FS 5 Ep 1 4

Assessment for Learning, Assessment as Learning, Assessment of
Learning. How they are Practiced?
My learning episode overview
This episode introduces assessment FOR learning, assessment AS learning and assessment
OF learning.
Prepositions for, as and of mean a lot. They make a big difference in assessment. Assessment
FOR learning, assessment AS learning and assessment OF leaning have different purposes. You
learned them in your subjects on Assessment. In this episode, you will observe how they are
applied in the teaching-learning process.
My intended learning outcomes

At the end of this Episode, I must be able to:
 distinguish among the 3 forms of assessment and
 draw concrete examples of these form of assessment.
My performance criteria
I will be rated along the following:

a. quality of my observations and documentation,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio.
My learning essentials
The preposition “for” in assessment FOR learning implies that assessment is done to
improve and ensure learning. This is referred to as FORmative assessment, assessment 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.
Teacher does not lose anything if as she/he teaches he/she checks for understanding now
and then. This is to ensure that before he/she proceeds further or comes near the end of te
chapter, unit or course or grading period, the students understood the lesson.
It will be tragic and a waste of time if teacher just proceeds with his/her teaching presuming
that students 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 the teacher already proceeded to “XYZ”. Too late
to discover that at the end of a unit or a grading period the students did not learn what was
expected of them.
Formative assessment also includes the pretest and the posttest that a teacher gives to
ensure learning.
Why the pretest? It is to find out where the students are or determine their entry knowledge or
skills so teacher knows how to adjust instruction.
Why the posttest? It is to find out if the intended learning outcome has been attained after
the teaching-learning process. If not all students have attained it, the teacher have to apply
intervention or a remediation. Why do these have to take place? To ensure learning, thus the
term assessment FOR learning.
In Assessment FOR Learning, teachers use assessment results to inform or adjust their
teaching.
Assessment OF Learning is usually given at the end of a unit, grading period or term like a
semester it is meant to assess learning for grading purposes, thus the term Assessment OF
Learning.
Assessment AS Learning is associated with self-assessment. As the term implies,

assessment by itself is already a form of learning for the students.
As students assess their own work (e.g. a paragraph) and/or with their peers with the use of
scoring rubric, they learn on their own what a good paragraph is. At the same time, as they are
engaged in self-assessment, they learn about themselves as learners (e.g. paragraph writers)
and become aware of how they learn. In short in assessment AS learning, student set their
targets, actively monitor and evaluate their own learning in relation to their set target. As a
consequence, they become self-directed or independent learners.
ASSESSMENT
AS LEARNING
ASSESSMENT ASSESSMENT
FOR OF
LEARNING LEARNING
ASSESMENT
Figure 1. Various Approaches to Assessment
My Map
1
Read My Learning Essentials
Observe 2 classes, together with a partner, to see assessment practices

2 with the help of an Observation Sheet.
Analyze my observations with the use of guide questions.

3
Reflect on my observation and analysis.

4
Answer the LET-like test items.

5
Come up with a portfolio.

6
My Learning Activities
I will observe two classes, record my observations with the use of an Observation
Sheet.
OBSERVATION SHEET # 1:1
Indicators of Assessment FOR,OF and AS Learning
Assessment FOR Learning Assessment As Learning Assessment OF Learning

Write observed teacher Write observed teacher and Write observed teacher
activities that manifest student activities that manifest activities that manifest
assessment FOR learning. assessment AS learning. assessment OF learning.
(Assessment while the teacher (Self-assessment) (Assessment at the end of
teaches. Conduct of pretest teaching)
and posttest are included).
My Analysis
1. Did you observe assessment practices for the three (3) forms of assessment? Explain
your answer.
2. Are the results of assessment OF learning affected by the observance/implementation

of assessment FOR learning? Explain your answer.
3. Based on your observations, to what extent is Assessment AS Learning (self-

assessment) practiced compared to Assessment FOR (formative) and OF Learning
(summative)?
4. Which phrase refers to assessment FOR learning? Assessment OF learning?

