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2.4 Assessment For, of and As Learning (GROUP 7)

1) Formative assessment, also known as assessment for learning, is done during instruction to provide feedback and improve student learning. It includes techniques like questioning and feedback. 2) It is important for teachers to check student understanding throughout the lesson by asking questions and giving feedback, rather than waiting until the end when it may be too late. 3) Pre-tests and post-tests are used to measure student preparedness, learning, and the effectiveness of teaching. Comparing pre-test and post-test scores indicates how much students have improved.

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214 views10 pages

2.4 Assessment For, of and As Learning (GROUP 7)

1) Formative assessment, also known as assessment for learning, is done during instruction to provide feedback and improve student learning. It includes techniques like questioning and feedback. 2) It is important for teachers to check student understanding throughout the lesson by asking questions and giving feedback, rather than waiting until the end when it may be too late. 3) Pre-tests and post-tests are used to measure student preparedness, learning, and the effectiveness of teaching. Comparing pre-test and post-test scores indicates how much students have improved.

Uploaded by

Annielyn E Auditor
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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2.

4 Assessment FOR,
OF and AS
Learning:
Approaches to
Assessment
By: Group 7
The preposition “For” in assessment FOR learning
implies that assessment is done to improve and ensures
learning.
This is referred to as Formative assessment, assessment
that is given while the teacher is in the process of student
formation (learning). It ensures that learning is going on
while teacher is in the process of teaching.
 Assessment for learning (AFL) is an approach to teaching and
learning that creates feedback which is then used to improve
students’ performance. Students become more involved in the
learning process and from this gain confidence in what they are
expected to learn and to what standard.
 Traditionally, AFL has been closely associated with formative
assessment because practices such as questioning and
providing feedback help ‘form’ or ‘shape’ student learning
By: Mary Grace Llegado
Teacher does not lose anything if as he/she teachers
he/she checks for understanding now and then.
This is to ensure that before he/she process further
or comes near the end of the chapter, unit or course or
grading period, the students understood the lesson.
• If we teach a lesson we must lesson for our students we
must not lose opportunity to teach what we learn and to
tech the good thing and also about the lesson. And us a
teacher we should teach the right thing and while
explaining the lesson for your students always ask them if
they understand the lesson and also ask them question if
they listen to you, because sometimes they just say “yes
ma’am” “yes sir” but they don’t understand it.
 Do anything to make them focus for the lesson you teach, Do
anything entertainment but use it related to the topic for them
not to sleep to your class and for them to understand the topic
we must always put illustration related to the lesson/topic and
repeat it while we teach the lesson do it for them to understand
and catch up the lesson and if we do it look the outcome and
you will see that they will use it for the future and they will
remember how you teach them.
 And in the last part of the topic we must say what the unit or
what the subject or in other words rules and regulations and
also the grading system for them to understand it and not to ask
why they have a low grade for your subject and also give them
a report for them to face the fear in front and for them to
overcome they confidents and also if they don’t explained well
turn over you can add more about that topic.
By: Jamila Joy E. Baral
Too late discover that at the end of unit or a grading
period the students did not learn what was expected of them.
Formative assessment also includes the pre-test and the
posttest that a teacher gives to ensure learning. This is also
termed pre-assessment.
 Here it shows how important for the teachers specially to us as
a future teacher to teach the students with further explanation,
making different strategies that can help them to understand
more about the lesson we are teaching and most importantly
we must do everything we can do to help every students to
understand the topic they’re are in before its too late for them
to discover that at the end of their grading period students did
not learn anything.
Make sure that the students understand well the lesson
after proceeding to under lesson because if we
proceed to another topic without knowing if the
learners don’t really understand what the lesson is all
about, there are possibilities that it’s harder for them
to come up to the next lesson. Like for example in
math subject, if we proceed to the next topic without
asking the students if they understand the procedure
or the steps in computing the problems it is
impossible for them to solve the next step or to
compute for the final answer. In short we must really
make sure that the lesson is well understood and of
course always ask the learners if they understand the
lesson.
Formative Assessment gives our students evidence of
their current progress to actively manage and adjust
their learning. This also provides our students the
ability to track their educational goals. Formative
Assessment gives us the ability to provide constant
feedback to our students. Formative Assessment also
includes not only pre-test but also posttest which can
also help the teachers to measure the effectiveness of
their teaching and to know if the learners really
understand the lesson. Based from the answer or the
scores that the learners got, we can now identify if
they really learn from us.

By: Annielyn E.
• It is tragic and a waste of time if teacher proceeds
with his/ her teacher presuming that student
understood the lesson only to discover at the end of
the unit or grading period that students after all did
not understand the lesson. So much time has already
been wasted.
• Besides lack of understanding of the lesson must have
been compounded because the "ABCs" of the lesson
weren’t mastered and teachers already proceeded to
"XYZ"

By: Maybele Luma


Pre and Post-Tests
• Pre and post-tests is an assessment tools for measuring the
preparedness and performance of students. In addition to
measuring how much students have improved in one semester of
study, the pre/post-test can be a valuable diagnostic tool for more
effective teaching.
• A pre/post-test covers all of the topics which a student
will be studying during a semester. While taking the pre-test at
the beginning of a semester, students are not expected to know
the answers to all of the questions; however, they should be
expected to utilize previous knowledge to predict rational
answers. When taking the same test called a post-test at the end
of a semester, students should be expected to answer more
questions correctly based on an increase in knowledge and
understanding.
 A pre/post-test should be designed to measure the
amount of learning a student has acquired in a specific
subject. To do this, questions concerning all of the
topics covered during a semester must appear on the
test. When grading the tests, the teacher assigns a
numerical score to both the pre-test and the post-test. To
demonstrate that student progress has been made during
a given semester, the post-test score should be higher
than the pre-test score.

By: Jonah Mae B. Dupan

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