5

204
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
Resource Teacher: Rosell Balmores Teacher’s Signature________________
school: Linao National HS Grade/Year Level:7
Subject Area: English Date: September 28, 2022
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 activities that manifest
assessment FOR learning. manifest assessment AS assessment OF learning.
(Assessment while teacher learning. (assessment at the end of
teaches. Conduct of pretest (Self-assessment). learning)
and post test are included).
Answer Answer Answer

Activities that manifest Ma’am Balmores together The activities that manifest
assessment for learning that I with her students were the assessment of learning
observed are; The teacher having discussion on learning are the following; teacher
gives a pretest after the points. Ma’am Balmores also Balmores uses anecdiotal
discussion; She also assigned gives a group activity notes in which she has to
a post test, she gives regarding to what they record specific observation of
diagnostic test. discussed. She also gives the behavior of each of her
other activities like learning students. She also gives
logs, she ask her students to quizzes and assignment.
write down what they have
learned
205
Indicators of assessment FOR, OF and AS Learning
Resource Teacher: Alvin Rumusud Teacher’s Signature________________
school: Linao National HS Grade/Year Level: 10
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 activities that manifest
assessment FOR learning. manifest assessment AS assessment OF learning.
(Assessment while teacher learning. (assessment at the end of
teaches. Conduct of pretest (Self-assessment). learning)
and posttest are included).
Answer Answer Answer

Activities that manifest The teacher gives a quiz after The activities that manifest
assessment for learning that I the discussion; She also the assessment of learning
observed are; The teacher assigned a seat work, she are the following; teacher
gives a pretest before the gives diagnostic test and Rumusud uses anecdotal
discussion; She also assigned recitation notes in which she has to
a post test, she gives record specific observation of
diagnostic test. the behavior of each of her
students. He also gives
quizzes and assignment
206
My Analysis
1. Did you observe assessment practices for the three (3) forms of assessment? Explain
your answer.
Answer
Yes, the two teachers were practicing these 3 forms simultaneously.
2. Are results of assessment OF learning affected by the observance/implementation of
assessment FOR learning? Explain your answer.
Answer
It should not effect the assessment of learning because what student get from the
assessment given, it should stay that way. Otherwise if the teacher consider all of
her observation about his/her student’s behavior from the assessment for learning
and did something good and bad the assessment of learning would be drastically
increase or decrease.
3. Based on your observation, to what extent is Assessment AS Learning (Self-

assessment) practiced compared to Assessment FOR (Formative) OF Learning
(summative)?
Answer
Assessment as learning can happened every day it can be before, during or after
the the lesson while assessment for learning happens only once every month.
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 student about their own learning
and to provide bases for the pro filing of student performance on the leaning
competencies and 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?
Answer
Part of being a student is to let our works and ourselves evaluate by our teachers.
The result of the assessment that our teachers assign to us serves as the evidence if
we learn something for all the lesson that they have discussed. The assessment will
definitely helps us to grow.
2. What can you do to eliminate students’ fear of assessment? Can frequent formative
assessment (formative assessment) reduce if not eliminate fear of assessment?
Answer
It is normal for a student to worry or to have fears during assessment, what is not
normal are the reason behind this fears. The teachers should eliminate these reasons.
For instance when a student got lower score or the students didn’t know the answer
to the question, there will be times that other students will make laugh at them. This
is one of many reason why students have fear to the assessment.
207
3. Do you like the idea and practice of self-assessment (assessment AS learning)? Why
or why not?
Answer
Yes, the idea of self assessment will be beneficial for the teacher because the
teacher will have idea if he/she delivered her instruction successfully, if she/she is
an effective teacher. It is also beneficial for the students because they will be aware
of there standing.
INTEGRATING THEARY AND PRACTICE
1. Teacher Emma gave a true – false pretest on social justice. Based on the pretest
results, he taught her class social justice by correcting whatever wrong concepts the
students have and affirmed and expounded on their correct concepts. After correcting
their concepts and affirming their correct answer, teacher Emma gave the class a
post-test. 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 graded.
The class took the scoring rubric as a guide in the making of their research report.
They were all motivated to pass an excellent research report and as a group 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. Which what 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 assessment 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 learners?
A. Formative assessment C. Assessment AS learning
B. Summative assessment D. Assessment FOR learning
7. Complete this analogy.
Formative assessment: Assessment for learning
208
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 graphic organizer.