Assessment AS learning?
DepEd Order No. 8, s. 2015 states: “Assessment is a process that is used to keep
track of learners’ progress in relation to learning standards…, to promote self-reflection
and personal accountability among students about their own learning and to provide bases
for the profiling of the student performance on the learning competencies and the
standards of the curriculum.”
My Reflections
Write your reflections on the following:

1. As a student, did you like assessment? Do students like assessment? Why or why not?
2. What can you do to eliminate students’ fear of assessment? Can frequent formative
assessment (Formative assessment) reduce if not eliminate fear of assessment?
3. Do you like the idea and practice of self-assessment (assessment AS learning)? Why or
why not?
Integrating Theory and Practice
1. Teacher Emma gave a True-False pretest on social justice. Based on the pretest results,
she taught her class social justice by correcting whatever wrong concepts the students
have affirmed and expounded on their correct concepts. After correcting their wrong
concepts and affirming their correct answers, Teacher Emma gave the class a posttest.
Among the forms of assessment explained, which one/s did Teacher Emma do?
A. Assessment OF Learning C. Assessment FOR Learning

B. Assessment AS Learning D. Assessment FOR and AS Learning
2. The class was taught how to conduct an action research and was required an end-of-
the-term written research report. The class was taught how to do the research report and
was shown an Analytic Scoring Rubric for them to know how they will be graded. The
class took the Scoring Rubric guide in the making of their research report. They were all
motivated to pass an excellent research report and as a grouped checked now and then if
they were true to the qualities of an excellent research report as seen in the scoring rubric.
What form of assessment is described?

3. Teacher Julie sees to it that she checks for understanding as she teaches to ensure that
every student can follow the lesson. With that form/s of assessment is Teacher Julie
occupied with?

4. Teacher Grace is done with unit 1. She wants to know how well her students could
demonstrate the knowledge and skills targeted at the beginning of the Unit. Into what
form of Assessment is Teacher Grace?

5. Which assessments is/are used to determine grade of students?
I. Formative assessment
II. Summative assessment
III. Assessment of learning
A. II and III C. I and II

B. I and III D. I only
6. Which assessment leads students to become self-directed and independent leaners?
A. Formative assessment C. Assessment as learning

B. Summative assessment D. Assessment in learning
7. Complete this analogy.
Formative assessment: Assessment for learning

Summative assessment:___________________
A. Assessment of learning C. Assessment as learning
B. Assessment with learning D. Assessment in learning
My Learning Portfolio
1. Distinguish assessment FOR, OF and AS learning by way of a graphic organizer.
2. Research on:
 3 innovative formative assessment activities and techniques to add to the usual
teacher questioning and observation techniques.
 2 innovative summative assessment tools that measure higher-order thinking
skills.
FS 5
FIELD STUDY
GUIDING
Learning PRINCIPLES
2
GUIDING
episode G in the
Assessment
of
Learning
My Learning Episode Overview
For the assessment process to accomplish its purposes, i.e.., to ensure learning, we must be
guided by basic assessment principles. This episode focused on basic guiding principles of
assessment.
My Intended Learning Outcomes
After this Episode, I must be able to:

 determine application of the guiding assessment principles in given situations and
 apply the basic assessment principles in the teaching-learning process.
My Performance Criteria

My Learning Essentials
The following are the principles that should guide you in the conduct of assessment.
1.Begin by specifying clearly and exactly what do you want to assess. What you want to asses
is/are stated in your learning outcomes/lesson objectives.
2.The intended learning outcome/lesson objective NOT CONTENT is the basis of the
assessment task. You use content in the development of the assessment tool and task but it is
the attainment of your learning outcome NOT content that you want to assess. This is
Outcome-based Teaching and Learning.
3.Set your criterion of success or acceptable standard of success. It is against this established
standard that you will interpret your assessment results.
Example: is a score 7 out of 10 (the highest possible score) acceptable or considered success?
4.Make use of varied tools for assessment data-gathering and multiple source of assessment
data. It is not pedagogically sound to rely on just one source of data gathered by only one
assessment tool. Consider multiple intelligences and learning styles. DepEd Order No, s. 2015
cites the use of multiple ways of measuring students’ varying abilities and learning potentials.
5.Learners must be given feedback about their performance. Feedback must be specific.
“Good work”! is positive feedback and is welcome but actually is not a very good feedback
since it is not specific. A more specific better feedback is “You observed rules on subject-verb
agreement and variety of sentences. Three of your commas were misplaced.”
6.Assessment should be on real-world application and not on out of four context drills.
7.Emphasize on the assessment of higher-order thinking.
8. Provide opportunities for self-assessment.

