Learning Episode 16

Learning Episode 16.
Assessing FOR, AS and OF Learning
Participate and Assist
(Note to Student Teacher: As you participate and assist your CT in doing formative assessment and in
helping students engage in self-assessment, please take note of what you are expected to give more
attention to as asked in the next step of this Learning Episode.
1. Assist your CT in the conduct of formative assessment.
2. Offer your assistance to students to engage in self-assessment through your CT.
Notice
1. Take notice of:

 the alignment of the different formative assessment tasks used with the learning outcomes.
 the students’ participation, behavioural response, comments in the formative assessment
tasks.
 how the students assess their own progress
 our own feelings and thoughts as you assisted your CT:
- formulate the formative assessment tasks.
- administer formative assessment tasks.
Analyze
Did the formative assessment tasks help students master what they were expected to learn?
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Was the students’ response to formative assessment exercises favourable or unfavourable? Why?
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Did the conduct of formative assessment and self-assessment affect students’ attainment of learning
outcomes? How?
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What was the effect of students assessing their own progress on their motivation to learn?
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Reflect
How would attainment of learning outcomes be affected if there were no formative

assessments nor self-assessments? _____________________________________________________
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Write Action Research Prompts
OBSERVE
1. One thing that went well in the development/use/administration of formative assessment

tasks (assessment for learning) is ________________________________________________
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2. One thing that did not go very well in the development/use/administration of formative
assessment tasks (assessment for learning) is ______________________________________
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3. One good thing observed in students’ self-assessment (assessment as learning) is _________

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4. One thing in students’ self-assessment (assessment as learning) that needs improvement

based on what were observed is ________________________________________________
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REFLECT
The formative assessment activities went well because ______________________________

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The formative assessment activities process did not go well because ___________________
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For the students, self-assessment worked because __________________________________
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For the students, self-assessment did not work because ______________________________
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ACT
To ensure that formative and self-assessment processes serve their purpose, to help
students learn, I will learn from other’s best practices by researching on
___________________________________________________________________________
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PLAN
To help improve formative and self-assessment practices, I plan to conduct an action
research on _________________________________________________________________
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Work on my Artifacts
Compile activities/techniques in formative assessment and in self-assessment used by your

FS Resource Teacher in the classes you observed. Include your annotations/improvements on the
assessment tasks.
Add other activities/techniques that you have researched on e.g. TED Talks on assessment.

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Learning Episode 16.

Assessing FOR, AS and OF Learning

Participate and Assist

1. Take notice of:

How would attainment of learning outcomes be affected if there were no formative

Write Action Research Prompts

1. One thing that went well in the development/use/administration of formative assessment

3. One good thing observed in students’ self-assessment (assessment as learning) is _________

4. One thing in students’ self-assessment (assessment as learning) that needs improvement

The formative assessment activities went well because ______________________________

Compile activities/techniques in formative assessment and in self-assessment used by your

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