FIELD STUDY 1 LEARNING

EPISODE Assessment FOR

Learning and
Assessment AS

FS 1 Learning
( Formative
12 Assessment)

SPARK Your Interest

Assessment is an essential part of the Instructional cycle. The instruction cycle consist of
: 1) setting the intended learning outcome/s ,2) selecting or teaching methodology,
strategy and activity that are aligned to the learning outcome and topic which are
developmentally – appropriate to the learners and 3) assessment itself. Assessment is
the part of the Instructional cycle that determines whether or not the Intended Learning
Outcomes has been attained and so necessarily, the assessment task must be aligned to
the intended learning outcomes.

In a lesson on assessment, we can speak of assessment for learning, assessment of

learning and assessment as learning.

This episode will dwell on assessment for learning and assessment as learning.
Assessment for learning is referred to as formative assessment while assessment as
learning is referred to as 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 for formative assessment; and
 Explain the importance of formative assessment.

DISCOVER the Learning Essentials

 In Outcome – based Teaching/ Competency- based Teaching/ Teaching by objective,

we ensure that the intended outcome/ Competency/ Objective is attained at the
end of the lesson and so while we are still in the process of teaching we do check
learner’s understanding and progress.
 If we find out that the learner’s failed to understand prerequisite knowledge and
skills we reteach until learner master them . This is called FORMATIVE assessment,
assessment while the learners are being formed or taught. It is assessment in the
midst of instruction.
  Formative Assessment is also referred to as assessment for learning. Assessment
for learning simply means we do assessment to ensure learning.
 We do not wait for the end of the lesson to find out if learners understood the
lesson or
not because if it is only at the end of the lesson that we discover that the learner’s
did not understand the lesson, we have wasted so much time and energy teaching
presuming that everything was clear, only to find out at the end of the lesson that
the learner’s did not understand the lesson at all. This means that we have to
reteach from the very beginning, something that we could have saved ourselves
from doing had we give time to find out if the lesson was understood while still
teach .
 Assessment for learning encourages peer assessment.

OBSERVE, ANALYZE, REFLECT

Activity 12.1 Observing Assessment FOR Learning Practices ( formative

Assessment

Resource Teacher: EDNA S. SALVADOR Teacher’s Signature:__________ School: ELMIS

Grade/ Year Level : 10 11 & 12 Subject Area: Dressmaking/tailoring Date : ________

OBSERVE

1. Observe What teacher does or listen to what teacher say no to find out if the
student understood the lesson while teaching – learning is in progress.

What teacher said Tally Total

What Teacher did Tally Total

2. Did the teacher ask the class “ Did you understand ” ? If she did , what was the
class ’ response?
3. Did the students make the teacher feel or sense they did not understand the
lesson or part of the lesson ? How?
 4. If they did, how did the teacher respond?
5. We’re the students given the opportunity to ask questions for clarification? How
was this done ?
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

______ Teacher did are- Teaching

Others, please specify

__________________________________________________________________________

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 the 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. Why is not enough for a teacher to ask “ Did you Understand, class?” when he/she
intends to check on learner’s progress?
3. Should teacher record results of formative assessment for grading purposes? 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 the 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 assessment? Why or why not ?

REFLECT

 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 ?
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

Activity 12.2 Observing Assessment AS Learning Practices ( Self- assessment)

Resource Teacher: Edna S. Salvador Teacher’s Signature __________ School: ELMIS

Grade / Year Level: 10, 11 ,12 Subject Area: Dressmaking/ Tailoring Date: ________

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 use of ongoing self-assessment by the learners in order to monitor their owns
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.

OBSERVE

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

Teacher My Observation
1. Did teacher provide opportunities
for the learner’s to monitor and
reflect on their own learning?
2. What are proofs that the 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

1. If the student is at the heart of all assessment, then all assessment should support
student 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. We’re you given opportunities for
self-assessment? If yes, what was it’s impact on your learning?