Assessment FOR Assessment AS Assessment of
Learning Learning Learning
Why assess? To enable teachers to to guide and provide To certify or inform

determine next step in opportunities for each parents or others of
advancing student student to monitor student's proficiency
learning and critically reflect in relation to
on his or her learning urriculum learning
and identify next outcomes
steps
Assess Each student’s progress each student's The extent to which

what? and learning needs in thinking about his or students can apply the
relation to the curricular her learning, what key concepts,
outcomes strategies he or she knowledge, skills, and
uses he to support or attitudes related to the
challenge that curriculum utcomes
learning, and the
mechanisms he or she
uses to adjust and
advance his or her
learning
What A range of methods in a range of methods in range of methods in

methods different modes that different modes that different modes hat
make students’ skills elicit students' assess both product
and understanding learning and and process
visible metacognitive
processes
Ensuring  Accuracy and  accuracy and  accuracy,

quality consistency of consistency of consistency,
observation and student's self- and fairness of
interpretation of reflection, self-
judgements
students knowledge monitoring, and
 Clear, detailed self-adjustment based on high-
learning  engagement of quality
expectation the student in information
 Accurate detailed considering and  clear, detailed
notes for challenging his or learning
descriptive her thinking expectations
feedback to each fair and
students  students record
accurate
their own
209
learning summative
reporting
Using  Provide students  provide each  indicate each
with accurate student with student's level
descriptive accurate, of learning
feedback to further
descriptive  provide the
his or her learning
 Differentiate feedback that foundation for
instruction by will help him or discussions on
continually her develop placement or
checking where independent promotion
each students is in learning habits report fair,
relation to the  have each accurate, and
curriculum student focus detailed
outcome
on the task and information
 Provide parents or
guardians with his or her that can be used
descriptive learning (not on to decide the
feedback about getting the right next steps in a
students learning answer) student's
and ideas for  provide each learning
support. student with
ideas for
adjusting,
rethinking, and
articulating his
or her learning
 provide the
conditions for
the teacher and
student to
discuss
alternatives
 students report
about their
learnin
210
2. Research on:
 3 innovative formative assessment activities and techniques to add to the usual
teacher questioning and observation techniques.
Formative Assessment and Techniques
1. Reflection Paper Tell the students to write down a reflection

paper about what did they understand about
the lesson. Give feedback or comments on
their work, suggest for improvement.
2. My favorite No. Give the students a warm up activities. Hand

over them an index card Sort the index card
into yes or no piles. Choose your favorite no.
of question response and analyze it as a class
3. Test Rendering The students should read an informative text

independently, highlight or write down a few
important sentence from the topic, then share
this information to the class. Next each of
students pick and share a phrase from the
sentence they shared. Finally , each student
will select a word from the phrase and share
it with the class. Have the students then
discuss if the words, phrases or sentences
they chose sum up the main idea.
 2 innovative summative assessment tools that measure higher- order thinking skills.
Summative Assessment Test
1. Performance Task The students will assigned a specific task

that will test a specific skills and/or abilities
and determine what students knows and are
capable of doing. A rubric, checklist or other
form of scoring guide should accompany this
type of assessment.
2. Written Task Students are ask to write down a original

selection. There are many written forms that
teachers can use to get students to write. In
addition students maybe ask to write about a
previous activity such as field trip, or games
that they join and etc. A rubric, checklist or
other form of scoring guide should
accompany this type of assessment
211
Resource Teacher: Alvin Rumusud Teacher’s Signature________________
school: Linao National High School Grade/Year Level: 10
Which of the following principles were observed by the resource teacher?
Principles of Assessment Observations (described observe behaviors

of the resource teacher that is /are aligned
to each principles).
1. Make use of varied tools for Which assessment tools did resource teacher
assessment data- gathering and used?
multiple sources of assessment data.
It is not pedagogically sound to relay Answer
on just some source of data gathered Simple Recall type: before teacher Balmores
by only one assessment tool. Consider proceed to her next topic, she recall first what
multiple intelligences and learning was the past lesson. She openly asked this
styles question to everyone.
2. Learners must be given feedback Give examples of comments of teacher on
about their performance. Feedback students’ work/answer
must be specific. “good work!” is
positive feedback and is welcome but Answer
actually is not a very good feedback Ma’am Balmores even though her students
since it is not specific. A more answered wrongly, she gives praises and she
specific better feedback is “you gives the correct answer to the students and
observed rules on subject-verb she explain it once more. Additionally she
agreement and variety of sentences. motivates her students whenever they feel
Three of your commas were down because of their scores.I also observed
misplaced.” that whenever she checked the paper or note
book of her students she mark all wrong and
she makes sure that she puts the correct
answer.
3. Assessment should be on real-world How was this demonstrated?
application and not on out- of- Answer
content drills. There are times that a lesson is more
understandable if the teacher will relate it to
the daily lives of her students, this is what I
notice to my cooperating teacher. She also
sometimes ask the students to speak in
english whenever they answer her question.
4. Emphasize on the assessment of How was this done?
higher-order thinking. Simplifying the lesson would be beneficial to
the students, but sometimes in order for the
learners to unlock more knowledge the
teacher test their HOTS. Teacher Balmores
sometimes gives difficult assessment to her
212
students.
5. Emphasize on self –assessment Were students given the opportunity to do
( assessment as learning) self-assessment.
Yes, when the teacher gives a recitation,

summative, formative and diagnostic.
School: Linao National High School Grade/Year Level: 7

answer.
213
students.

school: Linao National High School Grade/Year Level: 7

answer.
214
students.

