LEARNING EPISODE 5

Assessment for Learning and Assessment as Learning

(Formative Assessment)

OBSERVE

1. Observing Assessment FOR Learning Practices (Formative Assessment)

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 Tall Total

y
1. Do you have any question? V 5
2. Did you understand the topic? V 5
3. Can you explain base on your opinion? VII 7
4. Illustrate what have you learned from the topic? IV 4
5. Give me example? VIII 8
6. Determine what it mean? III 3
7. Reflect the topic to our daily life? IV 4

What Teacher Did Tall Total

y
1. Varying types of question III 3
2. Asking non- directed question IV 4
3. Rephrasing III 3
4. Calling non-volunteer VII 7
5. Asking open-ended question V 5
6. Direct collaboration IV 4
7. Sequencing logically III 3

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

 Yes, at every point of discussion if there is missed out idea that is being delivered.

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

 The way students ask question or clarification the more briefly the teacher widely explain
and deepen his patient to explain.

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

 The teacher response with an answer to the question to give further clarification and
present again the lesson for further explanation base on their understanding.

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

 Yes, every point of discussion the teacher always asked question to the students if there is
clarification, to further discuss or explain in order to comprehend the discussion.

6. If she found out that her/his 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-teach-one (Students paired with one another)

_______Teacher gave a Module for more exercises for lesson mastery

_______ Others, please specify: “the teacher asked question individually to the students.”

ANALYZE

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

 Formative assessment teacher tends to look for results in the progress of the teaching, due
to the complexity it makes the assessment irrelevant for the student to understand that is
why teacher must try to find out or even monitor the student during discussion.

8. Why is not enough for a teacher to ask ‘Did you understand, class? When he’she intends
to check on learners’ progress?

 It is not enough to know if there is truly a learning in progress in the students’ cognitive
level that’s why teacher need to employ assessment to ensure the affective, skills and
abilities of the students from the learning occurred during the discussion of the lesson.

9. Should teacher record results of formative assessment for guiding purposes? Why or why
not?

 If its for grading purpose to get the answer the learning outcomes or objectives of the
lesson is achieve then that the very reason why formative assessment is being recorded in
the first place.

10. Based on your observations, what formative assessment practices worked?

 The practice of asking question and individually calling their names gives perspective
what they must learned during discussion or interaction.

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

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

INDIVIDUAL OUTPUT

 REFLECT

 Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.
 The analogy of formative assessment as "tasting the soup while cooking" captures the
essence of its proactive and ongoing nature in the learning process. Much like a chef
periodically tastes the soup to adjust favors and ensure a delicious outcome, formative
assessment allows teachers to gauge student understanding in real-time. It enables
 educators to identify and address misconceptions, adjust teaching strategies, and provide
timely feedback, fostering a dynamic and responsive learning environment. Just as a
chef's continuous adjustments enhance the final dish, formative assessment contributes to
the overall success of student learning by shaping and refining their understanding
throughout the educational journey.

 Should you record results of formative assessment? Why? Or why not?

 Recording results of formative assessments can be beneficial for both teachers and
students. While formative assessments are primarily designed for ongoing feedback and
adjustment during the learning process, keeping records allows educators to track
individual and overall class progress over time. This documentation aids in identifying
persistent challenges, understanding trends in student comprehension, and tailoring
instructional approaches accordingly. For students, having a record of their formative
assessments provides valuable feedback on their learning journey, helping them
recognize areas of strength and areas that may need further attention. However, it's
important to emphasize that these records are typically not used for grading but rather for
informative purposes to enhance the learning experience.

Observing Assessment AS Learning Practices (Self-Assessment)

TARGET Your Intended Learning Outcomes

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

 demonstrate knowledge of the design and use of self-assessment; and

 explain the importance of self-assessment

REVISIT the Learning Essentials

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

 It is the use of an ongoing 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
adjustment 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

GROUP OUTPUT

OBSERVE

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

Teacher My observation
1. Did the teacher provide Yes, base on my observation the teacher would tend to
opportunities for the leaners to tell the students to share what they have learned in the
monitor and reflect on their own discussion base on their understanding, and would often
 learning? ask them to construct an essay of reflecting on the lesson
that they have learned.
2. What are proofs that students Well, oftentimes they understand and reflect on the
were engaged in self-reflection, lesson that they learned and then monitor themselves to
self-monitoring and self- what they have learned in other skills to develop or
adjustment? adjust on a certain part or level of their abilities and skills
in more complex knowledge.
3. Did students record and report For me they recorded the lesson that was being discuss in
their own learning? the session for their references and for further
clarification of the topic in support of their studies.
4. Did teacher create criteria with Yes, every time there is a discussion of meeting it
the students for tasks to be include the criteria or rubrics to be followed in the
completed or skill to be learned? activities to be executed.

ANALYZE

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

 I agree, every assessment is design to observe if there is an impact in learning skills of the
students to which it determines the skills and abilities that the students have the potential
to attain or improve a certain term for them to engaged in much complex knowledge and
experience.

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

 For me there is potential that it has the same purpose for both assessment as learning and
assessment for learning because assessment for learning focuses on the strategies and
methods that is going to be implemented in the fields of discussion whiles constantly
attaining feedback for them to monitor if the students is truly learning or their something
that they have learned the same thing as to assessment for learning is a self – assessment
to which students assess themselves reflect on their understanding of the lesson to which
they will know if there is something that they have attain or something that they need to
improve.

INDIVIDUAL OUTPUT

 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?

Assessments in school are not just about giving grades; they're also there to help us learn better.
In my own experience, these assessments have let me take a good look at how I'm doing in my
learning. When I complete tasks, I can see how well I've done by comparing it to certain
standards. We also have to keep journals for some subjects, and at the end of the term, we put
together a collection of our work. All of this has had a big impact on my learning because it
shows me what I've actually learned and where I stand in my learning journey. It helps me see
how I'm progressing, make changes if needed, and work towards being successful in my
learning.
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 5- Assessment for Learning and Assessment 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__________________________________Date Submitted____________
Year and Section____________________________________Course_____________________

___________________________________ ______________
Signature of FS Teacher above Printed Name Date