Field stuydy 5

1
 My Learning Episode Overview

This Episode introduces assessment FOR learning, assessment AS learning

and assessment OF learning.

Prepositions for, as and of mean a lot. They make a big difference in

assessment. Assessment FOR learning, assessment AS learning and assessment
OF learning have different purposes. You learned them in your subjects on
Assessment. In this episode, you will observe how they are applied in the
teaching-learning process.

My Map

To realize my Intended Learning Outcomes, I will work my way through these

steps.

Read My Learning Essentials.

1

Observe 2 classes, together with a partner, to see assessment practices with the
help of an Observation Sheet.
2

Analyze my observations with the use of guide questions.

3

Reflect on my observations and analysis.

4

Answer then LET-like test items.

5

Come up with the portfolio.

6
2
 My Learning Activities

OBSERVATION SHEET No. 1.1

Indicators of Assessment FOR, OF and AS Learning
Resource Teacher: Julius Mariscotes School: Lanigay High Shool
Grade/Year Level: 9 Subject Area: TLE
Assessment FOR Assessment OF
Assessment AS Learning
Learning Learning
(Assessment while
teacher teaches.
(Assessment at the end
Conduct of pretest and (Self-assessment)
of teaching)
post test are included.)
The Resource teacher The students have an
The resource teacher
was assessing the actual performance of the
evaluate the
students through discussion in order to
performance of the
practical examination apply the learning
students and facilitate
while discussing the outcomes of the
the correct instructions
topic and gives some lesson/topic discussed.
done by the students.
instructions on how to
be done the activity.

OBSERVATION SHEET No. 1.2

Indicators of Assessment FOR, OF and AS Learning
Resource Teacher: Edlyn Magdato School: Lanigay High Shool
Grade/Year Level: 9 Subject Area: AP
Assessment FOR Assessment OF
Assessment AS Learning
Learning Learning

(Assessment while
teacher teaches. (Assessment at the end
(Self-assessment)
Conduct of pretest and of teaching)
post test are included.)
The students have group
The resource teacher
activity to perform on
The Resource teacher evaluate the students
classifying the living things
was facilitating the through the group activity
through identification
students through pre- perform by the learners.
tasks.
test examination while
discussing the topic.

My Analysis
3
1. Did you observe assessment practices for the three (3) forms of
assessment? Explain your answer.

Yes, it involves the three forms of assessments in which the teacher

performed the assessments by assessing the examinations and facilitating
through the right track of teaching learning to provide understanding to the
students.

2. Are results of assessment OF learning affected by the

observance/implementation of assessment FOR learning? Explain your
answer.

Yes, the teacher done in by facilitating and assessing the students

through evaluation.

3. Based on your observations, to what extent is Assessment AS learning (self-

assessment) practiced compared to Assessment FOR (formative) and OF
learning (summative) ?

I think its AS Learning in which learners provide their own learning

through themselves.

4. Which phrase refers to assessment FOR learning? Assessment OF learning?

Assessment AS learning?

DepEd Order No. 8, s. 2015 states: “Assessment is a process that is used

to keep track of learners progress in relation to learning standards…, to
promote self-reflection and personal accountability among students about
their own learning and to provide bases for the profiling of student
performance on the learning competencies and standards of the curriculum.”

My Reflections/Insights
4
1. As a student, did you like assessment? Do students like assessment?
Why or why not?

For students in high school, in my observation some didn’t like it and

others love it also. For students assessments have the ability to enhance their
learning.

2. What can you do to eliminate students fear of assessment? Can

frequent formative assessment (Formative assessment) reduce if not
eliminate fear of assessment?

As a future teacher, I will give the students the guide of my topic, they will
advance study of it and give examples in their own words and discuss it in
class with the classmates.

3. Do you like the idea and practice of self-assessment (assessment AS

learning) why or why not?

Yes, I think the three forms of assessments are the best way to evaluate
the students.

Integrating Theory and Practice 5

 Directions: Read the items given below and choose the correct answer.

1. Teacher Emma gave a True-false pretest on social justice. Based on the

pretest results, she taught her class social justice by correcting whatever
wrong concepts the students have and affirmed and expounded on their
correct concepts. After correcting their wrong concepts and affirming their
correct answers, Teacher Emma gave the class a post test. Among the
forms of assessment explained, which one/s did Teacher Emma do?

