CHRIST- CENTEREDNESS EXCELLENCE MISSIONARY

Field Study 1

Name of FS Student: Department:

Position: Work Week:

Learning Episode 12: Assessment FOR Learning and Assessment AS Learning (Formative
Assessment)

TARGET Your 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.

Activity 12.1 Observing Assessment FOR Learning Practices (Formative Assessment)

Resource Teacher: _____________ Teacher’s Signature: ___________ School: __________

Grade/Year Level: ______________ Subject Area: ________________ Date: ___________

OBSERVE

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

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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. _____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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8. While re-teaching by himself/herself and/or with other students-turned tutors, did teacher
check on students’ progress? ____________________________________________
_________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
If yes, how? ____________________________________________________ _
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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?

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?

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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?

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

 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?
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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
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Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)

Resource Teacher: _____________ Teacher’s Signature: ___________ School:

__________

Grade/Year Level: ______________ Subject Area: ________________ Date: ___________

OBSERVE

Observe a class and find out practices that reflect assessment as learning. Record your
observations.

Teacher My Observation
1. Did the teacher provide opportunities for the
learners to monitor and reflect on their own
learning?

2. What are the 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?
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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?
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SHOW YOUR LEARNING ARTIFACTS

1. My Accomplished Observation Sheet

2. My Analysis

3. My Reflection
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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

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1

Accomplished All observation One (1) to two (2) Three (3) Four observation
Observation Sheet questions/ tasks observation observation questions/ tasks not
completely answered/ questions/ tasks not questions/ tasks not answered/
accomplished. answered/ answered/ accomplished.
accomplished. accomplished.

Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered observation questions
answers are with answers are clearly completely; were not answered
depth and are connected to theories; answers are not completely; answers
thoroughly grounded grammar and spelling clearly connected to are not clearly
on theories; grammar are free from error. theories; one (1) to connected to
and spelling are free three (3) theories; more than
from error. grammatical/ four (4) grammatical/
spelling errors. spelling errors.

Reflection Profound and clear, Clear but lacks of Not so clear and Unclear and shallow;
supported by what depth; supported by shallow; somewhat rarely supported by
were observed and what were observed supported by what what were observed
analyzed. and analyzed. were observed and and analyzed.
analyzed.

Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not

Artifacts in the context of the in the context of the reflected in the reflected in the
learning outcomes; learning outcomes; context of the context of the
Complete, well- Complete, well- learning outcomes; learning outcomes;
organized, highly organized, very Complete, not Not complete, not
relevant to the relevant to the organized, relevant organized, not
learning outcome. learning outcome. to the learning relevant.
outcome.

Submission Submitted before the Submitted on the Submitted a day the Submitted two (2)
deadline. deadline. deadline. days or more after
the deadline.

Comment/s: Over-all Score: Rating Based on

Transmutation:

Signature of Resource Teacher Date:

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TRANSMUTATION OF SCORE TO GRADE / RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

Grade 1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 3.50 5.00

99 96 93 90 87 84 81 78 75 72 71-Below