Lesson 2

ASSESSMENT IN LEARNING
EXPERIENCE_____________________________________________________________

Secure a copy of a class record from a teacher in basic education. Paste the class record on the
space given.

After that, ask him/her the following questions. Write his/her responses on the blanks provided.

1. Do you have guidelines for grading the learners? What are theses guidelines? Who provide
these guidelines?
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2. Do you compute manually the grades or do use electronic class record? Why?
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3. What are the formative tests that you give to your learners? In average, how many
formative tests do you provide every quarter?
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 4. Do you record formative tests?
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5. What are the summative tests that you give to your learners? In average, how many
summative tests do you provide every quarter?

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6. Do you let your learners assess themselves? How? Why?

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EXCHANGE

With a partner, think of your previous learnings in Assessment in learning 1 and 2 courses.
Think as well of what you wish to learn more in Assessment in Learning 1 and 2. Fill in the given
table below with your thoughts.

What we have learned in What we wish to learn in Assessment in

learning 1
Assessment in Learning 1

Your Name:

Your Signature:

Partner’s Name:

Partner’s Signature:
 What we have learned in What we wish to learn in Assessment in learning
2
Assessment in Learning 2

Your Name:

Your Signature:

Partner’s Name:

Partner’s Signature:

EXPOUND

Assessment is an important facet in learners’ learning. It is used to measure what learners

have learned and have not mastered. With the advent of 21st century learning, the assessment also
evolves, including its definitions and uses.

The Department of Education defines assessment as “a process that is used to keep track of
learners’ process in relation to learning standards and in the development of 21st century skills; to
promote self-reflection and personal accountability among learners about their own learning and,;
to provide bases for the profiling of learner performance on the learning competencies and
standards of the curriculum (DepEd order No. 8 S. 2015).”

Meanwhile the University of Oregon (2007) defines assessment as “a process of gathering

and discussing information from multiple and diverse sources in order to develop a deep
understanding what learners know, understand, and can do with their knowledge as a result of
their educational experiences; the process culminates when assessment results are used to improve
subsequent learning.” The classical definition of assessment according to Marchese (1987) is “a
systematic collection, review, and use of information about educational programs undertaken for
the purpose of improving learner learning.”

Based on various definitions presented, it can be deduced that assessment is used to

determine how much learners have learned based on the learning experiences introduced by the
teacher.

Assessment as well is a dynamic process of “identifying, gathering, organizing and

interpreting quantitative and qualitative information about what learners know and can do.”
(DepEd Order No. 8 S. 2015).

Assessment in Learning is generally classified as assessment for, as and of. Let us discuss
briefly each type of assessment.

1. Assessment for Learning. This is used to improve or determine whether learners are
learning during the process of teaching. In layman’s term, these are frequent and varied
tests used by the teachers during the absorption phase of teaching before the lesson,
during the lesson, and immediately after the lesson. Some examples of this are
pretests, posttests, performance tasks, products, and short paper and pencil tests.
 2. Assessment as Learning. This is somewhat synonymous with self-assessment. This type
of assessment encourages learners to reflect and to think about their own learning. If
learners are able to engage in metacognitive experience, learners can monitor their
own learning, correct themselves, and develop reflective thinking (Earl, 2006). Some
examples of this are reflection papers, journals, portfolios, and diaries.

3. Assessment of Learning. These are tests, performance tasks, and products usually given
at the end of the quarter, period unit, or semester. Some examples of this are
summative tests, culminating activities, performance tasks, and outputs or products
given to determine whether learners have mastered the required performance or
content standards. The results of assessment as learning are recorded and reported to
the learners and parents/guardians.

Name: Score: ______________

Course/Section: Date: _______________

EXECUTION

Task 1. Observe: Observe three classroom teachers and give concrete examples of the
type of assessments that they use.

First Resource Teacher

Teacher observed: ________________________________________________________

Signature: ________________________________________________________

School: ________________________________________________________

Subject and year level taught: ________________________________________________________

Date/s of observation: ________________________________________________________

Assessment FOR Learning Used:

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Assessment AS Learning Used:

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Assessment OF Learning Used:

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First Resource Teacher

Teacher observed: ________________________________________________________

Signature: ________________________________________________________

School: ________________________________________________________

Subject and year level taught: ________________________________________________________

Date/s of observation: ________________________________________________________

Assessment FOR Learning Used:

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Assessment AS Learning Used:

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Assessment OF Learning Used:

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 First Resource Teacher

Teacher observed: ________________________________________________________

Signature: ________________________________________________________

School: ________________________________________________________

Subject and year level taught: ________________________________________________________

Date/s of observation: ________________________________________________________

Assessment FOR Learning Used:

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Assessment AS Learning Used:

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Assessment OF Learning Used:

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Task 2: Compile: Request or two (2) examples from your resource teacher/s of each given type of
assessment. Attach the samples on the space provided.

1. Assessment FOR Learning

Example 1:
Example 2:

2. Assessment AS Learning

Example 1:
Example 2:

3. Assessment OF Learning

Example 1:

Example 2:
Task 3: Compare: Using Venn diagram, compare and contrast Assessment FOR, OF, and AS Learning.

Task 4: Explore: Ask your resource how he/she computes the grades of his/her learners.
Attach/write on the given space the components and percentages for each component. Indicate
also the subject.

Task 5: Creating an Item Bank

Name of FS Student:

Grade Level Observed:

Name of Section:

Date of Observation:
 My Concept Map

Subject Topics/Subject Competencies Sample Test Item

Matter

Teacher’ Signature over printed name:

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