My Map
Step 1. Read the Learning Essentials given above.
Step 2. Observe at least three (3) classes with a learning partner.

I will choose one class from each of the three groups.
Group 1- Language/Science/Math
Group 2- Physical Education, ICT, TLE
Group 3- Edukasyon sa Pagpapakatao/ Araling Panlipunan
Step 3. Discuss my observations/answers to the questions with my

partner.
Step 4. Write down my answers to the questions.
Step 5. Reflect on my observation.
Step 6. Answer the LET-like questions
Step 7. Come-up with my Portfolio.

OBSERVATION SHEET # 2.1
Resource Teacher: School:

Grade level: Subject Area:
Which of the following principles were observed by the Resource Teacher?
Principles of Assessment Observations (Describe observed behaviors of

the Resource Teacher that is/are aligned to
each principle).
1. Make use of varied tools for assessment Which assessment tools did Resource Teacher
data-gathering and multiple source of use?
assessment data. It is not pedagogically
sound to rely on just one source of data
gathered by only one assessment tool.
Consider multiple intelligences and
learning styles.
2. Learners must be given feedback about Give examples of comments of teacher on

their performance. Feedback must be students’ work/answer.
specific. “Good work”! is positive
feedback and is welcome but actually is
not a very good feedback since it is not
specific. A more specific better
feedback is “You observed rules on
subject-verb agreement and variety of
sentences. Three of your commas were
misplaced.”
3. Assessment should be on real-real How was this demonstraded?

world application and not on out-of-
context drills.
4. Emphasize on the assessment of higher- How was this done?

order thinking.
5. Emphasize on self-assessment. Were students given opportunity to do self-

(assessment as learning) assessment.

Which of the following principles were observed by the resource teacher?

each principle).
learning styles.

misplaced.”
3. Assessment should be on real-real How was this demonstrated?

context drills.

order thinking.


Which of the following principles were observed by the Resource Teacher?

each principle).
learning styles.

misplaced.”
3. Assessment should be on real-real How was this demonstraded?

context drills.

order thinking.
My Analysis
1. Which principles of assessment were observed to have been practiced?
2. Which principles was/were least observed/ not observed?
My Reflections
We assess what we value and value is what we assess. What should I do to make assessment
worthwhile?
1. Emphasize on self-assessment. Teacher Lyn applies this principle by ________.
a. Making her students check their own papers.

b. Motivating her students to set their personal learning goals and track their
progress against that goal.
c. Preparing her students for higher-order thinking questions.
d. Requiring them scoring rubric as project.
2. Assessment should be on real-world application and not on out-of-context drills.

To apply this principle, what should Teacher Nancy do?
a. Assess students’ English oral communication skills in a graduation program

simulation where each student has a speaking assignment.
b. Give a 20-point quiz asking students to determine whether the sound of “a”
is long or short.
c. Give students a matching type of test on vocabulary.
d. Give a 10-item quiz on adding similar fractions which is the weakness of
students.
3. If you emphasize on assessing higher-order thinking skills, which should you do?
a. Avoid paper-pencil test.

b. Give students a problem to solve.
c. Give oral examination.
d. Do less formative assessment.
4. On which should a teacher base his/her assessment?
a. Learning outcome
b. Learning content
c. Developmental stage of Learners
d. Learning resources
5. In outcome-based education or outcome-based teaching-learning, the assessment

task should match with the _____________.
a. Learning resources
b. References
c. Learning outcome
d. Content
6. “Very good. You are doing very well Johann!”, Teacher Jona says. Teacher was
referring to Johann’s world problem-solving skill. Is this accordance with giving
specific feedback?
a. Yes.
b. No.
c. Very much, the feedback is clear enough.
d. No, it is exaggerated.
7. Teacher Annie explains to her class: “Each of you is expected to spell 10 words
out of ten words correctly. This is a mastery test”. Is Teacher Annie’s behavior in
keeping with the principle to set acceptable standards of success?
a. No, the standard she set is too high.

b. No, she is not setting the standards. She is just explaining the meaning of a
mastery test.
c. Yes, it is. The standard is clear.
d. Yes, she sees to it that every student agrees.
8. Teacher Jocelyn considers the multiple-choice type of test the best among the
written type of test, so for assessment of learning she uses only multiple choice
type of test. It this in accordance with the principle of assessment?
a. Yes, well-formulated multiple choice tests measures HOTS.

