Activity 12.

1
Observing Assessment FOR Learning Practices (Formative Assessment)

Resource Teacher: Teacher's Signature: School:

Grade/Year Level: Subject Area: Date:

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

What Teacher Did Tally Total

2. Did the teacher ask the class "Did you understand'? If she did, what was the class 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?
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?

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?
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:

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

• 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 the next steps in learning.
• It encourages self-assessment and reflection.

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?
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?

1. My Accomplished Observation Sheet

2. My Analysis
3. My Reflection
 EVALUATE Performance Task
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 Episode Excellent Very Satisfactory Satisfactory Needs

4 3 2 Improvement
1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet questions/tasks observation questions/tasks not observation
completely questions/ tasks answered/ questions/ tasks not
answered/ not answered/ accomplished. answered/
accomplished. accomplished. accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered answered answered observation
completely; completely; completely; answers questions were not
answers are with answers are clearly are not clearly answered; answers
depth and are connected to connected to not connected to
thoroughly theories; grammar theories; one (1) to theories; more than
grounded on and spelling are three (3) four (4)
theories; grammar free from errors. grammatical/spelling grammatical/
and spelling are errors. spelling errors.
free from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow; somewhat shallow; rarely
what were by what were supported by what supported by what
observed and observed and were observed and were observed and
analyzed analyzed analyzed analyzed
Learning Artifacts Portfolio is Portfolio is Portfolio is not Portfolio is not
reflected on in the reflected on in the reflected on in the reflected on in the
context of the context of the context of the context of the
learning outcomes; learning outcomes. outcomes. Complete; learning outcomes;
Complete, well- Complete; well not organized, not complete; not
organized, highly organized, very relevant to the organized, not
relevant to the relevant to the learning outcome relevant
learning outcome learning outcome
Submission Submitted before Submitted on the Submitted a day after Submitted two (2)
the deadline deadline the deadline days or more after
the deadline
COMMENT/S Rating:
(Based on
Over-all Score 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 75 71-Below
Signature of FS Teacher above Printed Name Date