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    M3L2

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    Miles Benedict Soriao
    This document provides an overview of assessment as learning and the roles of teachers and students in this process. It discusses that assessment as learning supports active student involvement and defines the teacher's role as a guide helping students monitor their own learning. The student's role is to own their learning by assessing their understanding, adjusting as needed, and demonstrating metacognitive skills like self-reflection. Examples are provided of how teachers can implement assessment as learning, such as having students set goals and provide peer mentoring, as well as how it benefits students to develop independent learning skills.

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    M3L2

    Uploaded by

    Miles Benedict Soriao
    15 views10 pages
    This document provides an overview of assessment as learning and the roles of teachers and students in this process. It discusses that assessment as learning supports active student involvement and defines the teacher's role as a guide helping students monitor their own learning. The student's role is to own their learning by assessing their understanding, adjusting as needed, and demonstrating metacognitive skills like self-reflection. Examples are provided of how teachers can implement assessment as learning, such as having students set goals and provide peer mentoring, as well as how it benefits students to develop independent learning skills.

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    This document provides an overview of assessment as learning and the roles of teachers and students in this process. It discusses that assessment as learning supports active student involvement and defines the teacher's role as a guide helping students monitor their own learning. The student's role is to own their learning by assessing their understanding, adjusting as needed, and demonstrating metacognitive skills like self-reflection. Examples are provided of how teachers can implement assessment as learning, such as having students set goals and provide peer mentoring, as well as how it benefits students to develop independent learning skills.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    15 views10 pages

    M3L2

    Uploaded by

    Miles Benedict Soriao
    This document provides an overview of assessment as learning and the roles of teachers and students in this process. It discusses that assessment as learning supports active student involvement and defines the teacher's role as a guide helping students monitor their own learning. The student's role is to own their learning by assessing their understanding, adjusting as needed, and demonstrating metacognitive skills like self-reflection. Examples are provided of how teachers can implement assessment as learning, such as having students set goals and provide peer mentoring, as well as how it benefits students to develop independent learning skills.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 10

    Module No.

    and Title Module 2: Assessment as Learning

    Lesson No. and Title Lesson 2: The Role of Teachers and Students in Assessment
    As Learning

    Learning Outcomes At the end of this lesson, you should be able to:

    a. define the roles of the teacher and the student in


    assessment as learning
    b. cite examples of assessment as learning

    Time Frame This lesson is intended for 2 sessions (2 hours).

    Introduction Hi, student! Welcome to Module 2 - Lesson 2: The Role of


    Teachers and Students in Assessment As Learning. This
    assessment model supports the view of today’s learners as actively
    involved in the learning process. Students are educated on the
    purpose of assignments and the outcomes they are trying to
    achieve. Black and William argue that student self-assessment is
    often accurate and honest; however, it is problematic when
    students do not have a "sufficiently clear picture of the targets that
    their learning is meant to attain." (Black and William, 2001, p. 6-
    7). Hence the teacher and the student both have critical roles in
    understanding learning outcomes and modifying learning in
    Assessment as Learning.

    Activity Activity 1 Situational Analysis

    In this activity, you are tasked to think of a solution that will help
    you as a teacher to understand your students and how will you
    improve the situation if not totally solve the problem.

    1. Teacher John presented his learning outcomes to the


    student in Algebra. Most of his students dit not understand
    it. Thus, most of them failed in first assessment.

    2. Paul a student of teacher John, compiled all quizzes and


    tasks of their class as a requirement. He submitted the
    compilation project to his teacher without even have a time
    to look for it. On the final exam, he failed because he was
    not able to monitor that all his quizzes are failing.

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    73
    Analysis Let us now check how you examined the situations presented
    above.

    QUESTIONS ANSWERS
    1. What are the factors you
    have considered in the
    solutions you have come up?

    2. Why is it important to
    consider the factors you have
    mentioned above?

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    74
    3. What do you think are the
    assessment that will be done to
    ensure that the student learning
    outcomes will be met?

    Abstraction Now let us discuss the roles of the teacher and student in
    assessment as learning…

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    75
    Teacher
    Ensuring assessment methods are appropriate and the purpose is
    clear to students ensures quality and fair assessment practices as
    per the Principles for Fair Student Assessment in Canada (1993).
    Beyond choosing the learning outcomes to be covered, the
    activities to follow and the assessment methods, in
    Assessment as Learning, the teacher engages the students in this
    process.