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis
3. My Reflection

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1 Episode 12- 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 Jennefer V. Dignadice Date Submitted:___________

Year & Section: 4th Year HOME- ECONOMIC Course: BTLED

Learning Excellent Very Satisfactory Needs

Episode 4 Satisfactory 2 Improvement
3 1
Accomplished All One(1) to two Three (3) Four (4) or more
Observation observation (2) observation observation observation
Sheet questions/ questions/task questions questions tasks not
tasks not not answered/ tasks not answered/
answered/ accomplished answered/ accomplished.
accomplishe accomplishe
d d.
Analysis All questions All questions Questions Four (4) or more
were were answered were not observation
answered completely; answered questions were not
completely; answers are completely; answered; answers
answers are clearly answers are not connected to
with depth connected to not clearly theories; more than
and are theories; connected to four (4) grammatical
thoroughly grammar and theories; spelling errors.
grounded on spelling are free one (1) to
theories; from errors. Three (3)
grammar Grammatical
and spelling / spelling
are free from errors.
errors.
Reflection Profound Clear but lack Not so clear Unclear and shallow;
and clear; depth; and shallow; rarely supported by
supported supported by somewhat what were observed
by what what were supported and analyzed
were observed and by what
observed analyzed were
and observed
analyzed and
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is not
Artifacts reflected on reflected on in not reflected reflected on in the
in the the context of on in the context of the
context of the learning context of learning outcomes
the learning outcomes. the learning not complete; not
outcomes; Complete, well- outcomes. organized, not
Complete, organized; very Complete; relevant
well- relevant to the not
organized, learning organized,
highly outcome relevant to
relevant to the learning
the learning outcome
outcome
Submission Submitted Submitted on Submitted a Submitted two (2)
before the the deadline day after the days or more after
deadline deadline the deadline

COMMENT/S Over- all Score Rating ( Based on

Transmutation )

TRANSMUTATION OF SCORE TO GRADE/RATING

Scor 20 19- 17 16 15 14 13- 11 10 9 7-below
e 18 12
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3. 5.00
e 0 5
99 96 93 90 87 84 81 78 75 72 71-
below

IRENE A. ALONSABE LPT, MAT-TLE

Signature of FS Teacher above Printed
Name
Date
LINK Theory to Practice

1. The primary purpose of assessment is to ensure learning. Which assessment are

referred to ?
I. Assessment as learning
II. Assessment For learning
III. Assessment of learning
A. I, II, III
B. I and III
C. I and II
D. II and III
2. Research shows that when students help develop questions for an assessment,
and have a deeper understanding of what they are expected to learn before they
take the assessment , they take a greater responsibility of their own learning.
Which assessment is referred to ?
A. Assessment as learning
B. Assessment of learning
C. Assessment for learning
D. Assessment in learning
3. DepEd Order No.8, s, 2015 states, “ Assessment is a process that is used to keep
track of learners progress in relation to learning standards….., to promote self-
reflection and personal accountability among students about their own learning…
Which assessment are referred to by the DepEd memo?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I only
B. II and III
C. I and II
D. I, II and III
4. You check for understanding in the midst of your lesson . In which form /s of
assessment are you engaged?
A. Assessment as learning
B. Assessment for learning
C. Assessment of learning
D. Assessment of and for learning
5. Assessment FOR learning is on going assessment that allows teachers to monitor
students on a day- to – day basis and modify their teaching based on what the
students need to be successful. Is the statement TRUE?
A. Yes
B. No
C. Somewhat
D. TRUE except the clause after end
6. In develops and supports students’ metacognitive skills. Which is referred to ?
A. Assessment as learning
 B. Assessment for learning
C. Assessment of learning
D. Assessment of and for learning
7. Which form of assessment is crucial in helping students become lifelong learners?
A. Assessment of learning
B. Assessment for learning
C. Assessment as learning
D. Assessment in learning
8. Which is characterized by students reflecting on their own learning and making
adjustments so that they achieve deeper understanding?
A. Assessment of learning
B. Assessment for learning
C. Assessment as learning
D. Assessment in learning
9. Which practices are required for assessment as learning to be effective?
I. Discuss the learning outcomes with the students.
II. Create criteria with the students for the various tasks that need to be
completed and/ or skills that need to be learned or mastered.
III. Provide feedback to students as they learn and ask them guiding questions
to help them monitor their own learning.
IV. Help them set goals to extend or support their learning as needed in order to
meet or fully meet the expectations.
V. Provide reference points and examples for the learning outcomes.

A. I, II and III
B. I , III, IV and V
C. III, IV, and V
D. I, II , III, IV and V
10. In which type of assessment are students expected to go beyond completing
the task assigned to them by their teacher and so students move form the passive
learners to active owners of their own learning?
A. Assessment as learning
B. Assessment for learning
C. Assessment of learning
D. Assessment in learning
11. Which assessment is likened to tasting the soup while in the process of
cooking the soup ?
A. Assessment of learning
B. Assessment for learning
C. Assessment in learning
D. Assessment as learning