OBSERVE, ANALYZE, REFLECT

Activity 12.1 Observing Assessment FOR Learning Practices (Formative Assessment)

Resource Teacher: Mrs. Geraldine O. Angus Teacher's Signature: ____________ School: ZSNHS

Grade Year Level: Grade 7- Violet Subject Area: Filipino 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

Okay class, we have a new topic to be
tacle today.

Please listen carefully.

2. Did the teacher ask the class “Did you understand?” If she did, what was the class response?
Answer: Yes, the teacher ask the class if they understand the topic she/he discuss. The
response of the students simply says “Yes maam, we understand.

3. Did the students make the teacher feel or sense they did not understand the lesson or a
part of the lesson? How?
Answer: Yes, the students make the teacher feel or sense that they did not understand
the lesson or a part of the lesson by not giving the answer of the question’s that their
teacher gives.

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

Answer: The teacher will explain and discuss more on the part of the lesson that the
students did not understand.

1|Field Study
 5. Were the students given the opportunity to ask questions for classification? How was this
done?
Answer: To facilitate this, teacher often allocate time during the session for questions, either
periodically throughout the lecture or at the end of the session. Alternatively, instructors may
encourage students to ask questions during the session by inviting them to raise their hands or
submit questions through a digital platform if available.
In more interactive settings, instructors might employ techniques like small group discussions,
think-pair-share activities, or online forums where students can pose questions and engage in
dialogue with their peers and the instructor.
The exact method used depends on various factors such as the size of the class, the subject
matter, and the instructor's teaching style. But the overarching goal is to create an environment
where students feel comfortable asking questions and have opportunities to deepen their
understanding through active participation.
6. If she found out that her/his lesson was not clearly understood, what did the 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-teach-one (Students paired with one another)
_____/____ Teacher gave a Module for more exercises for lesson mastery
_____/____ Teaching did re-teaching

7. If she engaged himself/herself in re-teaching, how did she do it? Did he/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|Field Study
 ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she intends to
check on learners’ progress?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Should teacher record results of formative assessment for grading purpose? 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
than teacher himself/herself doing re-teaching or tutoring?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
6. Could an unreasonable number of failures at the end of the term/grading period be
attributed to the non-application of formative assessmen? Why or why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

REFLECT

3|Field Study
  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?

4|Field Study
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

5|Field Study
OBSERVE, ANALYZE, REFLECT
Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)

Resource Teacher: Mrs. Geraldine O. Angus Teacher's Signature: ____________ School: ZSNHS

Grade Year Level: Grade 7- Violet Subject Area: Filipino Date: ________________

OBSERVE
Observe a class and find out that reflect assessment as learning. Record your observations.

Teacher My Observation

1. Did teacher provide opportunities

for the learners to monitor and
reflect their own learning?

2. What are proofs that students

were engaged in self-reflection, self-
monitoring and self-adjustment?

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 learned?

ANALYZE

6|Field Study
 1. If the student is at the heart of all assessment, then all assessment should support students
learning. Do you agree? Why or why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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

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

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection

7|Field Study
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 3 Focus on Gender, Needs, Strenghts, Interests, Experiences
Language, Race, Culture, Religion, Socio–economic Status, Difficult Circumstances, and Indigenous Peoples.
Learning Outcomes: describe the characteristics and needs from diverse backgrounds ∙Identify the needs of students with
different levels of abilities in the abilities ∙Identify best practices in differentiated teaching to suit the varying learners
needs in a diverse class (PPST 3.1.1) ∙Demonstrate openness, understanding, and acceptance of the learners’ diverse
needs and backgrounds.
Name of FS Student: Anie Jane Abalde Buton Date Submitted: ______________
Year & Section: BSED 3-FILIPINO Course: BSED Filipino
Learning Excellent Very Satisfactory Satisfactory Need Improvement
Episode 4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation questions/tasks observation questions/tasks not observation questions/
Sheet completely answered/ questions/tasks not answered tasks not
accomplished. answered/accomplished. /accomplished. answered/accomplished.

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

Reflection Supported by what were Clear but lacks depth; Not so clear and Unclear and shallow;
observed and analyzed supported by what were shallow; somewhat rarely supported by what
observed and analyzed supported by what were were observed and
observed and analyzed analyzed

Learning Portfolio is reflected on Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected
Artifacts in the context of the the context of the learning on in the context of the on in the context of the
learning outcomes; outcomes. Complete; well learning outcomes. learning outcomes; not
Complete, well organized, very relevant Complete; not complete; not organized,
organized, highly to the learning outcome organized. Relevant to not relevant
relevant to the learning the learning outcome
outcome
Submission Submitted before the Submitted on the deadline Submitted a day after Submitted two (2) days
deadline the deadline or more after the deadline
Over-all Score Rating:
COMMENT/S
(Based on

Transmutation)

TRANSMUTATION TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-

8|Field Study
 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

SHEERIA MYLEN WONG LUNA _________________

Signature of FS Teacher above Printed Name Date

9|Field Study