My Analysis
1. Which principles of assessment were observed to have been practiced?
Answer
All of the principles are actively used.
2. Which principle/s was /were least observed/not observed?

Answer
The principles that least observe is the assessment of learning, because it usually do
after summative test, it is basically a compilation of scores or marks which needed to
accumulate more before we give judgments.
My Reflections
We assess what we value and value what we assess. What should I do to make
assessment worth while ?
Answer
To make assessment worthwhile a teacher must see to it that there should be a
fair judgment, they should make sure that every content of the assessment are tackled
successfully, that means only those topic that a teacher discussed should appear in the
assessment. Furthermore the instruction should be precise, clear and easy to
understand. Finally it is worthwhile if the teacher do not make an assessment so
complicated and beyond the reach of their students.
215
Integrating Theory and Practice
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. Assesses students’ English oral communication skills in a graduation program
simulation where each student her a speaking assignment
B. Gives a 20 point quiz asking students to determine whether or not the sound
of “a” is long or short
C. Gives students a matching types of test on vocabulary
D. Gives a 10- items quiz on adding dissimilar fractions which is the weakness
of students
3. If you emphasize on assessing higher-order thinking skills, which should you do?
A. Avoid paper-and-pencil
B. Give students problem to solve.
C. Give oral examinations
A. Do less formative assessment
4. On which should a teacher base his/her assessment?
A. Learning outcome C. Development stage of learners
B. Learning content D. Learning resources
5. In outcomes-Based Education or Outcomes-Based Teaching-Learning, the
assessment task should match with the_____.
A. Learning resources C. learning outcome
B. References D. content
Integrating Theory and Practice

6. "Very good. You are doing very well, Johann!", says Teacher Jona. Teacher was referring
to Johann's word problem-solving skills. Is this is 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 one 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
216
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
types of test, so for assessment of learning she uses only multiple choice type of test. Is this
in accordance with the principle of assessment?
A. Yes, well-formulated multiple choice tests measure HOTS.
B. Yes, for as long as the multiple choice tests measure low and high level 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 grades anyway.
C. Yes, assessment data to be reliable should come from multiple sources.
D. Yes, he does not consider multiple intelligences and learning styles..
My Learning Portfolio
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.
Answer
The task is to make the students have a realization of the values they can acquire behind the
lessons discussed. The goal is to implant students learning
2. Here is an intended learning outcome: "the student must be able to apply the basic
assessment principles in the teaching-learning process."
Assess the attainment of that objective learning outcome by way of 2 multiple choice test
items.
Thomas and Thorne (2009) suggest a multi-step process for teaching and learning concepts,
which includes:
Answer
1. Name the critical (main) features of the concept.
2. Name some additional features of the concept.
217
3. Compare the new to the already known.
4. Name some false features of the concept.
3. Research on how to assess higher-order thinking skills. Give 2 examples of test items that
measure applying and analyzing
 Compare and contrast assessment and testing
 Describe the implication of portfolio in education
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 2
Read the Learning Essentials given Observe at least three classes with a learning
above. partner.
I will choose one class from each of the three
groups.
Group 1- Language/Science/Math
Group 2- physical education, EPP/TLE, Music
and arts
Group3- Edukasyon sa Pagpapakatao/
Literature/Araling Panlipunan
Step 3 Step 4
Analyze my observations with the use of Reflect on my observations analysis.
guide questions.
Step 5 Step 6
Answer the LET-like test items. Come up with my portfolio.
218
I will observe 3 Resource Teachers and focus my observation on their assessment practices
with the help of an observation sheet.
OBSERVATION SHEET#21- TRADITIONAL ASSESSMENT PRACTICES
Learning in the Cognitive Domain and Declarative Knowledge
Resource Teacher: Rosell Balmores Teacher's Signature
School Linao National High School Grade/Year Level: 7
Paper and Pencil Test Please put a check (✔ ) on the test which the teacher used
and give at least 2 test items as examples. You may ask for
examples of past tests that your Resource Teacher used in
the past
Selected- response type
1. Alternate-response
2. Matching type
3. Multiple choice 
Malaysia:Kuala Lumpur
Philippines:_______
A. Tuguegarao B. Manila
B. Cebu C. Luzon
4. Others
*For Science, Math, English, Filipino, Mother Tongue
Constructed Response
1. Completion
219
2. Short answer type
3. Problem solving
4. Essay
a.) Restricted
b.) Non-restricted
5. Others
220
OBSERVATION SHEET # 2.2 – Traditional Assessment Practices*
Learning in the Cognitive Domain and Declarative Knowledge
Resource Teacher: Rosell Balmores Teacher’s Signature: _________ School: LNHS
Grade/Year Level: 7 Subject Area: ENGLISH Date: September 27, 2022
Paper-and-Pencil Tests Please put a check (/) on the test which the teacher used and
give at least 2 test 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. Alternate-
response
2. Matching type
Match column A with the correct answer in column B. Write
your answers before the number.
Column A
____1. He is known as the Father of Taxonomy.
____2. He established the concept of cell theory.
Column B
A. Gregor Mendel
B. Robert Hooke
C. Louis Pasteur
3. Multiple choice
4. Others
Constructed-Response type
221
1. Completion
2. Short answer type
3. Problem solving
4. Essay
a. restricted
b. non-restricted
5. Others
222
OBSERVATION SHEET # 2.3 – Authentic Assessment Practices*
Learning in the Psychomotor Domain, Procedural Knowledge, Product and Performance

