Field Study 2 (Educ 4142)

Module 3: Assessing Learners Performance

Student Learning Outcomes:

✔ Explain the use of assessment activities

✔ Create a learning plan (IPP format) with an assessment timeline

Expected Outputs:

1. IPP Learning Plan with assessment timeline

2. Observation Report
3. Daily Time Record (DTR)
4. Journal Entry (Blogging my journey)

5. Supplemental Reading:

Pre-observation Task

1. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/
assessment/approaches
2. https://assessment.tki.org.nz/Assessment-for-learning/Principles-of-assessment-for-learning
3. http://cmrweb.gfps.k12.mt.us/uploads/2/7/3/6/27366965/formative_assessment_ppt.pdf

Group Work

1. Create a concept map to illustrate the relationship of the three approaches of assessment (for,
as, of)

Field Study 2 Module 2: Classroom Management | Page

 hehehuhuhu basta diba po ma’am sa school year po mag start man talaga yan may nakalatag na
outcomes and standards na need i meet so si teacher po naga conduct class tas gabigay formative
activities and assessment kay para ma guide ang bata ba sa pag attain sa learning goals tas at the same
time ma inform niya ang kanyang self if okay ba ang kanyang teaching strats hence assessment for
learning. tapos po may mga activities rin po at the same time whereby ang students kay iassess nila self
nila… through assesssing themselves mamonitor nila where sila and this and that para maka adjust sila
ba along the way hanggang sa periodical exam and pt week na. dun na po yung mga matataas na exams
tapos pts na mag test then attest sa depth ng kanilang learning <333 HSHAHAHAHAHAHAHA 100 na ni
oy !!

At the beginning of each school year, teachers design their course outlines and/or learning plans
based on the Outcomes and Standards that are indicated in the curriculum guide. Thus, in every class
that teachers conduct, they provide formative assessments—also known as assessments for learning—
to guide and assist the students with the learning process. Essentially, these formative activities are
intended to help students attain the learning goals. At the same time, the data gathered from these
activities inform the teacher about the gaps in knowledge that should be addressed, which helps them
modify their teaching strategies accordingly.

Along with the formative assessments that students need to complete, they also perform self and
peer assessment to evaluate their own learnings. This is called assessment as learning, where students
get to monitor their own performance using assessment tools such as self-completed checklists, peer
evaluation forms, and many more. Through these activities, they can also take ownership of their learning
as they prepare themselves for the next type of assessment.

Lastly, assessment of learning pertains to the summative assessment that students need to
complete at the end of the term. These assessments attest to the depth of the students’ learning and
informs the teacher about their overall knowledge. Hence, as explained in the concept map, the
relationship between the three approaches of assessment can be described as cyclical, in a sense that
they inevitably lead to each other in an endless cycle for the entire academic year.

2. Give the importance of:

a. Assessment for learning

The importance of assessment for learning lies in its ability to gather important
information about the students’ understanding of a topic. Also known as ‘formative
assessment,’ assessment for learning allows teachers to see if there are any concepts
that students find difficult to understand, as well as the gaps in knowledge that need to be
addressed.Through assessment for learning, teachers can also provide effective
feedback that students can use to improve their outputs. Most importantly, assessment
for learning provides clear evidence of where the students currently stand, which allows
teachers to adjust their teaching strategies accordingly.

b. Assessment as learning

Assessment as learning signifies the students as the main actors behind their learning
through self-initiated introspection, monitoring, actual practice, and peer-assessment. Its
importance lies in the fact that it provides students with opportunities to take ownership of
their learning as they examine their own performance. This is done through the utilization
of different self and peer assessment tools, where students can evaluate and assess
each other’s outputs. It also entails a lot of reflection on their part as they make use of the
feedback from both their peers and the teacher to improve their work.

c. Assessment of learning

Assessment of learning, also known as summative assessment, assists teachers in

evaluating student achievements against learning goals and standards using evidence of

Field Study 2 Module 2: Classroom Management | Page

 student learning. It gives evidence of achievement for grading and ranking, as well as
feedback for students to help them better their own learning. The data gathered from
summative assessments can be used to plan and modify instructional strategies for the
students’ proceeding classes.

Observation Task

As you observe your Resource Teacher’s activities, record the following:

Date Grade Subject & Assessment Activities S- A- Purpose of

Level Lesson mode mod Assessment
Topic () e
()
WEEK 1 (SEPTEMBER 15-21)
September Review and Orientation: Assessment
15 Quarter that Was (Essay) for Learning
September Introduction to Assessment
16 Argumentative Essay for Learning
(Textual Info, Video, and
Essays)
September English - Argument Wars Assessment
17 10 Argumentativ for Learning
e Essay
Guided Generalization 1 Assessment as
Learning

Words to Live By Assessment

for Learning
September Required Pre-Action: Assessment
20 Graphic Organizer for Learning
WEEK 2 (SEPTEMBER 22-29)
September Mapping your Claims, Assessment
22 Reason, and Evidence for Learning
Comprehension Check Assessment
for Learning
September English - Guided Generalization 2 Assessment as
23 10 Argumentativ Learning
e Essay Exit Slip Assessment as
Learning
September Jamboard Reflection Assessment as
27 Learning

Enabling Task 1 Assessment

for Learning
WEEK 3 (SEPTEMBER 30-OCTOBER 11)
September As A Matter of Fact Assessment
30 (Essay) for Learning
October 4 Me Against The World Assessment
(Essay) for Learning

