FIELD STUDY 2

Learning Episode 16: Assessing FOR, AS and OF Learning

Name: Mark Gerald P. Lagran Year/Course BSED-Social Studies IV

To have a meaningful and successful accomplishment in this FS episode, be sure to read through the
whole episode before participating and assisting in your FS 2 Resource Teacher’s class. Note all the
information you will need and task you will need to do before working on this episode.

Target Your Intended Learning Outcomes:

At the end of this Learning Episode, I must be able to:
 distinguish among assessment for learning, assessment as learning and
assessment of learning.
 cite ways of doing assessment for learning and assessment as learning.
 cite ways of doing assessment for learning and assessment as learning.
 Explain the effect of assessment for learning and assessment as learning on
summative assessment.

Your Task

You are expected to observe how assessment for learning and assessment as learning are implemented in
the teaching-learning process.

Revisit the

Three phrases on assessment that we have met in our courses are Assessment for learning, Assessment
as learning, Assessment of learning. Assessment for learning is more known as formative assessment while
assessment of learning is called summative assessment. Several authors claim assessment as learning as self-
assessment.
This Episode is concerned mainly with assessment for learning and assessment as learning. It touches a
little on assessment of learning which is the main focus of the next Episode.
Assessment for learning also referred to as formative implies that assessment is at the service of
learning. Why assess? Based on the phrase “Assessment for learning” we assess to ensure learning. That is
why while instructiob is in progress, it is wise for the teacher to check if the students are learning or not
learning
what is expected of them. If students are found not to be learning what they expected to learn, right there and
then, remedial steps are taken through formative assessment tasks.
Below are some remarks that students utter that signal their need for assitance which is the purpose of
formative assessment.

The phrase “assessment as learning” implies that assessment itself is already an oppurtunity for learning.
It is learning by itself, indeed, when students engage in sel-assessment, reflect on their own assessment results
and make necessary moves to ensure learning.
Assessment as learning is a concrete manifestation of the concept of learner agency which means that
the learner is ultimately responsible for his/her own learning for nobody can do the learning for him or her.
Examples of questions that learners ask when they are engaged in assessment as learning are given
below:
 Assessment as learning also refers to self-assessment. The learner assesses his/her own process and so
rates himself/ herself with the help of a scoring rubric like the one given below.

Student Self-Assessment Rubric

To understand better formative assessment, let’s compare it with summative assessment. See Figure
Below.

Formative and Summative Assessment Compared

 Participate and Assist

(Note to student Teacher: As you participate and assist your CT in doing formative
assessment and in helping student’s engage in self-assessment, please take note of what you
are expected to give more attention to as asked in the next step of this Learning Episode
(NOTICE).
1. Assist your CT in the conduct of formative assessment.
2. Offer your assistance to students to engage in self-assessment through your CT.

1. Take notice of:

 the alignment of the different formative assessment tasks used with the learning outcomes.
 the students’ participation, behavioral response, comments in the formative assessment tasks.
 how the students assess their own progress
 our own feelings and thoughts as you assisted your CT:
- formulate the formative assessment task.
- administer formative assessment tasks.

1. Did the formative assessment tasks help students master what they were expected to learn?
Formative assessment is critical since it allows a teacher to examine a student's progress. Formative
evaluation assignments also assist students in identifying their strengths and shortcomings as they master
learning objectives. Additionally, having a formative exam ensures that pupils continue to grow.

2. Was students’ response to formative assessment exercise favorable or unfavorable? Why?

Yes, they performed admirably on the assessment. Assessment is important to both students and teachers
since it helps them to know and determine whether or not the students passed and reached the learning
outcomes that they needed to achieve at the end of the lesson. If not, the teacher's teaching approach and
techniques will need to be adjusted, and the teacher will need to greatly improve.

