Source Ep 12

Republic of the Philippines
CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines
FS1
Assessment FOR Learning and Assessment AS Learning (FoBrEmEDat/Biv
FIELD STUDY
THE K TO 12 GRADING SYSTEM
FS 1
Observations of
Teaching-
Learning in
Actual School
Environment
Republic of the
FS1
Assessment FOR Learning and Assessment AS Learning (FEoprimsoadtei
FIELD STUDY THE K TO 12 GRADING SYSTEM
Assessment
FOR Learning
and Assessment
AS Learning
(Formative
Assessment)
FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 1
Republic of the
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SPARK Your Interest
Assessment is an essential part of the instructional cycle. The instruction

cycle consists of: l) setting the intended learning outcome/s, 2) selecting a
teaching methodology, strategy and activity that are aligned to the learning
outcome and topic which are developmentally-appropriate to the learners and
3) assessment itself. Assessment is the part of the instructional cycle that
determines whether or not the intended learning outcome has been attained
and so necessarily, the assessment task must be aligned to the intended learning
outcome.
In a lesson on assessment, we can speak of assessment for learning,
assessment of learning and assessment as learning.
This episode will dwell on assessment for learning and assessment as
learning. Assessment for learning is referred to as formative assessment while
assessment as learning is referred to as self-assessment. .
TARGET Your Intended 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.
DISCOVER the Learning

Essentials
• In Outcome-based Teaching-Learning/Competency-based
Teaching/Teaching by Objective, we ensure that the. intended
outcome/competency/ objective is attained at the end of the lesson and so
while we are still in the process of teaching, we do check learners’
understanding and progress.
• If we find out that the learners’ failed to understand prerequisite.
knowledge and skFiIEllLsD, S
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i s c a ll e d 2 FORMATIVE
Republic of the
assessment, assessment while the learners are being formed

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• We do not wait for the end of the lesson to. find out if learners understood
the lesson or not because if it is only at the end of the lesson that we
discover that the learners did not understand the lesson, we have wasted
so much time and energy teaching presuming that everything was clear,
only to find out at the end of the lessom that the learners did not
understand the lesson at all. This means that we have to reteach from the
very beginning, something that we could have saved ourselves from doing
had we given time to find out if the lesson was understood while still
teaching.
• Assessment for learning encourages peer assessment.
OBSERVE, ANALYZE,
REFLECT
Activity 12.1 Observing Assessment FOR
Learning Practice (Formative
Resource Teacher: Dr. Melchor M. Amor Teacher’s Signature:
School: CNSC-College of Education Abañ o campus Grade/Year Level: 10 Subject: Filipino

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
“Nakuha po ba?” IIII 4
FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 3

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“Ano nga ulit ang III 3
(babanggit ng using
uri ng tula)”
What Teacher Did Tally Total
Called someone to repeat IIII 4

what is being said.
Ask students if they get the II 2

concept discuss.
2. Did the teacher ask the class “Did you understand”? If she did, what was the class’ response?
• Yes, the teacher always checked if the learners understood him by asking “Did you
understand” (nuuanawaan ba?). And the class mostly says yes.
3. Did the students make the teacher feel or sense they did not understand the lesson or a part
of the lesson? How?
• Yes, when someone from the class is being asked and cannot comprehend, and answers
the question incorrectly, especially when its remembering.
4. If they did, how did the teacher respond?