Resource Teacher: Rosell Balmores Teacher’s Signature: ___________
School: Linao National High School Grade/Year Level: 7
Authentic Assessment Describe how a product/performance was

assessed?
1. Product Example/s of product/s assessed. How was
it/were they assessed?
Teacher Rosell test her student’s hearing skills

by playing a music. The students need to fill
out the missing words given to them. The
words that is missing is all verb words.
Teacher Rosell ask her students to construct a

sentence using past perfect tense.
Example/s of performance/s assessed. How

2. Performance ( Psychomotor) it/were they assessed?
Maam Rosell Balmores instruct her students to

show an example of verb. We know that verbs
are action words. Thus the students performed
their example of an action word.
223
My Analysis
1. In what subjects was traditional assessment method used most?
Answer
Traditional assessment method used mostly in the subjects English,
Math, AP.
2. Which among the traditional assessment tools/tests was/were used most often?
Answer
Most widely use assessment tools are multiple choice, true or false, short answer
and essays.
3. In what subjects was authentic assessment method used most?

Answer
Authentic assessment used most in English, Math and Social Studies.
4. Which products or performance were assessed? Give examples.

Answer
In English or literature class, students may write essays, poem, drama at the same
time they can also perform their pieces.
5. What assessment tools and tasks were used to assess learning in the cognitive domain,
and declarative knowledge?
Answer
Graphic organizer and Rubrics
6. What assessment tools and tasks were used to assess the learning of psychomotor
skills/procedural knowledge?
Answer
Rubrics
7. Was there assessment of learning in the affective domain? Explain your answer.
Answer
Yes because once a giving feed back on the work of the students is a sign the
present of assessment of learning.
224
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
Linguistic Intelligence  Emphasize on creative writing -

student can write poems,plays and
stories
 Give oral exams
 Creating daily journal
Spatial Intelligence  Students can create murals, collage

and posters regarding of current
events.
225

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Assessment FOR Learning Assessment AS Learning Assessment OF Learning

Answer Answer Answer

Assessment FOR Learning Assessment AS Learning Assessment OF Learning

Answer Answer Answer

3. Based on your observation, to what extent is Assessment AS Learning (Self-

Formative assessment: Assessment for learning

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

Why assess? To enable teachers to to guide and provide To certify or inform

Assess Each student’s progress each student's The extent to which

What A range of methods in a range of methods in range of methods in

Ensuring  Accuracy and  accuracy and  accuracy,

1. Reflection Paper Tell the students to write down a reflection

2. My favorite No. Give the students a warm up activities. Hand

3. Test Rendering The students should read an informative text

Summative Assessment Test

1. Performance Task The students will assigned a specific task

2. Written Task Students are ask to write down a original

Principles of Assessment Observations (described observe behaviors

Yes, when the teacher gives a recitation,

Principles of Assessment Observations (described observe behaviors

Yes, when the teacher gives a recitation,

Principles of Assessment Observations (described observe behaviors

Yes, when the teacher gives a recitation,

2. Which principle/s was /were least observed/not observed?

1. Emphasize on self-assessment. Teacher Lyn applies this principle by _________.

Integrating Theory and Practice

*For Science, Math, English, Filipino, Mother Tongue

2. Short answer type

Learning in the Psychomotor Domain, Procedural Knowledge, Product and Performance

Authentic Assessment Describe how a product/performance was

Teacher Rosell test her student’s hearing skills

Teacher Rosell ask her students to construct a

Example/s of performance/s assessed. How

Maam Rosell Balmores instruct her students to

3. In what subjects was authentic assessment method used most?

4. Which products or performance were assessed? Give examples.

Linguistic Intelligence  Emphasize on creative writing -

Spatial Intelligence  Students can create murals, collage

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