10 English - Understanding Bias and Assessment

Argumentativ Prejudice (Essay) for Learning
October 6 e Essay The Great Debate (Essay) Assessment
for Learning

Field Study 2 Module 2: Classroom Management | Page

 Guided Generalization 3 Assessment as
with unit Insight Learning
October 7 Required Pre-Action 2: Assessment
Full Blown Essay for Learning

Exit Prompt: My Personal Assessment as

Take Away Learning
October 11 Enabling Task 2: Assessment
Argumentative Speech for Learning
Delivery
WEEK 4 (OCTOBER 12-OCTOBER 19)
October 14 Correction of ET 1 and ET Assessment
2 Outputs for Learning

Review Log Assessment

for Learning

Evaluating Literature Assessment

for Learning

Enabling Task 3 Assessment

for Learning
October 18 10 English - Feedbacking for Enabling Assessment
Argumentativ Tasks 1 and 2 for Learning
e Essay
Evaluating Literature Assessment
Through Validity, for Learning
Adequacy, Accuracy and
Relevance
Lesson

Required Pre-Action 3: Assessment

Quiz on Argumentative for Learning
Essay
ONLINE QUARTER ASSESSMENT
October 20- Quarter Assessment or Assessment of
26 Exam Learning
No Date Yet Integrated Performance Assessment of
Tasks Learning

1. In the classes that you observed, which of the assessment approaches was done during your
class observation?

2. Interview your Resource Teacher about his/her assessment activities in an online class:

a. What assessment activities do they have for the following?

✔ S-mode or A-mode

✔ Period in the cycle (Day 1-5):

▪ Beginning

Field Study 2 Module 2: Classroom Management | Page

 ▪ Middle

▪ End

Note: Here is our basis in our attempt to appropriately identify which part in the cycle an
assessment belongs to.

Second Quarter Dates Weekly Lesson Cycle

Week 1 September 15 - 21 Beginning Day 1

Week 2 September 22 - 29 Day 2

Middle
Week 3 September 30 - Day 3
October 11

Week 4 October 12 - 19 Day 4

End
Examination Week October 20 - 26 Day 5

ENGLISH 10
Lesson on Argumentative Essay

Assessment Lesson Cycle Purpose of

Activities Assessment
Begin Middle End

Argument Wars Assessment for Learning

Guided Generalization 1 Assessment as Learning

Words to Live By Assessment for Learning

Jamboard Reflection Assessment as Learning

S Mode
Understanding Bias and Assessment for Learning
Prejudice

Required Pre-Action 2: Assessment for Learning

Full Blown Essay

Correction of ET 1 and ET Assessment for Learning

2 Outputs

Feedbacking for Enabling Assessment for Learning

Tasks 1 and 2

Reviews Assessment for Learning

Introduction to Assessment for Learning

A Mode Argumentative Essay
(Textual Info, Video, and

Field Study 2 Module 2: Classroom Management | Page

 Essays)

Required Pre-Action: Assessment for Learning

Graphic Organizer

Mapping your Claims, Assessment for Learning

Reason, and Evidence

Comprehension Check Assessment for Learning

Exit Slips Assessment as Learning

Enabling Task 1 Assessment for Learning

As A Matter of Fact Assessment for Learning

Me Against The World Assessment for Learning

Guided Generalization 2 Assessment as Learning

Guided Generalization 3 Assessment as Learning

The Great Debate Assessment for Learning

Exit Prompt: My Personal Assessment as Learning

Take Away

Enabling Task 2 Assessment for Learning

Evaluating Literature Assessment for Learning

Enabling Task 3 Assessment for Learning

Evaluating Literature Assessment for Learning

Through Validity,
Adequacy, Accuracy and
Relevance
Lesson

Required Pre-Action 3: Assessment for Learning

Quiz on Argumentative
Essay

Others

S Mode Examinations Assessment of Learning

Performance Task Assessment of Learning

b. What considerations did s/he have in choosing assessment activities for?

✔ S-mode or A-mode

✔ Period in the cycle (Day 1-5):

Field Study 2 Module 2: Classroom Management | Page

 ▪ Beginning

▪ Middle

▪ End

c. How would your RT describe the performance of their students in assessment

activities during S-mode or A-mode?

d. What does your RT like and not like about conducting S-mode or A-mode
assessment activities?

3. What have you learned from your RT’s experience?

4. Why do teachers need to have varied assessment activities?

Post Observation Task: Individual

1. Propose an Assessment Timeline for the reconstructed learning plan (FS 2 - Observation
#1).

✔ Beginning of lesson cycle (S-mode or A-mode) - context; day 1

✔ Middle of lesson cycle (S-mode or A-mode) - experience reflection day 2 and day 3

✔ End of lesson cycle (S-mode or A-mode) - action & evaluation - day 4 and 5

2. Provide the purpose of your assessment timeline:

✔ Beginning of lesson cycle (S-mode or A-mode)

✔ Middle of lesson cycle (S-mode or A-mode)

✔ End of lesson cycle (S-mode or A-mode)

Blogging my Journey: Journal Entry #6

Field Study 2 Module 2: Classroom Management | Page

 The reason why I am writing this is to grant myself a catharsis. If not for this, they would never
know how this week was all about feeling blessed. and the best FS group ever.

Field Study 2 Module 2: Classroom Management | Page