FIELD LEARNING

Assessment FOR Learning and

STUDY 1 EPISODE
Assessment AS Learning
FS 1 5 (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 ae still in the process of teaching we do check learners’ understanding and progress.
 If we find out that the learners faild 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 assesment for learning. Asssessment 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 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.

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?
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2. Why is it not enough for a teacher to ask “Did you understand, class?” when he/she intends to
check on learners’ progress?
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3. Should teacher record results of formative assessment for grading purposes? Why or why not?
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4. Based on your observations, what formative assessment practice worked?

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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?
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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?
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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?
 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 deepere 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.
 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?

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

student s for tasks to be completed or skill
to be 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?
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2. Does assessment as learning have the same ultimate purpose as assessment for learning?

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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?

LINK Theory to Practice

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 they 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 of 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