LEARNING Assessment FOR Learning

FIELD STUDY 1 EPISODE

and

FS 1 12 Assessment AS Learning
(Formative Assessment)

OBSERVE, ANALYZE, REFLECT

Activity 12. Observing Assessment FOR Learning Practices (Formative

1 Assessment)

Resource Teacher: _______________ Teacher’s Signature:______________ School:

____________

Grade/Year Level: ________________ Subject Area:___________________ Date: _____________

OBSERVE

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 Tally Total

What Teacher Did Tally Total

 LEARNING Assessment FOR Learning
FIELD STUDY 1 EPISODE
and

FS 1 12 Assessment AS Learning
(Formative Assessment)

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 a part of the lesson? How?

________________________________________________________________________________________
________________________________________________________________________________________
___________________________________________________________________

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

________________________________________________________________________________________
________________________________________________________________________________________
___________________________________________________________________

5. Were 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 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 re-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?
________________________________________________________________________________________
________________________________________________________________________________________
_________________________________________________________
 LEARNING Assessment FOR Learning
FIELD STUDY 1 EPISODE
and

FS 1 12 Assessment AS Learning
(Formative Assessment)

ANALYZE

1. Why should a teacher find out if students understand the lesson while 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 learners’ 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?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____________
 LEARNING Assessment FOR Learning
FIELD STUDY 1 EPISODE
and

FS 1 12 Assessment AS Learning
(Formative Assessment)

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?

 LEARNING Assessment FOR Learning
FIELD STUDY 1 EPISODE
and

FS 1 12 Assessment AS Learning
(Formative Assessment)

Activity 12. Observing Assessment AS Learning Practices (Self - Assessment)

2

Resource Teacher: _______________ Teacher’s Signature:______________ School:

____________

Grade/Year Level: ________________ Subject Area:___________________ Date: _____________

OBSERVE

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

Teacher My Observation
1. Did teacher provide opportunities
for the learners to monitor and
reflect on their own learning?

2. What are proofs that 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?
 LEARNING Assessment FOR Learning
FIELD STUDY 1 EPISODE
and

FS 1 12 Assessment AS Learning
(Formative Assessment)

ANALYZE

1. If the student is at the heart of all assessment, then all assessment should support
student. 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. Were you given opportunities for
self-assessment? If yes, what was its impact on your learning?
 LEARNING Assessment FOR Learning
FIELD STUDY 1 EPISODE
and

FS 1 12 Assessment AS Learning
(Formative Assessment)

LINK Theory to practice

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

referred to?

I. Assessment as learning

II. Assessment for learning

III. Assessment of learning

A. I, II, and III C. I and II

B. I and III 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 C. Assessment for Learning

B. Assessment of 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 standards…, to promote self-reflection and
personal accountability among students about their own learning…

I. Assessment as learning

II. Assessment for learning

III. Assessment of learning

A. I only C. I and II

B. II and III 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 C. Assessment of Learning

B. Assessment for Learning D. Assessment of and for Learning

5. Assessment FOR learning is ongoing 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 this statement TRUE?

A. Yes C. Somewhat

B. No D. TRUE except the clause after and

 LEARNING Assessment FOR Learning
FIELD STUDY 1 EPISODE
and

FS 1 12 Assessment AS Learning
(Formative Assessment)

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

A. Assessment as Learning C. Assessment of Learning

B. Assessment for Learning D. Assessment in Learning

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

A. Assessment of Learning C. Assessment as Learning

B. Assessment for 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 C. Assessment as Learning

B. Assessment for 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 C. III, IV and V

B. I 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
tasks assigned to them by their teacher and so students move from 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 C. Assessment in learning

B. Assessment for learning D. Assessment as learning