To have a meaningful and successful accomplishment in this FS episode,

be sure to read through the whole episode before participating and assisting in
your FS 2 Resource Teacher’s class. Note all the information you will need and
tasks you will need to do before working on this episode.

Target Your Intended Learning Outcomes

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

distinguish among assessment for learning, assessment as learning and assessment
of learning.
cite ways of doing assessment for learning and assessment as learning.
explain the effect of assessment for learning and assessment as learning on
summative assessment.

Clarify Your Task

You are expected to observe how assessment for learning and assessment
as learning are implemented in the teaching-learning process.

Revisit the Contents

Three phrases on assessment that we have met in our Assessment courses
are assessment for learning, assessment as learning, and assessment of learning.
Assessment for learning is more known as formative assessment while
assessment of learning is called summative assessment. Several authors claim
assessment as learning as self-assessment.
This Episode is concerned mainly with assessment for learning and
assessment as learning. It touches a little on assessment of learning which is the
main focus on the next Episode.
Assessment for learning, also referred to as formative assessment, implies
that assessment is at the service of learning. Why assess? Based on the phrase
“assessment for learning”, we assess to ensure learning. That is why while
instruction is in progress, it is wise for the teacher to check if students are
learning or not learning what is expected from them. If students are found not to
be learning what they are expected to learn, right there and then, remedial steps
are taken through formative assessment tasks.
Below are some remarks that students utter that signal their need for
assessment which is the purpose of formative assessment.
 The phrase “assessment as learning” implies that assessment itself is
already an opportunity for learning. It is learning by itself, indeed, when students
engage in self-assessment, reflect on their own assessment results, and make
necessary moves to ensure learning.
Assessment as learning is a concrete manifestation of the concept of
learner agency which means that the learner is ultimately responsible for his/her
own learning for nobody can do the learning for him or her.
Examples of questions that learners ask when they are engaged in
assessment as learning are given below:

1. Do I set my own learning target based on the learning outcome that

teacher presents at the beginning of the lesson?
2. Do I monitor learning progress in relation to my learning target?
3. Am I contented with how I am progressing? Why or why not?
4. Any adjustment/remedial measure that I have to take for learning to the
maximum and optimum?

Assessment as learning also refers to self-assessment. The learner

assesses his/her own process and so rates himself/herself with the help of a
scoring rubric like the one given below.

EXCELLENT
4 I can do it without mistakes.
I can help others.
PROFICIENT
3 I can do it by myself.
I make little mistakes.
DEVELOPING
2 Sometimes, I need help.
I am starting to understand.
1 NOVICE
I can’t do it by myself.
 I don’t understand yet.

To understand formative assessment better, let’s compare it with

summative assessment. See figure below.

Formative and Summative Assessment Compared

Participate and Assist

(Note to Student Teacher: As you participate and assist your CT in doing
formative assessment and in helping students engage in self-assessment, please
take note of what you are expected to give more attention to as asked in the next
step of this Learning Episode.)
1. Assist your CT in the conduct of formative assessment.
2. Offer you assistance to students to engage in self-assessment through
your CT.

Notice
 Take notice of:
 the alignment of the different formative assessment tasks used with
the learning outcomes.
 the students’ participation, behavioral response, comments in the
formative assessment tasks.
 how the students assess their own progress
 our own feelings and thoughts as you assisted your CT:
o formulate the formative assessment tasks.
o administer formative assessment tasks.

Analyze
1. Did the formative assessment tasks help students master what they were
expected to learn?

As what I’ve observed, yes. The formative assessments task allows the
students to master the topic that they were expected to learn.
2. Was students’ response to formative assessment exercises favorable or
unfavorable? Why?

It was very favorable. This is because through formative the teacher

was able to check their academic progress in which they can make
adjustments as well as provide feedback that will help the students’
progress.
3. Did the conduct of formative assessment and self-assessment affect
students’ attainment of learning outcomes? How?

Definitely yes. Formative assessment and self-assessment really do affect

the student’s attainment of the expected learning outcomes. The formative
and self-assessment provide the students ongoing feedback that is helpful
in addressing their weaknesses resulting to a more improved performance
during the summative assessment.
4. What was the effect of students assessing their own progress on their
motivation to learn?

When students assess their own progress, it can positively impact

their motivation to learn in several ways. Self-assessment provides
students with a sense of ownership and control over their learning journey.
By reflecting on their strengths and areas for improvement, students can
set realistic goals, track their academic achievements, and take
responsibility for their academic growth.
Reflect
How would attainment of learning outcomes be affected if there were no
formative assessment nor self-assessment?
 Write Action Research Prompts
This part allows you to synthesize or put together what you noticed, analyzed,
and reflected on to come up with a possible topic for action research.

Your Observations
1. One thing that went well in the development / use / administration of
formative assessment tasks (assessment for learning) is

Aside from the teacher being able to monitor the students progress,
the students also can assess themselves. In this way the students were able
to keep track of what they've accomplished, and feel responsible for getting
better in their studies.
2. One thing that did not go very well in the development / use /
administration of formative assessment tasks (assessment for learning) is

I was able to witness some students become sad and dejected whenever
they fail on their formative assessment, however I constantly instill in their
\minds that they should study and reflect on their mistakes and see this a
challenge for them to grow.
3. One good thing observed in students’ self-assessment (assessment as
learning) is

4. One thing in students’ self-assessment (assessment as learning) that

needs improvement based on what were observed is

Well, it would be great is the students don’t compare themselves to others

whenever they assess themselves. Students has their own strength and
weaknesses and constantly comparing themselves to others will only make
them feel dejected and self-doubt.
Reflect
The formative assessment activities went well because

to

The formative assessment activities process did not go well because

There are also instances that formative assessment won’t go well because
the feedback provided was insufficient or delayed which hinders the
student’s ability to understand themselves as well as address their
weaknesses.

For students, self-assessment worked because

For students, self-assessment did not work because

Act
To ensure that formative and self-assessment processes serve their purpose, to
help students learn, I will learn from other’s best practices by researching on

Plan
To help improve formative and self-assessment practices, I plan to conduct action
research on
 Work on my Artifacts
Compile activities/techniques in formative assessment and in self-
assessment used by your FS Resource Teacher in the classes you
observed. Include your annotations/improvements on the assessment tasks.

Add other activities/techniques that you have researched on. e.g. TED
Talks on assessment.

These are the techniques and activities for assessment that I’ve researched
on TED Talks:
Peer Instructions
Concept Mapping
Mind mapping
On going feedbacks
Short quizzes