FIELD STUDY 1 LEARNING EPISODE

ASSESSMENT FOR LEARNING AND

FS 1 12 ASSESSMENT AS LEARNING
(FORMATIVE ASSESSMENT)

SPARK Your Interest

Assessment is an essential part of the instructional cycle. The instruction cycle
consists of: 1) 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 Outcomes
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
skills, we reteach until learners' master them. This is called FORMATIVE
assessment, assessment while the learners are being formed or taught. It is
assessment in the midst of instruction.
 Formative assessment is also referred to as assessment for learning.
Assessment for learning simply means we do assessment to ensure learning.
 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 lesson that the learners did not understand the lesson at all. This means
that we have to reteach from the very beginning, something that we coud 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.
LEARNING EPISODE 12: ASSESSMENT FOR LEARNING AND
ASSESSMENT AS LEARNING (FORMATIVE
ASSESSMENT)

OBSERVE, ANALYZE, REFLECT

Activity 12.1 Observing Assessment FOR Learning Practices (Formative
Assessment)
Resource Teacher: _____________________________ Teacher’s Signature: ________
School: ______________________________________
Grade/Year Level: ______________ Subject Area: ____________ Date: ____________

OBSERVE (page 147)

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

2. Did the teacher ask the class “Did you understand”? If she did, what was the class’s
response?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Did the students make the teacher feel or sense they did not understand the lesson
or a part of the lesson? How?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. If they did, how did the teacher respond?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. Were the students given the opportunity to ask questions for clarification? How was
this done?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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:
________________________________________________________________
7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the
same teaching strategy? Describe.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
8. While re-teaching by himself/herself and/or with other students-turned tutors, did
teacher check on students’ progress? If yes, how?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

ANALYZE (page 149-150)

1. Why should a teacher find out if students understand the lesson while teaching is in
progress? Is it not better to do a once-and-for-all assessment at the completion of
the entire lesson?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she
intends to check on learners’ progress?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Should teacher record results of formative assessment for grading purposes? Why or
why not?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. Based on your observations, what formative assessment practice worked?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
REFLECT (page 150)
 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?

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
Activity 12.2 Observing Assessment AS Learning Practices (Self-
Assessment)
Resource Teacher: _____________________________ Teacher’s Signature: ________
School: ______________________________________
Grade/Year Level: ______________ Subject Area: ____________ Date: ____________

TARGET your Intended Learning Outcomes

At the end of this Episode, I must be able to:
 Demonstrate knowledge of the design and use of self-assessment; and
 Explain the importance of self-assessment/

REVISIT the Learning Essentials

 Assessment as learning means assessment is a way of learning
 It is the use of an ongoing 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 he next steps in learning.
 It encourages self-assessment and reflection.

OBSERVE (page 152)

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

2. What are 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 tasks to be completed or skill
to learned?
ANALYZE (page 154)
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?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Does assessment as learning have the same ultimate purpose as assessment for
learning?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

REFLECT (page 154)

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?

SHOW Your Learning Artifacts (page 154)

1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
EVALUATE Performance Task (page 145)
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.
Name of FS Student:
Date Submitted: _______________
Year & Section: Course:
Learning Needs
Episode Excellent Very Satisfactory Satisfactory Improvement
4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation observation
Sheet completely questions/tasks not questions/tasks not questions/tasks not
answered/ answered/ answered/ answered/
accomplished. accomplished. accomplished. accomplished.
Analysis All questions All questions were Questions were not Four (4) or more
were answered answered answered observation
completely; completely; answers completely; questions were not
answers are with are clearly answers are not answered; answers
depth and are connected to clearly connected not connected to
thoroughly theories; grammar to theories; one (1) theories; more than
grounded on and spelling are free to three (3) four (4)
theories; from errors. grammatical/spellin grammatical/spelling
grammar and g errors. errors.
spelling are free
from error.
Reflection Profound and Clears but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported by shallow; somewhat rarely supported by
by what were what were observed supported by what what were observed
observed and and analyzed were observed and and analyzed
analyzed. analyzed
Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
Artifacts reflected on in on in the context of reflected on in the reflected on in the
the context of the the learning context of the context of the
learning outcomes. learning outcomes. learning outcomes;
outcomes; Complete; well- Complete; not not complete; not
Complete, well- organized, very organized, relevant organized, not
organized, highly relevant to the to the learning relevant
relevant to the learning outcome outcome
learning
outcome.
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline deadline after the deadline days or more after
the deadline

COMMENT/S Over-all Score Rating:

(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71-below

________________________________________ _________________
Signature of FS Teacher above Printed Name Date
LINK Theory to Practice (page 156-157)
1. The primary purpose of assessment is to ensure learning. Which assessments are
referred to?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I, II and III C. I and II
B. I and III D. II and III
2. Research shows that when students help develop questions for an assessment, and
have a deeper understanding of what they are expected to learn before they take the
assessment, they take a greater responsibility of their own learning. Which
assessment is referred to?
A. Assessment as learning C. Assessment for learning
B. Assessment of learning D. Assessment in learning
3. 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 students about their own learning…
Which assessments are referred to by the DepEd memo?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I only C. I and II
B. II and III D. I, II and III
4. You check for understanding in the midst of your lesson. In which form/s of
assessment are you engaged?
A. Assessment as learning C. Assessment of learning
B. Assessment for learning D. Assessment of and for learning
5. Assessment FOR learning is ongoing assessment that allows teachers to monitor
students on a day-to-day basis and modify their teaching based on what the students
need to be successful. Is this statement TRUE?
A. Yes C. Somewhat
B. No D. TRUE except the clause after and
6. It develops and supports students' metacognitive skills. Which is referred to?
A. Assessment as learning C. Assessment of learning
B. Assessment for learning D. Assessment in learning
7. Which form of assessment is crucial in helping students become lifelong learners?
A. Assessment of learning C. Assessment as learning
B. Assessment for learning D. Assessment in learning
8. Which is characterized by students reflecting on their own learning and making
adjustments so that the achieve deeper understanding?
A. Assessment of learning C. Assessment as learning
B. Assessment for learning D. Assessment in learning
9. Which practices are required for assessment as learning to be effective?
I. Discuss the learning outcomes with the students.
II. Create criteria with the students for the various tasks that need to be
completed and/or skills that need to be learned or mastered.
III. Provide feedback to students as they learn and ask them guiding questions to
help them monitor their own learning.
IV. Help them set goals to extend or support their learning as needed in order to
meet or fully meet the expectations.
V. Provide reference points and examples for the learning outcomes.
A. I, II and III C. III, IV and V
B. I, III, IV and V D. I, II, III, IV and V
10. In which type of assessment are students expected to go beyond completing the
tasks assigned to them by their teacher and so students move from the passive
learners to active owners of their own learning?
A. Assessment as learning C. Assessment for learning
B. Assessment for learning D. Assessment in learning
11. Which assessment is likened to tasting the soup while in the process of cooking the
soup?
A. Assessment of learning C. Assessment in learning
B. Assessment for learning D. Assessment as learning