the experiences from the the learning episodes. by experiences from the
learning episodes. learning episodes. learning episodes.
4 3 2 1
Portfolio is complete, Portfolio is complete, Portfolio is incomplete; Analysis questions
clear, well-organized clear, well-organized; supporting were not answered
and all supporting; most supporting documentations are
documentations are documentations are organized but are Grammar and spelling
Learning Portfolio
located in sections available and logical lacking unsatisfactory
clearly designated and clearly marked
4 locations 1
3 2
Submitted before the Submitted on the Submitted a day after Submitted two days or
Submission of
deadline deadline the deadline more after the deadline
Learning Episode
4 3 2 1
COMMENT/S
Over-all Score Rating:
(Based on
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 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

Signature of FS Teacher above Printed Name Date

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