FIELD STUDY 1 LEARNING EPISODE ASSESSMENT FOR

FS 1 12
LEARNING AND
ASSESSMEMT AS
LEARNING
(FORMATIVE
ASSESSMENT)

SPARK Your
Interest

Assessment is an essential part of the instructional cycle. The instructional cycle

consists of 1.)setting the intended learning outcomes, 2.) selecting a 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.
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

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

 Demonstrate knowledge of the design and use of formative assessment and,

 Explain the importance of formative assessment.

Discover the Learning Essentials

 In Outcome-based Teaching-Learning/Competency-based/Teaching by Objective,

we ensure that the intended learning outcome is attained at the end of the lesson.
 If we find out that the learners failed to understand prerequisite knowledge and
skills, we reteach until learners’ master them. This is called FORMATIVE
ASSESSMENT, assessment while the learners are being formed or thought. It is an
assessment in the midst of instruction.
 Assessment for learning simply means we do assessment to ensure learning.
Activity 12.1 Observing For Learning Practices(formative assessment)
Resource Teacher: _________________ Teacher’s Signature: ___________ School: _________
Grade/ Year Level: _________________ Subject Area: _______________ Date: ___________

OBSERVE
__________________________________________________________________________________

OBSERVE
1. Observe what teacher does or listen to what teacher says to find out if the
students understand the lesson while teaching-learning is in progress.

WHAT TALLY TOTAL

TEACHER
SAID
Do you IIIIII 6
understand?

WHAT TALLY TOTAL

TEACHER
DID
IIII 4
Explain some
more

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

ANSWER: The class response was “Yes, ma’am.”

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. By not answering or being silent when the teacher asks a question.

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

ANSWER: The teacher explained the lesson some more with better example and
some points.
 5. Were the students given the opportunity to ask questions for clarification? How
was this done?

ANSWER: Yes. By raising their hands and asking a question directly to the
teacher.

6. Of he/she found out that his/her lesson was not clearly understood, what did the
teacher do? Did you observe any of this activities? Please check.

X Peer tutoring
X Each-one-teach-one
X Teacher gave a Module for more exercise
for lesson mastery.
/. Teacher did re-teaching.

7. If he/she engage himself/herself in re-teaching, how did he/she do it? Did he/she
used the same teaching strategy? Describe.
ANSWER: In re-teaching, the teacher used the same strategy but added a newer and
simpler one so that the students get to understand the lesson better. The teacher also
gave better examples and situations to them.

8. While re-teaching by himself/herself and/or with other students-turned tutors,

did teacher check on students’ progress? If yes, how?

ANSWER: The teacher gave the students a quiz to check if they have progress or
not.

ANALYZE
__________________________________________________________________________________

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

ANSWER: It is better to know whether the students understand the lesson while the
teacher is in the middle of discussion so that it will not take long to repeat again once
they finished the lesson just to know that the students did not understand anything
that the teacher taught them. Knowing that they understood during the discussion
means the teacher is doing a great job teaching.
2. Why is not enough for a teacher to ask “Did you understand class?” when he/she
intend to check on students’ progress?

ANSWER: It is because most students just say yes in order for the lesson to go in
even they did not understand anything. Some of them are also shy to admit and ask
questions about the lesson.

3. Should teacher record results of formative assessment for grading purposes? Why
or why not?

ANSWER: Yes. The teacher should keep records of the students so that she will know
the progress and achievements if they have any. She will also determine those who
are struggling with the subject.

4. Based on your observations, what formative assessment practice worked?

ANSWER: Asking questions regarding that part of the lesson that they are currently
discussing worked best because the teacher will know whether the students are
listening or able to understand that part of the lesson.

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?

ANSWER: Peer tutoring also works better because most students are comfortable
learning with their classmates rather than their teachers.

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

ANSWER: Yes because it means that the students weren’t able to understand the
lesson and the teaching techniques used was either repetitive or not useful at all.

REFLECT
__________________________________________________________________________________

 Formative Assessment is tasting the soup while cooking. Reflect on this and then
write your reflections.
ANSWER: This analogy is fantastic since it distinguishes between formative and
summative assessment. When a cook taste a soup, she is mainly looking for an
information that will assist her determine if the soup needs to be modified before it is
finished and cannot be changed. The soup is done by the time the customer tastes or
eat it, and the cook can’t make any alterations that could change the taste of the
customer.

 Should you record the results of formative assessments? Why or why not?
ANSWER: I believe it is acceptable to score, grade, and record formative assessments.
Keep in mind that learners are motivated in one of two ways; some people have an
innate will to succeed. As a result, receiving a decent score or grade does not drive
individuals to work harder to improve their performance. Some learners, on the other
 hand, are driven by external factors. They require external incentive in the form of
receiving a good grade or score in order to work hard and accomplish their best. As a
result, I believe that the teacher should score, grade, and record their formative
assessment on a regular basis. We must do all possible to teach, reach, and motivate
each and one of our students.

Activity 12.2 Observing Assessment as Learning Practice(self-

assessment)
Resource Teacher: _________________ Teacher’s Signature: ___________ School: _________
Grade/ Year Level: _________________ Subject Area: _______________ Date: ___________

TARGET Your
Intended Learning
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 a used of an on-going self-assessment by the learners in order to monitor
their own learning.
 Assessment as learning encourage students to take responsibility for their own
learning.
 It requires students to ask question about their learning.
 It encourages self assessment and reflection.