• The teacher positively responded by explaining and clarifying the idea kr portion of the
topic where students seemed confused, and provide a copy of presentation
5. Were the students given the opportunity to ask for clarification? How was this done?
• Yes, after the teacher finished his discussion, or what he is saying, he stopped for a
while and give the students to clarify or ask questions regarding the subject matter.
6. If she found out that her lesson was not clearly understood , what did teacher do? Did you
observe any of these activities? Please check.
FIELD STUDY 1 – Observations on Teaching-Learning in Actual School

Republic of the
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THE
FIELD K TO 12 GRADING SYSTEM
STUDY
Peer tutoring (Tutors were assigned by teacher to teach one or two classmates.
Each-one-teacher-one (Students paired with one another).
/ Teacher gave a Module for more exercises for lesson mastery.
Teacher did re-
teaching. Others, please specify
7. She engage herself in re-teaching, how did she do it? Did she use the same teaching
strategy? Describe.
• When re-teaching the lesson, another strategy should be used, a strategy that will
capture the learners attention amd ensure that they will learn the lesson/concepts this
time. Like strategy of peer-teaching, and supplemental learning materials to study.
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 teacher checked the students’ progress by giving short assessment in a form of
quiz or oral questioning.
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?
• It is important that while teaching is in progress, teacher should find out if the learners
did understand, so that at the end of the lesson, failure to achieve the learning outcomes
can be avoided. It should be done so the time will not be wasted for the whole class
duration just to know that they did not get it at the end.
2. Why is not enough for a teacher to ask, “Did you understand, class?” when he/she intends to
check on learners’ progress?
• Asking “do you understand class?” is okay to know if they did, but it is not enough, if you
really want to check on learners progress, you must try another way like having
question and answer, short activity, and others. Sometimes students say yes, but the
reality is they just want to move on to next topic or just finish the class.
3. Should teacher record results of formative assessment for grading purposes? Why or why
not?

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THE
FIELD K TO
STUDY 12 GRADING SYSTEM
No, formative assessment is not intended for grading purpose. It is used to help teachers
identifying particular learning needs of students or groups selecting and adapting
materials and resources. Summative assessment are what use for grading purpose, and
not formative.
4. Based on your observations, what formative assessment practice worked?

• I have observed that mostly diagnostic test, and short quiz are done as form of
formative assessment.
5. For formative assessment, why is peer tutoring in class sometimes seen to be more effective
that teacher himself/herself doing the re-teaching or tutoring?
• Peer tutoring seems to be effective because students can freely express themselves
when they are learning with other classmates. Students tend to discuss and openly
share what they understand or what they did not from the lesson without hesitation
than when the teacher himself is teaching.
6. Could an unreasonable number of failures at the end of the term/grading period be the
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. Because as
early as possible you can fix things that seems to be unfavorable, you’ll be able to
reteach in various ways so that learners will fully understand what are being taught to
them.
REFLECT
• Formative assessment is tasting the soup while cooking. Reflect on this and
write your reflections.
In teaching and learning process assessments are very much important.

Formative assessment is an assessment conducted for monitoring students
progress throughout the lesson. It is like tasting the soup while cooking, because
you are adding the ingredients to achieve desired taste, just like in teaching
formative assessment allows you to prepare the learners on achieving the
learning goals and achieve success at the end.
By formative assessment it allows you to make an adjustment to what are the
right ingredients and ways to succeed. You have an idea what is going on, what is
the status or level of learning of the students.
Assessment for Learning happens during the learning, often more than once,
rather than at the end. Students understand exactly what they are to learn, what

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is expected of them and are given feedback and advice on how to improve their
work.
• Should you record results of formative assessment? Why or why not?
No, because formative assessment is used to monitor student’s progress and
status in learning. “In Assessment for Learning, teachers use assessment as an
investigable tool to find out as much as they can about what their students know
and can do, and what confusions, preconceptions, or gaps they might have.
The wide variety of information that teachers collect about students’ learning
processes provides the basis for determining what they need to do next to move
student learning forward. It provides the basis for providing descriptive
feedback for students and deciding on groupings, instructional strategies, and
resources.
SHOW your Learning
1. My Accomplished Observation Sheet
Observation Sheet
2. My Analysis
In the usual classroom setting formative assessment can be observed before and in the
midst of instruction. Teacher sometimes conduct diagnostic test or pre-test before the
In formative
supposed assessment
lesson formallyteachers have
starts. And their the
during ways to check the
discussion, students
activities areunderstanding
conducted likeof
the lesson.
calling someone to explain or answer what is being asked, learning tasks that is relate to the
Ways done
subject by and
matter teacher when students
objectives, and the did not fully understand the lesson
likes.
▪ Peer
When tutoring
someone (Tutors
doesn’t were assigned
understand by teacher
the concepts, to teach
teachers askone or students
other two classmates.
to help
▪ Each-one-teacher-one
him/her (Students
by letting someone explain the paired
conceptwith
andone another).
answers the question. Teacher
▪ Teacher
sometimes gave
record thea students
Module for
whomore
are exercises for lesson
participating mastery.
in the discussion.
▪ Teacher did re-teaching.

