Learning Episode 7

Assessing FOR, AS and OF Learning

Activity 7.1
Intended Learning Outcomes
At the end of this Learning Episode, you must be able to:
 distinguish among assessment for learning, assessment as learning and assessment of
learning
 cite ways of doing assessment for learning and assessment as learning
 explain the effect of assessment for learning and assessment as learning on summative
assessment.

PARTICIPATE AND ASSIST

Note: As you participate and assist your CT in doing formative assessment and in helping
students engage in self-assessment, please take note of what you are expected to give more
attention to as asked in the next step of this Learning Episode.
1. Assist your CT in the conduct of formative assessment.
2. Offer your assistance to students to engage in self-assessment through your CT.
Take notice of:
 the alignment of the different formative assessment tasks used with the learning
outcomes.
 the students’ participation, behavioral response, comments in the formative assessment
tasks.
 how the students assess their own progress
 your own feelings and thoughts as you assisted your CT:
- formulate the formative assessment tasks.
- administer formative assessment tasks.
ANALYZE
 Did the formative assessment tasks help students master what they were expected to
learn?

Yes. Through the formative assessment, students can reflect to what they need to focus
on and how they would master a specific lesson, or learn the specific lesson.
 Was students’ response to formative assessment exercises favorable or unfavorable?
Why?

Favorable. Since formative assessment would benefit them, then their response the these
should also be favorable.
 Did the conduct of formative assessment and self-assessment affect students’ attainment
of learning outcomes? How?

Yes. Through conduct of formative assessment, students can focus on what to study and
how it will be learned. By doing that, learning outcomes will surely be attained.

 What was the effect of students assessing their own progress on their motivation to learn?

It helped them to learn best way.

 How would attainment of learning outcomes be affected if there were no formative

assessments nor self-assessments?

Without these, students would only rely on what the teacher would tell. And they would
not also have focused in the topics that they need to work on to achieve learning.

Write Action Research Prompts

OBSERVE
1.One thing that went well in the development /use /administration of formative assessment tasks
(assessment for learning) is

The utilization of these for the students to learn more.

2.One thing that did not go very well in the development /use/administration of formative
assessment tasks (assessment for learning) is

There are students who still have not taken action in developing their studying.
3.One good thing observed in students’ self-assessment (assessment as learning) is

It will measure the students learning.

4.One thing in students’ self-assessment (assessment as learning) that needs improvement based
on what were observed is

The use of more items, and to utilization of a more student-friendly methods.

REFLECT
The formative assessment activities went well because

Because many of the students cooperated well in the formative assessment.

For the students, self-assessment worked because

It helped them to know where to study more.

For the students, self-assessment did not work because

I think because students do not realize the importance of self-assessment.

ACT
To ensure the formative and self-assessment processes serve their purpose, to help students learn,
I will learn from other’s best practices by researching on

What are the best assessment to be used in assessing the students learning.

PLAN
To help improve formative and self-assessment practices. I plan to conduct action research on

The most effective assessment tool for the students.

USING TRADITIONAL AND AUTHENTIC TYPES OF ASSESSMENT FOR

FORMATIVE AND SUMMATIVE PUPOSES

Activity 7.2
Intended Learning Outcomes
At the end of this Learning Episode, you must be able to:
 determine if an assessment task is aligned to the intended learning outcome.
 evaluate traditional and authentic assessment tasks in the light of the principles of test
construction.
 identify a problem related to traditional and authentic assessment for action research.

PARTICIPATE AND ASSIST

Note: You participate and assist your CT in giving traditional and authentic forms of assessment
for formative and summative purposes, please take note of what you are expected to give more
attention:
1. Clarify with your CT about the lessons for the week or better still study your CT’s lesson
plans for the week.
2. Ask your CT what you can do to assist him/her in the assessment phase of the lesson,
e.g., Contribute/formulate assessment tasks, supervise students as they do assessment
tasks.
Take note of:
 the alignment of the different assessment task/s both paper-and-pencil (traditional)
and non-paper-and-pencil tests (authentic) used to assess the learning outcomes.
 the quality of both traditional and authentic assessment tasks used (if constructed in
accordance with the principles of test construction/assessment task development).
 the students ‘comments/reaction/response/behavior while doing both traditional and
authentic assessment tasks.
 the CT’s comments/reaction/response/behavior while giving both traditional and
authentic assessment tasks.
  the assessment tasks used for formative purposes (to ensure lesson understanding and
mastery) and for summative (grading) purposes.
 your own feelings and thoughts as you assisted your CT:
- formulate the assessment tasks.
- administer the assessment.

ANALYZE
1.Are the assessment tasks aligned with the learning outcomes?

Yes. Because it must be targeting the learning outcomes that have been given in the objectives.
2.Did teacher make use of both the traditional and authentic assessment tasks?

Yes. Because these was the most used methods in assessing the learning of the students.
3.Are the traditional and authentic assessment tasks (written tests) formulated in accordance with
principles of test construction?

Yes. As a teacher, we should practice the right principles of test construction.

4.Were the assessment tasks for formative purposes also used for summative purposes? Why or
why not?

Because they are both using the same technique, but for a different purpose, and also to practice
the students on what they are having for summative assessment.

5. Where were assessment results students better – in the results of traditional or authentic
assessment?

In authentic assessment, because it caters the multiple intelligences of the students.

6. Which assessment activity/activities did the students like more? like least? Why?

The formative assessment, where students do not have the pressure to have good grades, but
rather to learn where they should focus more.

REFLECT
How can I make the assessment process more meaningful to and more acceptable to students?

By having moire interactive assessment that are less affecting them.

WRITE ACTION RESEARCH PROMPTS

OBSERVE
1.One thing/Some things that went well is/are in the development /use/administration of
assessment tasks are

The use of different techniques in delivering the assessment.

2.One thing /Some things is/are that did not go very well in the development/use/administration
of assessment tasks are

The pressure assessment brings to students, and to failure of their grades.

REFLECT
This part of the assessment process went well because

Use of different methods in giving assessments.

ACT
To ensure that the assessment process serves its purpose, to help students learn, I will read
research on…... or view on…...

The best way of providing assessment for students.

PLAN
To help improve assessment practice, I would like to conduct action research on…...

The most effective way of assessing students’ learning

WORK ON MY ARTIFACTS
Compile samples of traditional and authentic assessment tasks used in the class you observed.
Include your innovations/improvements on the assessment tasks.