    In Assessment as Learning, the teacher is a guide, “Giving them


    [students] the tools to undertake their own learning wisely and
    well.” (WNCP, p. 42) Students learn to monitor their own learning
    and make adaptations as required. In addition to monitoring
    learning and guiding instruction through assessment for learning,
    the teacher is assessing the students’ ability to assess themselves
    as they learn how to assess their own learning.
    Teachers can follow the following model in order to practice
    Assessment as Learning in their classroom: (adapted from
    WNCP, p. 42-43)

    1. Discuss the learning outcomes with the students


    2. Create criteria with the students for the various tasks that
    need to be completed and/or skills that need to be learned or
    mastered
    3. Provide feedback to students as they learn and ask them
    guiding questions to help them monitor their own learning
    4. Help them set goals to extend or support their learning as
    needed in order to meet or fully meet the expectations
    5. Provide reference points and examples for the learning
    outcomes
    Teachers are also responsible for ensuring that students have a
    learning environment in which they feel comfortable and safe to
    learn as well as have ample time to practice what is being taught.

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    76
    Project WRITE XI: Assessment of Learning 1 - Coursepack
    77
    Student
    Beyond completing the tasks assigned to them by their teacher,
    students move from the passive learner to an active owner of their
    own learning. Initially, with teacher guidance and tools, students
    learn to monitor if they have understood the learning outcome
    being explored and the metacognitive process. Once the
    metacognitive skills have been acquired, students can
    independently adjust their learning accordingly and demonstrate
    the “self-reflection, self-monitoring and self-adjustment.” (WNCP,
    2006, p.85) Extensive and relevant modeling in the questions
    below can help students reach this point:

    Monitoring Metacognition (Protocol adaptation of Shraw,


    “Promoting General Metacognitive Awareness” in WNCP)

    1. What is the purpose of learning these concepts and skills?


    2. What do I know about this topic?
    3. What strategies do I know that will help me learn this?
    4. Am I understanding these concepts?
    5. What are the criteria for improving my work?
    6. Have I accomplished the goals I set for myself?
    Classroom Examples

    Literacy Mentoring Among Students


    Teacher Mike and her fellow teachers at Pag-asa Elementary
    School used Assessment as Learning as a tool to review reading
    strategies and metacognitive skills in reading for grade 4/5
    students and to have them in turn, mentor grade 1 students.
    Through the process, "Both sets of students learned to clarify their
    thinking, and were using similar language to describe their
    learning processes." The grade 4/5 students became adept at using
    both teacher-created criteria and their own criteria and were able
    to mentor grade 1 students through the process. Koehn observed
    that, "They [grade 4/5 students] naturally began each lesson with
    a stated learning intention."

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    78
    Project WRITE XI: Assessment of Learning 1 - Coursepack
    79
    Attendance Procedures
    The Bagum-Buhay National High School suggests having students
    record their own attendance as late or absent on a class posted
    list. The teacher would have continued discussions around class
    expectations for attendance and the impact of tardiness or being
    absent on learning. Students will then have continual opportunities
    to reflect upon and make changes to their attendance and
    punctuality.

    Physical Education Work Habits


    Teacher Kyle’s rubrics in Physical Education concerning work
    habits in Physical Education can help clarify teacher expectations
    and increase students' abilities to self-monitor thus developing
    their metacognitive skills. This also serves the dual purpose of
    making a class that is sometimes stressful and unmanageable more
    ordered and manageable.

    E-Portfolios
    An Electric Portfolio encourages "self-guided learning" according
    to Tuttle (2007). Students start with an understanding of the
    outcomes to be met throughout the year or term and then gather
    evidence of learning throughout the term to complete a finalized
    digital project. This ability to select the assignments that best
    demonstrate their abilities in a given area demonstrate the

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    80
    metacognition necessary for Assessment as Learning. Tuttle
    reinforces this argument by stating, "Self-assessment becomes a
    regular part of learning as students frequently select or reevaluate
    which of their work is the best evidence of their skills and strive to
    create even better evidence in future assignments."

    Application Activity 2 Assessment Tasks

    1. Create a Venn-Diagram that compares and contrast the


    role
    of
    the

    teacher and student in assessment as learning.

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    81
    2. Make a concept map on how can you as a student monitor

    your own learning progress.

    Closure Congratulations! You have successfully completed the last lesson


    of the Module 3. Good luck and Hope you would be ready to talk
    about ASSESSMENT FOR LEARNING in Module 4

    References

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    82

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