OBSERVE
.

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

TEACHER MY OBSERVATION

1.Did teacher provide Yes, the teacher asks about

opportunities for the what they learned in the
learners to monitor and lesson that she discussed.
reflect in their own And they have an
learning? opportunity to answer the
questions in the books.

2.What are proofs that Teacher give a quiz and it

students are engaged in has a reflection about their
self-reflection, self- own experiences in a specific
monitoring, and self- situation.
adjustment?
3. Did students record Yes.
and report their own
learning?
4.Did the teacher create Yes, to have a based in their
criteria with the explanations.
students for tasks to be
completed or skills to be
learned?

ANALYZE
__________________________________________________________________________________

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

ANSWER: I agree on it because assessment can be viewed as being a means of

helping students to learn, a way of reporting students’ progress, and a way about
making decisions about teaching.

2. Does assessment as learning have the same ultimate purpose as assessment for
learning?
ANSWER: Yes it does. The purpose of the two is the improvement of the students and
at the same time the improvement of the teacher in teaching.
 REFLECT
__________________________________________________________________________________
The primary purpose of an assessment is not to measure but to further learning. Reflect on your
personal experiences in school. Were you given opportunities for self-assessment? If yes, what
was its impact on your learning?

ANSWER: I remember during my 2nd grade, my teacher always asked if we understand her lesson
or discussion but I’m too scared to raise my hand and ask because she had a reputation as a
terror and strict teacher back then. As a result, I failed her exam and got low grades. If only she’s
approachable and kind, maybe I won’t get intimidated and would understand the lesson better.
In this situation, it shows that assessment cannot be based only at the learners but also to their
teacher if he/she is approachable and has different style or teaching techniques in order for their
students to understand the lesson easily and get better results in exams.

Evaluate Performance Task

Evaluate your task Field Study 1, Episode 12—ASESSMENT 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 & Section: _________________ Course: ___________

LEARNIN VERY NEEDS

G EXCELLENT SATISFACTORY SATISFACTORY IMPROVEMEN
EPISODE
4 3 2 T
1
Accompli All observation One to two Three Four or more
shed questions/tasks observation observation/task observation
observati completely questions/tasks s not questions/tasks
on sheet answered/accom not answered/accom not
plished. answered/accomp plished. answered/acco
lished mplished.

Analysis All questions All questions were Questions were Four or more
were answered answered not answered observation
completely, completely; completely; questions were
answers are with answers are answers are not not answered;
depth and clearly connected clearly connected answered not
thoroughly to theories; to theories; one connected to
grounded on grammar and to three the theories;
theories, spelling are free grammatical/spel more than four
 grammar and from errors. ling errors. grammatical/sp
spelling are free elling errors.
from error.
Reflectio Profound and Clear but lacks Not so clear and Unclear and
n clear; supported depth; supported shallow; shallow; rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyzed. analyzed. what were observed and
observed and analyzed.
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
artifacts reflected on in reflected on in the reflected on in reflected on in
the context of context of learning the context of the context of
learning outcomes; learning learning
outcomes; complete, well outcomes. outcomes. Not
complete, well organized, highly Complete, not complete, not
organized, highly relevant to the organized, organized, not
relevant to the learning relevant to the relevant.
learning outcomes. learning
outcomes. outcome.

Submissi Submitted before Submitted on the Submitted a day

Submitted two
on the deadline. deadline. after thedays or more
deadline.after the
deadline.
COMMENTS OVER-ALL SCORE: RATING:
(Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19- 17 16 15 14 13 11 10 9-8 7- below
18 -
12
Grade 1.0 1.2 1.5 1.75 2. 2.2 2. 2.7 3.00 3.75 5.00
5 00 5 50 5
99 96 93 90 87 84 81 78 75 72 71-
below

_______________________________________________ _________________
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, and III

B. I and III
C. I and II
D. II and III
Answer: C

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
Answer: A.

3. DepEd Order No. 8, s. 2015 states, “Assessment is a processed that is used to

keep track of the learners’ progress in relation to learning standards…, to promote
self-reflection and personal accountability among students about their own
learning…
Which assessments 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
Answer: C.

4. You check for understanding in the midst of your lesson. In which form of
assessments are you engaged?
 A. Assessment as learning
B. Assessment for learning
C. Assessment of learning
D. Assessment of and for learning
Answer: B.

5. Assessment FOR learning is an ongoing assessment that allows teacher to monitor

students in a day to day basis and modify their teaching based on what students
need to be successful. Is this statement TRUE?

A. Yes
B. No
C. Somewhat
D. True except the clause after and
Answer: A.

6. It develops and supports students’ meta cognitive skills. Which is referred to?

A. Assessment as learning
B. Assessment for learning
C. Assessment of learning
D. Assessment in learning
Answer: A.

7. Which form of assessment is crucial to helping students become lifelong learners?

A. Assessment of learning
B. Assessment for learning
C. Assessment as learning
D. Assessment in learning
Answer: C.

8. Which is characterized by students reflecting in 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
 Answer: C.

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 task that need to be completed
and/or skills that need to be learned and 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
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
Answer: D.

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 from the passive
learners to active learners from their own learning?

A. Assessment as learning
B. Assessment for learning
C. Assessment of learning
D. Assessment in learning
Answer: A.

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
Answer: A.