Learnin

FIELD STUDY 1 g
Assessment FOR Learning
and Assessment AS
Episode

FS 1
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 outcomes.
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 Outcome

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 learner’s
understanding and progress.
 If we found 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 doing 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 learner 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.
ACTIVITY 1

Observe how assessment for learning applied in the classroom. Answer the ff
questions

1. Based on your observation enumerate practices formative assessments is being given by

the teacher?
2. Did the teacher record or did not record the formative assessments? Why? What is the
purpose of formative assessment?

Analyze

1. What are the good points of giving formative assessments?

( answer this in a form of thesis statement)
2. How may items must be given in a formative assessment and the importance or significant
of assessment for learning?
3. Why should a teacher find out from time to time if students understand the lesson while
lesson is on progress?

Reflect

As a future educator, when do assessment for learning is being given

and give examples for you relate in yourself why assessments for
learning is much needed.

Show Your Artifacts

Ask or request from your CT the objective and formative assessment conducted and
paste in your artifacts as a proof that you observed. Follow Instructions below on how post your
artifacts

Lesson 1

1. Objective of the lesson

2. Evaluation

Lesson 2
Lesson 3
Lesson 4
Lesson 5

ACTIVITY 2

TARGET Your Intended Learning Outcome

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 the, 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 observation.

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

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

The primarily purpose of assessment is not to measure but to further

learning. Reflect on your personal experience of assessment in school. Were
you given opportunities for self-assessment? If yes, what was its impact on
your learning?
 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 Excellent Very Satisfactory Needs
Episode 4 Satisfactory 2 Improvement
3 1
Accomplish All observation One (1) to two Three (3) Four (4) more
ed questions/ (2) observation observation observation
Observation tasks questions/tasks questions/tasks not questions/
Sheet completely not answered/ answered/ tasks not
answered/ accomplished. accomplished. answered/
accomplished. accomplished.
Analysis All questions All questions Questions were not Four (4) more
were answered were answered answered observation
completely; completely; completely; answers questions were
answers are answers are are not clearly not answered;
depth and are clearly connected to answers are
thoroughly connected to theories; one (1) to not connected
grounded on theories; three (3) to theories;
theories; grammar and grammatical/ more than four
grammar and spelling are free spelling errors. (4)
spelling are free from errors. grammatical/s
from error. pelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; depth; shallow; somewhat shallow; rarely
supported by supported by supported by what supported by
what were what were were observed and what were
observed and observe and analyzed observed and
analyzed analyzed analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in the reflected on in
the context of the context of context of the the context of
the learning the learning learning outcomes. the learning
outcomes; outcomes. Complete; not outcomes; not
Complete, well- Complete; well organized, relevant complete; not
organized, organized, very to the learning organized, not
highly relevant relevant to the outcome relevant
to the learning learning
outcome outcome
Submission Submitted Submitted on Submitted a day Submitted two
before the the deadline after the deadline (2) days or
deadline more after the
deadline
COMMENT/S Rating:
Over-all score (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
Grade 1. 1.25 1.5 1.75 2.00 2.2 2.50 2.75 3.0 3.5 5.00
0 5 0
99 96 93 90 87 84 81 78 75 72 71-Below

Signature of FS Teacher above Printed Name Date