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3. My Reflection
In teaching and learning cycle assessment is very crucial. It allows you to determine
the success of learning.
4. Snapshots of peer tutoring or other activities that show formative assessment in practice.
Formative assessment is assessment for learning. Assessment for Learning happens
during the learning, often more than once, rather than at the end.
Students understand exactly what they are to learn, what is expected of them and are given
feedback and advice on how to improve their work. In Assessment for Learning, teachers
use assessment as an investigable tool to find out as much as they can about what their
students know and can do, and what confusions, preconceptions, or gaps they might have.
The wide variety of information that teachers collect about students’ learning processes
provides the basis for determining what they need to do next to move student learning
forward. It provides the basis for providing descriptive feedback for students and deciding
on groupings, instructional strategies, and resources.
Teachers also use assessment for learning to enhance students’ motivation and
commitment to learning. Applying formative assessment can help both the students and
teachers to achieve success in the learning cycle. Failures at the end can be avoided if it is
successfully and effectively implemented.

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Activity 12.2 Observing Assessment AS

Learning Practices (Self-
Resource Teacher: Dr. Melchor M. Amor Teacher’s Signature:
School: CNSC-College of Education Abañ o Campus Grade/Year Level: 10 Subject:Filipino

Date:
TARGET Your Intended 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.
REVISIT the Learning
• Assessment as learning means assessment is a way of learning.

• It is the use of an on-going self-assessment by the learners in order to monitor their
own learning.
• This is manifested when learners reflect on their own learning and make necessary
adjustments so that they achieve deeper understanding.
• Assessment as learning encourages students to take responsibility for their own learning.
• It requires students to ask questions about their learning.
• It provides ways for students to use formal and informal feedback and self-assessment to
help them understand the next steps in learning.
FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment|

Republic of the
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THE
FIELD K TO
STUDY 12 GRADING SYSTEM
It encourages self-assessment and reflection.
OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record your observations.
Teacher My Observation
1. Did teacher provide opportunities for the
learners to monitor and reflect on their
own learning? Teacher create a learning environment
that allows the learners to monitor their
own progress.
2. What are proofs that students engaged in self-

reflection, self-monitoring and self-adjustment? Proofs that students engaged in self-reflection
is by writing journal, reflection and even
portfolio about what they are learning. Another
is by having rubrics or criteria when
accomplishing the tasks.
3. Did students record and report their own Yes, by letting themselves participate in class
learning? and share what they have learned, their insights,
opinions, and ideas. They record their learning
sometimes in a form of recording their scores
and compile their works until the end and
submit it.
4. Did teacher create criteria with the students Teacher, always present his criteria when he

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for tasks to be completed or skill to learn? intend the learners to accomplish tasks like when
performing or creating an artworks, writings, in
this way they reflect on what they should do in
order to achieve the criteria.
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?
▪ Yes, I strongly agree. Assessment must support student learning, it should be

parallel with what is being teach. Assessment should be aligned with
goals/objectives, curriculum/instruction, and outcomes, so learning can be
maximized.
2. Does assessment as learning have the same ultimate purpose as assessment for learning?
▪ Assessment for and assessment as learning almost have the same purpose, and that is to
monitor and reflect on the students learning progress. Assessment for learning is an
ongoing process that gauges and monitors student learning in order to inform
instruction, as well as help students monitor and manage their own learning. It guides
both teachers and students on what wise steps to take next. Formative assessments
serve the purpose of assessment as learning. Assessment as learning is also an
ongoing process that helps the students self-reflect on their learning, know their
weaknesses and strengths, adjust their learning strategies, correct past errors, plan next
best steps, and become independent, self-directed, metacognitive, and successful
learners. Formative assessments, like self and peer assessments, serve the purpose of
assessment as learning.
Reflect