3. Did the conduct of formative assessment and self-assessment affect students’ attainment
of learning outcomes? How?
Students' attainment and achievement are affected by conducting a formative assessment and self-
evaluation because they receive constant feedback that allows them to enhance their performance in school.
Students can also actively manage their own learning in school through formative assessment and self-
evaluation.

4. What was the effect of students assessing their own progress on their motivation to learn?
It enables them to examine and notice which skill sets they still need to improve. Students' interest and
motivation in classes may increase, resulting in enhanced learning and academic accomplishment, as well
as supporting them in acquiring critical skills for examining their own work. Students can self-reflect to
determine which areas are weak for them, and then concentrate their studies on those areas.
 How would attainment of learning outcomes be affected if there were no formative
assessments nor self- assessments?
The importance of formative evaluation in students' learning is critical since it ensures that a student's
progress and improvement is constant. Students couldn't know their own strengths and flaws without a
formative assessment. Students are empowered by formative assessment. Students would not be able to
reflect on and assess their own learning without formative assessment, which would have an impact on their
learning outcomes.

Write Action Research Prompts

This part allows you to synthesize or put together what you noticed, analyzed, and reflected
on to come up with a possible topic for action research.

OBSERVE
1. One thing that went well in the development/ use/ administration of formative assessment tasks
(assessment for learning) is
The kids were able to recognize their own learning strengths and shortcomings. Students were able to make
necessary adjustments. A teacher can also use formative assessment to improve her teaching methods and
tactics for giving instructions. The use of formative evaluation helped both students and teachers.

2. One thing that did not go very well in the development/ use/ administration of formative
assessment tasks (assessment for learning) is
Even if the formative assessment exercise was administered incorrectly, despite this, the teacher faces a
challenge in enabling it. Because remote learning was introduced and there is a lot of consideration due to
numerous elements that students are dealing with, the teacher found it difficult to collect the responses of
the pupils.

3. One good thing observed in the students’ self-assessment (assessment as learning) is

Students were able to reflect on their own learning, adjust their selves and target the areas that needs a lot of
improvement. Self-assessment also enables the students to work collaborative with the use of peer-teaching.

4. One thing in students’ self-assessment (assessment as learning) that needs improvement based on
what were observed is
The creation of self-assessment, in my opinion, has to be improved (assessment as learning). It implies that
students find it difficult to assess their own learning because the evaluation was not designed with the
learning outcomes in mind.
 REFLECT
1. The formative assessment activities went well because the teacher gave it to us and explained it
thoroughly. It is also noticed that teachers are able to create an appropriate assessment tool to
track their students' development.
2. The formative assessment activities process did not go well because formative assessment is time
consuming for both teacher and students as they record and assess their own learning.

3. For the students, self-assessment worked because the teacher instructed them on how to get
control of their information, abilities, and attitude. It is also observed that pupils are renowned for the
type of assessment that their teacher used.

4. For the students, self-assessment did not work because it was time consuming and it can be
subjective sometimes since some students can be insincere in evaluating their own learning

ACT
To ensure that formative and self-assessment process serve their purpose, to help students learn,
will learn from other’s best practices by researching on standards for developing and implementing
assessment instruments in the classroom, as well as successful facilitation skills in the use of formative
and self-assessment It's also important to know how to conduct a proper and well-prepared evaluation
for each class based on the learning objectives.

PLAN
To help improve formative and self-assessment practices, I plan to conduct action research on
"Formative and Self-Assessment in the Classroom: Development and Facilitation"

Work on my Artifacts
Compile activities/ techniques in formative assessment and in self-assessment used by your
FS resource Teacher in the classes you observed. Include your annotations/ improvements on the
assessment tasks. Add other activities/techniques that you have researched on e.g. TED Talks on
assessment.

 Formative Assessments:
Why, When & Top 5
Examples.
https://www.youtube.com/watch?
v=-RXYTpgvB5I
 Formative Assessment
Strategies.
https://www.utwente.nl/en/
examination/
faqtestingassessment/
60formativeassessment.pd