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Field Study 1

Name of FS Student:Antonio Jeremiah V. Turzar Department: MAPEH

Position:Field Study Student Work Week:6

Learning Episode 12: Assessment FOR Learning and Assessment AS Learning (Formative
Assessment)

TARGET Your Learning Outcome

At the end of this Episode, I must be able to:

 demonstrate knowledge of the design and use of formative assessment; and

 explain the importance of formative assessment.

Activity 12.1 Observing Assessment FOR Learning Practices (Formative 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 do we need do we need to 1 1

follow?

What did we do on the second 1 1

day of the class?

Do we have concern with the 3 3

people around us?

Where do we afraid of? crimes? 4 4

drugs? things we buy?

What are the vices?

1 1
Kindly look at the pictures at the
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screen? Is about what? we have 1 1

buying?

What is the problem in buying?

1 1
Why do we have consumer act?
what does that act protect?
2 2

2. Did the teacher ask the class “Did you understand?” If she did, what was the class’ response?

Yes, the learners replied "yes."

3. Did the students make the teacher feel or sense they did not understand the lesson or a part of
the lesson? How?

If the lesson will not be able to comprehend by the learners then the learners will raise their
inquiries.

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

The educator would repeat the topic that the learners did not understand.

5. Were the students given the opportunity to ask questions for clarification? How was this done?

Yes, when the educator asked the learners if they have any questions, violent reactions or any
clarifications. Then the role of the educator is to answer all the queries of the learners, until they
may be able to comprehend the topic.

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 to teach 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____________________________________________________________

______________________________________________________________________________
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7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same
teaching strategy? Describe.

She used words that the learners will be able to understand easily.

8. While re-teaching by himself/herself and/or with other students-turned tutors, did teacher
check on students’ progress? Yes
If yes, how?

The learners may be able to understand the lesson on the second time through changing the
teaching strategy.

ANALYZE

1. Why should a teacher find out if students understand the lesson while teaching is in progress?
It is not better to do a once-and-for-all assessment at the completion of the entire lesson?

A teacher must not have this mindset of "once-and-for-all" assessment, because it will reflect on
the quizzes, exams, and other activities if the students will not be able to understand the lesson
clearly and probably as a result there will be a low score.

2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she intends to
check on learners’ progress?

It is not enough, that is why there are still follow up assignments, activities, quizzes, and exams
for the educators to evaluate the learners if they truly understand the lesson. And by that time the
result is passed then there is a progress among learners.

3. Should teacher record results of formative assessment for grading purposes? Why or why not?

Yes, for the educators to identify the learner's current proficiency level with each target and its
criteria.

4. Based on your observations, what formative assessment practice worked?

Formative assessment such as quizzes, homework or classwork these are some of my

observations that has been practiced.

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?

Because formative assessment learners themselves are assessing themselves through what they
have learned from the lesson. This is somewhat what we call self-learning, they teach themselves
and trying to understand through themselves' teaching.
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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?

Yes, because when a teacher successfully applied the formative assessment, failure to achieve
learning and its objectives at the end of the term can be avoided (Source:scribd.com).

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?

In my own perspective, when we cook soup, we surely taste it and try to determine what
is lacking in the ingredients. If the taste is not good or has no taste at all, we want to add
salt. If there is still a lack of flavor and we want it to taste like it has sweets, we add
evaporada. And if we want to make this soup more flavorful, we want to add vinegar. As
well as a little bit of spice that boosts our appetite, we want to add chili powder. Then the
taste of this finished product will be as good as what our taste buds need. If I convert this
one to formative assessment, it would be just the same in that, as educators, we make the
learners assess themselves through homework, classwork, and quizzes. These are the
ingredients of what the educator needs for them to know and to evaluate if they
understand the lesson clearly. On the other hand, Formative assessment expert Paul Black
put it this way: "When the cook tastes the soup, that's formative assessment." "When the
customer tastes the soup, that's a summative assessment." Formative assessments are not
unit tests, pop quizzes, or pass/fail activities. I should record the results of formative
assessment because, according to an article, record keeping is an essential aspect of
grading and formative assessment. Each student's entries should identify the child's
current proficiency level with each target and its criteria. A consistent record-keeping
system is essential for grading reliability (source: ascd.org).

