Learning Episode 12: Learning

Tasks/Activities
A. Observing Assessment
FOR Learning Practices
(FormativeAssessment)
Part 1. Observation
1.
What Teacher Said Tally
Total
"Do you understand?" Illll 5
What Teacher Did Tally Total
Explain some more Illlllll 8
Learning Episode 12: Learning
Tasks/Activities
A. Observing Assessment
FOR Learning Practices
(FormativeAssessment)
Part 1. Observation
1.
What Teacher Said Tally
Total
"Do you understand?" Illll 5
What Teacher Did Tally Total
Explain some more Illlllll 8
Learning Episode 12: Learning
Tasks/Activities
A. Observing Assessment
FOR Learning Practices
(FormativeAssessment)
Part 1. Observation
1.
What Teacher Said Tally
Total
"Do you understand?" Illll 5
What Teacher Did Tally Total
Explain some more Illlllll 8
Learning Episode 12: Learning
Tasks/Activities
A. Observing Assessment
FOR Learning Practices
(FormativeAssessment)
Part 1. Observation
1.
What Teacher Said Tally
Total
"Do you understand?" Illll 5
What Teacher Did Tally Total
Explain some more Illlllll 8
Learning Episode 12: Learning
Tasks/Activities
A. Observing Assessment
FOR Learning Practices
(FormativeAssessment)
Part 1. Observation
1.
What Teacher Said Tally
Total
"Do you understand?" Illll 5
What Teacher Did Tally Total
Explain some more Illlllll 8
Learning Episode 12: Learning
Tasks/Activities
A. Observing Assessment
FOR Learning Practices
(FormativeAssessment)
Part 1. Observation
1.
What Teacher Said Tally
Total
"Do you understand?" Illll 5
What Teacher Did Tally Total
Explain some more Illlllll 8
Vincent Gabriel B. Alayan
BTLED ICT IV

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

"Understand?" III 3

"Any further IIII 4

questions about the
topic?" II 2

“Did you get the

lesson”?
 What Teacher Did Tally Total

Answer again the question III 3

Review the students

4
IIII

2. Did the teacher ask the class "Did you understand"? If she did, what was the class
response?
 Yes. teacher keep on asking it after she discuss the lesson. Some of the students
answer yes but the others did not respond for it.

3. Did the students make the teacher feel or sense they did not understand the lesson or a
part of the lesson? How?
 Some students did not respond to the teacher when she asking to them if they
understand the lesson.

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

 The teacher responded by asking the students in what portion of the lesson they are
confused and explains it again for clarification.

5. Were the students given the opportunity to ask questions for clarification? How was this
done? Yes, after the discussion the teacher asked the students if they have questions.

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.

__/__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.

7. If She engaged herself in re-teaching, how did she do it? Did she use the same teaching
strategy? Describe.
No. she approaches it differently by asking where she did not understand.

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

Yes, 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?
Checking for understanding is important because it helps educators make
the most of instructional time.

2. Why is not enough for a teacher to ask, "Did you understand, class?" when he/she
intends to check on learners' progress?
Asking students, "Understood you comprehend class?" is OK to determine
whether they did, but it is insufficient to assess learners' progress; instead, you
should attempt additional methods such as question-and-answer sessions, brief
activities, and others.

3. Should teacher record results of formative assessment for grading purposes? Why or
why not?
Formative evaluation is not meant to be used as a grading tool. When
choosing and modifying materials and resources for students or groups, it aids
teachers in understanding the specific learning needs of the participants. Summative
rather than formative assessments are used to determine grades.

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. 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?
Due to the freedom of expression, peer tutoring appears to be beneficial.
when they are taking classes with other students. When the teacher is not teaching,
students are less likely to talk and openly express what they understood or did not
from the lecture.

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 failure to attain learning and its goals at the end of the term
can be prevented when a teacher implements formative assessment effectively.
Because you can fix things if you act quickly.

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.

 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.

ACT 12.2

OBSERVE

TEACHER
1. Did teacher provide
opportunities for the
learners to monitor and
reflect on their own
learning?
2. What are the proofs that
students were engaged in
self-reflection, self-
monitoring and self-
adjustment?
3. Did students record and
report their own learning?
4. Did teacher create criteria
with the students for the
tasks to be completed or skill
to learned?
MY OBSERVATION
Yes, the instructor gave the pupils the
opportunity to assess and think back
on their own comprehension.
After the conversation, the students
are given assignments to complete
and upload online.
No, the students were not tasks to
record and report their own learning
Yes, the teacher has given
criteria/rubrics that will be followed
by the students during their activities

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 agree. Assessment supports students learning. Assessment should be set

properly with goals, instruction and the learning outcome.

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

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?

Yes, my experiences with assessments in school have given me the chance to

consider how well I am learning. My teacher's rubrics are a huge assistance to
me in evaluating how well I did on my performance task. These evaluations have
a significant influence since they help me determine if I am improving or
stagnating. I was able to evaluate my development and learn how to get better.