b. Yes, for as long as the multiple-choice tests measures low and high level of
thinking skills.
c. No, she has only one source of data.
d. No, she should make use of varied tools for assessment data-gathering.
9. A professor does not give quiz at all. The students’ grades are based only on the
summative assessment results. Does he violate an assessment principle?
a. No, that is academic freedom.

b. No, he assesses learning and gives grade anyway.
c. Yes, assessment data to be reliable should come from multiple sources.
d. Yes, he does not consider multiple intelligences and learning styles.
1. Assessment should be on real-world application and not on out-of-context

drill. Research on GRASP of G. Wiggins and JayMcTighe. Construct a real-
world performance assessment task.
2. Here is an intended learning outcome: “the student must be able to apply the
basic assessment principle in the teaching-learning process.”
Assess the attainment of that objective learning outcome by way of 2
multiple choice test items.
3. Research on how to assess higher-order thinking skills. Give 2 examples of
test items that measure applying and analyzing.
FS 5
FIELD STUDY
Learning
episode
USING
DIFFERENT
3
GUIDING
G ASSESSMENT
Assessment METHODS,
TOOLS AND
TASKS
There are different assessment methods, assessment tools and assessment tasks to assess
several domains of learning-cognitive, affective and psychomotor.
No single assessment method/tool/task can assess all forms of learning. With Gardner’s
learner’s multiple intelligences, learning when assessed can be demonstrated in nine (9) different
ways and therefore can be assessed in nine (9) different ways, too. Teacher, therefore, should
make use of varied assessment tools and tasks. In fact, one principle of assessment is to make use
of varied methods and tools.
In this Episode, you will see which methods, tools and tasks are used for learners with varied
multiple intelligences and in different domains of learning.
At the end of this Episode, I must be able to:

 identify different assessment methods, assessment tools and assessment tasks and
 select the appropriate assessment method/tool/task for different domains of learning and
for the 9 intelligences.

Assessment methods can be classified as traditional and authentic. Traditional

assessment method refers to the usual paper-pencil test while authentic assessment
refers to the usual no paper-pencil test. Authentic assessment is also called alternative
assessment, it is being alternative to the traditional.
The paper-pencil test (traditional assessment) assesses learning in the cognitive

domain (bloom) or declarative knowledge (Kendall and Marzano, 2012)
The paper-pencil test, however, it is inadequate to measure all forms and learning.
Psychomotor learning (Kendall and Marzano, 2012) or procedural knowledge (Kendall
and Marzano, 2012) cannot be measured by a paper-pencil test.
Assessment tools for the cognitive domain (declarative knowledge) are the different
paper-pencil tests. Basic examples of paper-pencil test are shown in figure 2.
Selected- Constructed-
response response
Alternate
response Completion
Matching type Short answer
Essay-
Multiple
restricted or
Choice
non restricted
Problem
Solving
Figure 2. Two groups of Written Tests and Specific Examples
Examples of authentic assessment tools are the demonstrations of what have been
learned by either a product or a performance. (Refer to Figure 3).
Product Performance
Performance
Product Output
tasks
Visual-e.g. e.g. experiments,

graph, collage oral presentation,
reflective journal dramatization
Figure 3. Groups and Examples of Authentic Tasks.
We make use of varied methods because there are many forms of learning-cognitive,
affective and psychomotor (Bloom). For Kendall and Marzano there are also three (3) –
information (declarative knowledge), procedures (physical/motor/manipulative skills.
(See Figure 4).
Metacognitive
procedures
(procedural
knowledge)
psychomotor
Information procedures
(declarative (physical,
knowledge motor/manipulative
skills)
Kendall's
and
Marzano's
New
Taxonomy
Learners have multiple intelligences and varied learning styles. Students must be
given the opportunity to demonstrate learning that is aligned to their multiple
intelligences and to their learning styles. It is good for teachers to consider the multiple
intelligences of learners to enable learners to demonstrate learning in a manner which
makes them feel comfortable and successful.
Verbal/Linguistic
the capacity to use language to
express what's on your mind and
to understand other people.
Exixtential
Logical/Mathematical
to exhibit yhe proclivity to pose
and ponder questions about life, the ability to understand the
death and ultimate realities. underlying principles of some
kind of causal system.
Interpersonal Visual/Spatial
The ability to understaand other the ability to present the spatial
people.
Multiple world internally in your mind.
intelligences
Musical/Rythmic
Intrapersonal
the capacity to think in music, to
having an understanding of be able to hear patterns, tecognize
yourself, of knowing who you are, them and perhaps msnipulstr them.
what you can do.
Naturalist Bodily/Kinestetic
The ability to discriminate capacity to use your whole
among living thigs as well as body, to solve problem, make
sensitivity to other features of something, or put on a
the natural world. production.
Figure 5. Multiple Intelligences