SHOW YOUR LEARNING ARTIFACTS

1. My Accomplished Observation Sheet

2. My Analysis

3. My Reflection

4. Snapshots of peer tutoring or other activities that show formative assessment in practice
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Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)

Resource Teacher: Kahreen Lou C. Mondina Teacher’s Signature: ________School: SLC

Grade/Year Level: 11 Subject Area: PE Date: November

OBSERVE

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

Teacher My Observation
1. Did the teacher provide opportunities for the Yes, through a group activity, assignments and
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learners to monitor and reflect on their own quizzes.

learning?

2. What are the proofs that students were Through having a good score.
engaged in self-reflection, self-monitoring and
self-adjustment?

3. Did students record and report their own Through them giving their insights and
learning? reflections at the end of the lesson.

4. Did teacher create criteria with the students Yes

for tasks to be completed or skill to learned?

ANALYZE

1. If the student is at the heart of all assessment, then all assessment should support student
learning. Do you agree? Why or why not?

Assessments should incorporate learning, grading, and student incentive. Effective evaluation
techniques give important insights into student learning. We can learn what the pupils learnt from
them, how well they learned it, and where they had difficulties.

2. Does assessment as learning have the same ultimate purpose as assessment for learning?

In other words, the difference is a matter of "who": assessment of learning is a way to determine
what learners are capable of, but evaluation for learning is a means of determining what the
teachers should do in response.
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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?

Through the assignments, classwork, and quizzes, I may be able to assess whether I am doing
well. While in some instances I did not pass, I had to have a remedial course wherein I had to
take tutoring by noon and after the class. The impact on my learning is that I may be able to
assess myself and determine where I should strive more to pass, and with the help of remedial
instruction, it helps me to pass and at the same time understand the lesson clearly. When I was in
sixth grade, my lowest grade was 72, and that was in math, and my adviser asked me to have a
remedial after lunch or after the class. And by the end of the school year, I passed this subject
because there was a remedial that was conducted for me to attend, and as a result, I learned from
it. 

SHOW YOUR LEARNING ARTIFACTS

1. My Accomplished Observation Sheet

2. My Analysis

3. My Reflection
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Evaluate Performance Task

Evaluate Your Work Task Field Study 1, Episode 12 - Assessment FOR Learning and
Assessment AS Learning (Formative Assessment)

Learning Outcome: Demonstrate knowledge of the design and use of formative assessment

Explain the importance of formative assessment

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1

Accomplished All observation One (1) to two (2) Three (3) Four observation
Observation Sheet questions/ tasks observation observation questions/ tasks not
completely answered/ questions/ tasks not questions/ tasks not answered/
accomplished. answered/ answered/ accomplished.
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accomplished. accomplished.

Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered observation questions
answers are with answers are clearly completely; were not answered
depth and are connected to theories; answers are not completely; answers
thoroughly grounded grammar and spelling clearly connected to are not clearly
on theories; grammar are free from error. theories; one (1) to connected to
and spelling are free three (3) theories; more than
from error. grammatical/ four (4) grammatical/
spelling errors. spelling errors.

Reflection Profound and clear, Clear but lacks of Not so clear and Unclear and shallow;
supported by what depth; supported by shallow; somewhat rarely supported by
were observed and what were observed supported by what what were observed
analyzed. and analyzed. were observed and and analyzed.
analyzed.

Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not

Artifacts in the context of the in the context of the reflected in the reflected in the
learning outcomes; learning outcomes; context of the context of the
Complete, well- Complete, well- learning outcomes; learning outcomes;
organized, highly organized, very Complete, not Not complete, not
relevant to the relevant to the organized, relevant organized, not
learning outcome. learning outcome. to the learning relevant.
outcome.

Submission Submitted before the Submitted on the Submitted a day the Submitted two (2)
deadline. deadline. deadline. days or more after
the deadline.

Comment/s: Over-all Score: Rating Based on

Transmutation:

Signature of Resource Teacher Date:

TRANSMUTATION OF SCORE TO GRADE / RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

Grade 1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 3.50 5.00

99 96 93 90 87 84 81 78 75 72 71-Below
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