A. Assessment OF Learning
B. Assessment AS Learning
C. Assessment FOR Learning
D. Assessment FOR and AS Learning

2. The class was taught how to conduct an action research and was required an
end-of-the-term written research report. The class was taught how to do the
research report and was shown an Analytic Scoring Rubric for them to know
how they will be graded. The class took the Scoring Rubric as guide in the
making of their research report. They were all motivated to pass an excellent
research report and as a group checked now and then if they were true to the
qualities of an excellent research report as seen in the scoring rubric. What
form of assessment is described?

A. Assessment OF Learning
B. Assessment AS Learning
C. Assessment FOR Learning
D. Assessment FOR and AS Learning

3. Teacher Julie sees to it that she checks for understanding as she teaches to
ensure that every student can follow the lesson. With what form/s of
assessment is Teacher Julie occupied with it?

A. Assessment OF Learning
B. Assessment AS Learning
C. Assessment FOR Learning
D. Assessment FOR and AS Learning

4. Teacher Grace is done with unit 1. She wants to know how well her students
could demonstrate the knowledge and skills targeted at the beginning of the
Unit. Into what form of assessment is Teacher Grace?

A. Assessment OF Learning
B. Assessment AS Learning

6
 C. Assessment FOR Learning
D. Assessment FOR and AS Learning

5. Which assessment is/are used to determine grade of students?

I. Formative assessment
II. Summative assessment
III. Assessment of learning

A. II and III
B. I and III
C. I and II
D. I only

6. Which assessment leads students to become self-directed and independent

learners?

A. Formative assessment
B. Summative assessment
C. Assessment AS learning
D. Assessment FOR learning

7. Complete this analog. Formative assessment: Assessment for learning

Summative assessment: .

A. Assessment of learning
B. Assessment with learning
C. Assessment as learning
D. Assessment in learning

7
 My Learning Portfolio

Distinguish assessment FOR, OF and AS learning by way of a graphic organizer.

Three (3) innovative assessment activities and techniques to add to the usual
teacher questioning and observation techniques.

Four Corners
This is a great way to encourage dynamic movement while learning multiple-
choice questions. Designate each corner of the classroom to represent A, B, C,
and D. Students go to the corner that they believe corresponds with the correct
answer.

Stop & Go Cards

Students create index cards with a large green marker circle on one side and red
on the other. If they are following along and understanding the lesson, the green
side of their card is upright and visible to you. When they do not understand
something and need clarification, they flip the card to show you the red side.

Twitter Board
Students summarize what was learned in a lesson using 140 characters. Pin small

8
strips of paper to a poster or corkboard to resemble a Twitter feed.

9
 My Learning Rubric

FIELD STUDY 5, EPISODE 1 – ASSESSMENT FOR LEARNING, ASSESSMENT AS

LEARNING AND ASSESSMENT OF LEARNING: HOW ARE THEY PRACTICED?
Focused on: Distinguishing among the 3 forms of assessments and Drawing concrete examples of
these forms of assessment
Name of FS Student: Val Carlo B. Cruz Date Submitted:
Year & Section: 4-B Course: BSED
Learning Episodes Exemplary Superior Satisfactory Needs
4 3 2 Improvement
1
All tasks were done with All or nearly all tasks Nearly all tasks were Fewer than half of
outstanding quality; work were done with high done with acceptable tasks were done; or
Learning Activities exceeds expectatio quality. quality. most objectives
were met but need
improvement.
4 3 2 1
All questions were Analysis questions were Analysis questions were Analysis questions
answered completely; in answered completely. not answered were not answered.
Analysis of the Learning depth answers; completely.
Episode thoroughly grounded on Clear connection with Vaguely related to the Grammar and
theories. Exemplary theories. theories spelling
grammar and spelling. unsatisfactory
Grammar and spelling Grammar and spelling
are superior. acceptable 1
4 3 2
Reflection statements Reflection statements Reflection statements Reflection
are profound and clear; are clear, but not clearly are shallow; supported statements are
Reflections/ Insights supported by supported by by experiences from the unclear and
experiences from the experiences from the learning episodes shallow and are not
learning episodes learning episodes supported by
experiences from
the learning
episodes
4 3 2 1
Portfolio is complete, Portfolio is complete, Portfolio is incomplete; Analysis questions
clear, well-organized and clear, well-organized; supporting were not answered.
Learning Portfolio all supporting; most supporting documentations are
documentations are documentations are organized but are Grammar and
located in sections available and logical and lacking spelling
clearly designated clearly marked locations unsatisfactory
3 1
4 2
Submission of Learning Submitted before the Submitted on the Submitted a day after Submitted two days
Episode deadline deadline the deadline or more after the
deadline
4 3 2 1
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 1.0 1.25 1.5 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

_____________________
Signature of FS Teacher Date: _________________
Above Printed Name

10