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The primary purpose of assessment is not to measure but to further learning. Reflect on your
personal experience of assessment in school. Were you given opportunities for self-assessment? If yes,
what was the impact on your learning?
Assessment is not always about for grading purpose, it is also conducted to further learning. In my
personal experience regarding assessment in school, I have given an opportunity to reflect and analyze
my own learning progress. Whenever I am doing performance task, I am able to reflect my own learning
by looking and having the criteria or rubrics. Another is we are required to do our learning journal in a
specific subject, and at the end of the term we made portfolio.
Those things mentioned above have an impact to my learning because it enables me to realize what
really I have learned, on what level I am when it comes to learning status. It helped me reflect on my
own progress. It helps me create adjustment and improvements to fully achieve success in learning.
SHOW your Learning
1. My Accomplished Observation Sheet

Observation
Aside from formative assessments conducted by the teacher, assessment as learning

also practiced in class. When students are given performance task, clear criteria are also
presented. Teacher give an opportunity to monitor and reflect to their own learning.
Teacher always let the learners to have a clear set of learning goals whenever new lesson
is presented.
2. My Analysis
Formative assessment is conducted to know exactly if the students are progressing. It is

also done so that the teacher will be able to plan on how he/she will going to reteach and
make the students understand the lesson that they have difficulties in absorbing. It can be
in a form of remedial teaching through peer teaching, the teacher teaching him/herself,
and other forms of creative activities.
3. My Reflection

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Assessment as learning Through this process students are able to learn about themselves as
learners and become aware of how they learn – become metacognitive (knowledge of one’s own
thought processes).
Students reflect on their work on a regular basis, usually through self and peer assessment and
decide (often with the help of the teacher, particularly in the early stages) what their next learning
will be.
Assessment as learning helps students to take more responsibility for their own learning and
monitoring future directions.
The teachers’ role in promoting the development of independent learners through assessment as
learning is to model and teach the skills of self-assessment, guide students in setting their own goals,
and monitoring their progress toward them, provide exemplars and models of good practice and
quality work that reflect curriculum outcomes, work with students to develop clear criteria of good
practice.
Effective feedback challenges ideas, introduces additional information, offers alternative
interpretations, and creates conditions for self-reflection and review of ideas. If all feedback does is
provide direction for what students need to do- that is, the feedback doesn’t refer to students’ own
roles in moving forward to the next learning-they will perpetually ask questions like Is this right? Is
this what you want? Rather, feedback in assessment as learning encourages students to focus their
attention on the task, rather than on getting the answer right. It provides them with ideas for
adjusting, rethinking, and articulating their understanding, which will lead to another round of
feedback and another extension of learning.
Assessment as learning enables students to take responsibility for their own learning, reflect, and
create improvements to achieve success in learning.

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EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 7 -Physical and Personal Aspects of Classroom Management
Learning Outcome: Identify the two (2) aspectsof classroom management and determine the classroom management
strategies that the Resource Teacher employed in his/her class.
Name of FS Student: Marielle D. Obina Date Submitted:

Year&Section: 4A Course: BSED Filipino
NEEDS
LEARNING EXCELLENT VERY SATISFACTORY SATISFACTORY
IMPROVEMENT
EPISODES 4 3 2
1
All observation One (1) or two (2)
Three (3) observation Four (4) or more
ACCOMPLISHED questions/tasks observation
questions/tasks not observation questions/
OBSERVATION completely answered/ questions/tasks not
answered/ tasks not answered/
SHEET accomplished. answered/
accomplished accomplished.
accomplished
All questions were Questions were not Four (4) or more