Source: http://bestcareermatch.com/multiple -intelligences
My Map
I will observe three (3) different classes.
I will reflect on the guide questions given below.
To hit my target, I will follow these steps:
Step 1. Step 6.
Read the learning
essentials given Come up with my
above. portfolio.
Step 2.
Observe at least three
classes with a learning
I will observe 3 Resource Teachers and focus my observation on their assessment practices
with the help of an Observation Sheet.
OBSERVATION SHEET # 2.1- Traditional Assessment Practices*
Learning in the Cognitive and Declarative Knowledge

Paper-and-pencil Tests Please put a check (√) on the test which the teacher used and give at
least 2 items as examples. You may ask for samples of past tests that
your Resource Teacher used in the past to complete your matrix
Selected- response type
1.Alternative-response
2.Matching type
3.Multiple choice
4.Others
*For Science, Math, English, Mother Tounge
Constructed-Response
1.Completion
2.Short answer type
3.Problem solving
4.Essay
a) restricted
b) non-restricted
5.Others
Learning in the Cognitive and Declarative Knowledge

Paper-and-pencil Tests Please put a check (√) on the test which the teacher used and give at
least 2 items as examples. You may ask for samples of past tests that
your Resource Teacher used in the past to complete your matrix
Selected- response type
1.Alternative-response
2.Matching type
3.Multiple choice
4.Others
*For Literature, Edukasyon sa Pagpapakatao, Araling Panlipunan
Constructed-Response
1.Completion
2.Short answer type
3.Problem solving
4.Essay
a) restricted
b) non-restricted
5.Others
Learning in the Psychomotor Domain, Procedural Knowledge, Product and

Performance

Authentic Assessment Describe how a product/performance was assessed?

1.Product Example/s of product/s assessed. How was it/ were they
assessed?
2.Performance (psychomotor) Example/s of product/s assessed. How was it/ were they
assessed?
My Analysis
1. In what subjects was traditional assessment method used most?
2. Which among the traditional assessment tools/tests was/were used most often?
3. In what subjects was authentic assessment method used most?

4. Which products or performance were assessed? Give examples.
5. What assessment tools and tasks were used to assess learning in the cognitive domain,
and declarative knowledge?
6. What assessment tools and tasks ere used to assess the learning of psychomotor
skills/procedural knowledge?
7. Was there assessment of learning in the affective domain? Explain your answer.
8. To which multiple intelligences did the assessment tools and tasks respond? Come up
with a table of the intelligences which were given attention and the corresponding
assessment task used.
MI Assessment
My Reflections
What happens when your assessment method and tool do not match with your domain of
learning?
Have we been air to learners whom we learned are equipped with multiple intelligences when
in the past we only used paper-and-pencil text which was most fit only for the linguistically
intelligent learners?
1. Which does NOT belong to the group?
a. Completion test
b. Multiple choice
c. Matching type
d. Alternate Response
2. Which does NOT belong to the group?
a. Completion test
b. Problem solving
c. Multiple choice
d. Short answer
3. Which type of test measures student’s thinking, organizing and written communication
skills?
a. Extemporaneous speech
b. Completion type
c. Short answer
d. Essay
4. Teacher Dada wants to test students’ acquisition of declarative knowledge. Which test is
appropriate?
a. Performance test
b. Submission of a report
c. Short answer test
d. Essay
5. Performance test: Psychomotor skills

