FS 1 - LE 12-Edited

CHRIST- CENTEREDNESS EXCELLENCE MISSIONARY
Field Study 1
Name of FS Student:Antonio Jeremiah V. Turzar Department: MAPEH
Position:Field Study Student Work Week:6
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
What do we need do we 1 1
need to follow?
What did we do on the 1 1
second day of the class?
Do we have concern with the 3 3
people around us?
Where do we afraid of? 4 4
crimes? drugs? things we
buy?
What are the vices? 1 1
Kindly look at the pictures at 1 1

the screen? Is about what?
we have buying?
What is the problem in 1 1
buying?
Why do we have consumer 2 2
act? what does that act
protect?
2. Did the teacher ask the class “Did you understand?” If she did, what was the class’
response?
Yes, the learners replied "yes."
3. Did the students make the teacher feel or sense they did not understand the lesson
or a part of the lesson? How?
If the lesson will not be able to comprehend by the learners then the learners will raise
their inquiries.
4. If they did, how did the teacher respond?
The educator would repeat the topic that the learners did not understand.
5. Were the students given the opportunity to ask questions for clarification? How was
this done?
Yes, when the educator asked the learners if they have any questions, violent
reactions or any clarifications. Then the role of the educator is to answer all the
queries of the learners, until they may be able to comprehend the topic.
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.
She used words that the learners will be able to understand easily.
8. While re-teaching by himself/herself and/or with other students-turned tutors, did
teacher check on students’ progress? Yes
If yes, how?
The learners may be able to understand the lesson on the second time through
changing the teaching strategy.
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?
A teacher must not have this mindset of "once-and-for-all" assessment, because it will
reflect on the quizzes, exams, and other activities if the students will not be able to
understand the lesson clearly and probably as a result there will be a low score.
2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she
intends to check on learners’ progress?
It is not enough, that is why there are still follow up assignments, activities, quizzes,
and exams for the educators to evaluate the learners if they truly understand the
lesson. And by that time the result is passed then there is a progress among learners.
3. Should teacher record results of formative assessment for grading purposes? Why
or why not?
Yes, for the educators to identify the learner's current proficiency level with each
target and its criteria.
4. Based on your observations, what formative assessment practice worked?

Formative assessment such as quizzes, homework or classwork these are some of my
observations that has been practiced.
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?
Because formative assessment learners themselves are assessing themselves through

what they have learned from the lesson. This is somewhat what we call self-learning,
they teach themselves and trying to understand through themselves' teaching.
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?
Yes, because when a teacher successfully applied the formative assessment, failure to
achieve learning and its objectives at the end of the term can be avoided
(Source:scribd.com).
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?
In my own perspective, when we cook soup, we surely taste it and try to

determine what is lacking in the ingredients. If the taste is not good or has no
taste at all, we want to add salt. If there is still a lack of flavor and we want it to
taste like it has sweets, we add evaporada. And if we want to make this soup
more flavorful, we want to add vinegar. As well as a little bit of spice that
boosts our appetite, we want to add chili powder. Then the taste of this
finished product will be as good as what our taste buds need. If I convert this
one to formative assessment, it would be just the same in that, as educators,
we make the learners assess themselves through homework, classwork, and
quizzes. These are the ingredients of what the educator needs for them to
know and to evaluate if they understand the lesson clearly. On the other hand,
Formative assessment expert Paul Black put it this way: "When the cook tastes
the soup, that's formative assessment." "When the customer tastes the soup,
that's a summative assessment." Formative assessments are not unit tests, pop
quizzes, or pass/fail activities. I should record the results of formative
assessment because, according to an article, record keeping is an essential
aspect of grading and formative assessment. Each student's entries should
identify the child's current proficiency level with each target and its criteria. A
consistent record-keeping system is essential for grading reliability (source:
ascd.org).
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
Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)

Resource Teacher: Kahreen Lou C. Mondina Teacher’s Signature: ________School: SLC
Grade/Year Level: 11 Subject Area: PE Date: November
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 Yes, through a group activity,
for the learners to monitor and reflect on assignments and quizzes.
their own learning?
2. What are the proofs that students were Through having a good score.
engaged in self-reflection, self-
monitoring and self-adjustment?
3. Did students record and report their Through them giving their insights and
own learning? reflections at the end of the lesson.
4. Did teacher create criteria with the Yes

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?
Assessments should incorporate learning, grading, and student incentive. Effective
evaluation techniques give important insights into student learning. We can learn
what the pupils learnt from them, how well they learned it, and where they had
difficulties.
2. Does assessment as learning have the same ultimate purpose as assessment for
learning?
In other words, the difference is a matter of "who": assessment of learning is a way to
determine what learners are capable of, but evaluation for learning is a means of
determining what the teachers should do in response.
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?
Through the assignments, classwork, and quizzes, I may be able to assess whether I
am doing well. While in some instances I did not pass, I had to have a remedial course
wherein I had to take tutoring by noon and after the class. The impact on my learning
is that I may be able to assess myself and determine where I should strive more to
pass, and with the help of remedial instruction, it helps me to pass and at the same
time understand the lesson clearly. When I was in sixth grade, my lowest grade was 72,
and that was in math, and my adviser asked me to have a remedial after lunch or after
the class. And by the end of the school year, I passed this subject because there was a
remedial that was conducted for me to attend, and as a result, I learned from it.
SHOW YOUR LEARNING ARTIFACTS

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

the deadline.
Comment/s: Over-all Score: Rating Based on
Transmutation:
Signature of Resource Teacher Date:
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

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CHRIST- CENTEREDNESS EXCELLENCE MISSIONARY

Activity 12.1 Observing Assessment FOR Learning Practices (Formative Assessment)

Kindly look at the pictures at 1 1

4. Based on your observations, what formative assessment practice worked?

Because formative assessment learners themselves are assessing themselves through

In my own perspective, when we cook soup, we surely taste it and try to

SHOW YOUR LEARNING ARTIFACTS

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

4. Did teacher create criteria with the Yes

SHOW YOUR LEARNING ARTIFACTS

Evaluate Performance Task

the deadline. deadline. the deadline. days or more after

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