All questions were
answered completely; answered completely; observation were not
answered completely;
answers are in depth answered; answers not
answers are clearly answers are not
ANALYSIS and are thoroughly connected to theories;
connected to theories; clearly connected to
grounded on theories; more than four (4)
grammar and spelling theories; one (1) to
grammar and spelling grammatical/spelling
are free from errors. three (3) grammatical
are free from error. errors.
spelling
errors.
Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what supported by what shallow; somewhat rarely supported by
REFLECTIONS
were observed and were observed and supported by what what were observed and
analyzed analyzed were observed and analyzed
analyzed
Portfolio is reflected Portfolio is reflected
Portfolio is not
on the context of the on the context of the Portfolio is not reflected
reflected on in the
learning outcomes; learning outcomes. on in the context of the
LEARNING context of the learning
Complete, well- Complete; well- learning outcomes; not
ARTIFACTS outcomes. Complete;
organized, highly organized, very complete; not organized,
not organized, relevant
relevant to the relevant to the not relevant
to the learning
learning outcome learning outcome
outcome
Submitted before the Submitted a day Submitted two (2)
SUBMISSION Submitted on deadline
deadline after the deadline days or more after the

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deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
71-
99 96 93 90 87 84 81 78 75 72 Below
Signature of FS Teacher above Printed Name Date

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

FIELD STUDY THE K TO 12 GRADING SYSTEM

FIELD STUDY THE K TO 12 GRADING SYSTEM

SPARK Your Interest

Assessment is an essential part of the instructional cycle. The instruction

TARGET Your Intended Learning

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

➢ Demonstrate knowledge of the design and use of formative assessment; and

DISCOVER the Learning

assessment, assessment while the learners are being formed

FIELD STUDY THE K TO 12 GRADING SYSTEM

Resource Teacher: Dr. Melchor M. Amor Teacher’s Signature:

School: CNSC-College of Education Abañ o campus Grade/Year Level: 10 Subject: Filipino

What Teacher Said Tally Total

“Nakuha po ba?” IIII 4

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 3

FIELD STUDY THE K TO 12 GRADING SYSTEM

What Teacher Did Tally Total

Called someone to repeat IIII 4

Ask students if they get the II 2

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

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School

8. While re-teaching by himself/herself and/or with other students-turned tutors, did

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School

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

In teaching and learning process assessments are very much important.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School

FIELD STUDY THE K TO 12 GRADING SYSTEM

SHOW your Learning

1. My Accomplished Observation Sheet

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School

FIELD STUDY THE K TO 12 GRADING SYSTEM

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School

FIELD STUDY THE K TO 12 GRADING SYSTEM

Activity 12.2 Observing Assessment AS

Resource Teacher: Dr. Melchor M. Amor Teacher’s Signature:

School: CNSC-College of Education Abañ o Campus Grade/Year Level: 10 Subject:Filipino

TARGET Your Intended Learning

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

➢ Demonstrate knowledge of the design and use of formative assessment; and

REVISIT the Learning

• Assessment as learning means assessment is a way of learning.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment|

2. What are proofs that students engaged in self-

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment|

FIELD STUDY THE K TO 12 GRADING SYSTEM

▪ Yes, I strongly agree. Assessment must support student learning, it should be

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment|

FIELD STUDY THE K TO 12 GRADING SYSTEM

SHOW your Learning

1. My Accomplished Observation Sheet

Aside from formative assessments conducted by the teacher, assessment as learning

Formative assessment is conducted to know exactly if the students are progressing. It is

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment|

FIELD STUDY THE K TO 12 GRADING SYSTEM

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment|

FIELD STUDY THE K TO 12 GRADING SYSTEM

EVALUATE Performance Task

Name of FS Student: Marielle D. Obina Date Submitted:

All questions were Questions were not Four (4) or more

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment|

FIELD STUDY THE K TO 12 GRADING SYSTEM