Paper-and-pencil test: ______________________
a. Declarative knowledge
b. Psychomotor procedures
c. Motor skills
d. Procedural knowledge
6. Teacher Peter wants to know how well his students have imbibed the virtue of honesty.
Which tool is most appropriate?
a. Personality test view

b. Student interview
c. Reflective journal on “How honest I am”
d. Written test
7. Which assessment task is most fir for logic-smart learners?
a. Solving a puzzle
b. Showing the steps though diagram
c. Describing the solution
d. Composing a song
8. Which assessment task works best for language-smart learners?
a. Oral presentation
b. By the use of graphic organizer
c. Dance
d. By demonstration
1.Refer to the K to 12 Curriculum Guide. Select at least one competency of each domain of
learning and give an appropriate assessment tool/task.
Domains of learning Competency Assessment Tool/Task

(Bloom, Kendall and
Marzano)
FS 5
FIELD STUDY
Learning
episode
ASSESSING
4
LEARNING
in
DIFFERENT
LEVELS
In the previous Episode you met Learning in different domains. In this Episode you will deal
with the different levels which these three domains are processed, taught, learned. You will also
observe and reflect on how your Resource Teacher assess learning in theses domains in different
in levels. Theirs is the challenge to formulate appropriate exercise questions and tasks are
aligned to the level of the learning outcomes.
At the end of this Episode, I will be able to:

 classify the level of learning outcomes based on Bloom’s, Kendall’s and Marzano’s
taxonomy.
 determine if the assessment tools/tasks are aligned to the level of the learning outcomes.

The outcomes of the K to 12 Curriculum are spelled out in terms of standards and
competencies.
The content standards state what the learners should and be able to do after the teaching-
learning process. The performance standards are what the learners are able to do with what
they know.
DepEd Order No. 8 s, 2015 states;
“Performance standard answer the following questions:

1. What learners can know?
2. How well must learners do their work?
3. How well do learners use their learning or understanding in different situations?
4. How do learners apply their learning or understanding in real-life contexts?
5. What tools and measures should learners use to demonstrate what they know?
These standards are made more specific in the competencies. Competencies are the
specific knowledge, skills, values and attitudes that learners are supposed to demonstrate
after a teaching-learning process
The K to 12 Curriculum is said to prepare the learner for the 21st century. The K to 12
learners is expected to acquire the 21st Century skills – life and career skills. Learning and
innovation skills. Learning and innovation skills include critical thinking, communication
skills, collaboration skills, and creativity.
To prepare the learner for the 21st century, then the teaching and learning process in the
K to 12 curriculum ought to go beyond simple recall and comprehension. It should reach the
level of applying, analyzing, evaluating and synthesizing which are basic to development of
21st Century skills.
My Map
Observe one class from each of the different subject groups: 1) Grammarr class in
Filipino, English, Mother Tounge, Math, Science- Cognitive; 2) Edukasyon sa
Pagpapakatao, English Literature/Panitikan;-affective 3) EPP or Technology and
1. Livelihood Education, Physical Education, Music and arts, Computer class.-
Psychomotor
Ask permission to copy the lesson objectives and evaluation of my Resource

Teacher. Identify its/their domain/s and level/s of learning.
2.
With consent of my Resource Teacher, get a copy of her/his written test/s. Answer
the analysis questions based on the test items.
3.
Observe my Resource Teaher while he/she teaches. determinee the of learning that
he/she takes in teaching.
4.
Identify examples of the different levels of learning outcomes drawn from the
teacher's lesson plans.
5.
Determine if the assessment tools/tasks are aligned to the level of learning

outcomes.
6.
Analyze my observation with the use of guide questions.

7.
Reflect on my observations and analysis.

8.
Answer the LET-like test items.

9.
Come up with my portfolio.

10.
OBSERVATION SHEET # 3.1- Levels of Learning Outcomes

(Choose of 1 from Grammar class in Filipino/English/Mother Tongue, Math, Science)

Level of Learning Learning Assessment Task Is the level of assessment
Outcome (Bloom) Outcome/Lesson (evaluation from aligned to the level of the
Objective from Teacher’s Lesson objective? E.g. objective is
Teacher’s Lesson Plan (Write it in “recall the names of ___”;
Plan (Write lesson the appropriate Assessment task is
objective in the level outcome) ‘’Distinguish between animal
appropriate level and plant cell’’- Not aligned.
outcome)
1.Remembering Lesson objective YES NO
2.Comprehending
3.Applying To solve word Solve this
problem involving problem. 1. Your
similar fractions sister ate 1/3 of
the pizza. You √
ate also 1/3 of
the pizza. What
part of the pizza
did the two of
you eat?
4.Analyzing
5.Evaluating
6.Creating
Kendall’s and Marzano’s New Taxonomy
Level of Learning outcome Resource Teacher’s Learning Resource Teacher’s

Outcome/Lesson Objective Assessment Task
1.Retrieval-recalling,
recognizing
2.comprehension
3.Analysis
4.Knowledge utilization
(investigating, experimenting,
problem solving, decision-
making)
5.Metacognitive System Give proofs that the metacognitive and self systems were
(Students set learning goals, touched in the teaching-learning.
monitor their learning)
6.Self system (Students
examine importance of
subject, examine self-
motivation, interest and
efficacy.)


outcome)
2.Comprehending Interpret the poem Recite the poem X
written by… with feelings.
3.Applying
4.Analyzing
5.Evaluating
6.Creating

recognizing
2.comprehension
3.Analysis
making)
efficacy.)


outcome)
2.Comprehending
3.Applying
4.Analyzing
5.Evaluating
6.Creating

recognizing
2.comprehension
3.Analysis
making)
efficacy.)
My Analysis

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Assessment for Learning, Assessment as Learning, Assessment of

Learning. How they are Practiced?

My learning episode overview

My intended learning outcomes

I will be rated along the following:

Assessment AS Learning is associated with self-assessment. As the term implies,

Figure 1. Various Approaches to Assessment

Observe 2 classes, together with a partner, to see assessment practices

Analyze my observations with the use of guide questions.

Reflect on my observation and analysis.

Answer the LET-like test items.

Come up with a portfolio.

Indicators of Assessment FOR,OF and AS Learning

Assessment FOR Learning Assessment As Learning Assessment OF Learning

2. Are the results of assessment OF learning affected by the observance/implementation

3. Based on your observations, to what extent is Assessment AS Learning (self-

4. Which phrase refers to assessment FOR learning? Assessment OF learning?

Write your reflections on the following:

A. Assessment OF Learning C. Assessment FOR Learning

A. Assessment OF Learning C. Assessment FOR Learning

A. Assessment OF Learning C. Assessment FOR Learning

A. Assessment OF Learning C. Assessment FOR Learning

5. Which assessments is/are used to determine grade of students?

A. II and III C. I and II

6. Which assessment leads students to become self-directed and independent leaners?

A. Formative assessment C. Assessment as learning

7. Complete this analogy.

Formative assessment: Assessment for learning

1. Distinguish assessment FOR, OF and AS learning by way of a graphic organizer.

My Learning Episode Overview

My Intended Learning Outcomes

After this Episode, I must be able to:

I will be rated along the following:

7.Emphasize on the assessment of higher-order thinking.

8. Provide opportunities for self-assessment.

Step 1. Read the Learning Essentials given above.

Step 2. Observe at least three (3) classes with a learning partner.

Step 3. Discuss my observations/answers to the questions with my

Step 4. Write down my answers to the questions.

Step 5. Reflect on my observation.

Step 6. Answer the LET-like questions

Step 7. Come-up with my Portfolio.

OBSERVATION SHEET # 2.1

Resource Teacher: School:

Which of the following principles were observed by the Resource Teacher?

Principles of Assessment Observations (Describe observed behaviors of

2. Learners must be given feedback about Give examples of comments of teacher on

3. Assessment should be on real-real How was this demonstraded?

4. Emphasize on the assessment of higher- How was this done?

5. Emphasize on self-assessment. Were students given opportunity to do self-

OBSERVATION SHEET # 2.2

Resource Teacher: School:

Which of the following principles were observed by the resource teacher?

Principles of Assessment Observations (Describe observed behaviors of

2. Learners must be given feedback about Give examples of comments of teacher on

3. Assessment should be on real-real How was this demonstrated?

4. Emphasize on the assessment of higher- How was this done?

5. Emphasize on self-assessment. Were students given opportunity to do self-

OBSERVATION SHEET # 2.3

Resource Teacher: School:

Which of the following principles were observed by the Resource Teacher?

Principles of Assessment Observations (Describe observed behaviors of

2. Learners must be given feedback about Give examples of comments of teacher on