SPARK Your Assessment

Interest FOR Learning and

Learning
Episode 12 Assessment AS Learning (Formative
Assessment)

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 outcome.

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

OUTCOMES
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 on the process of
teaching, we do check on learner’s understanding and progress.
 If we find out that the learners failed to understand prerequisite knowledge and
skills, we reteach until learners master them. This is called FORMTIVE
assessment, assessment while the learners are being 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.

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  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 learners 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.
 Assessment for learning encourages peer assessment.

Activity 12.1: Observing Assessment FOR Learning Practice (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 Teacher Did Tally Total

2. Did the teacher ask the class “Did you understand”? if she did, what was the class’ response?
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
____________________

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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 the teacher respond?

________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
____________________

5. Were the students given the opportunity to ask for clarification? How was this done?
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
____________________

6. If he/she find out that his/her 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-teacher-one (Students paired with another).
__________ Teacher gave a Module for more exercises for lesson mastery
__________ Teacher did re-teaching.
Others, please specify
____________________________________________________________________________________________________________
________________________________________________________________

7. If he/she engages himself/herself in re-teaching, how did he/she do it? Did he/she use the same
teaching strategy? Describe.
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________

8. While re-teaching by himself/herself and/or other students-turned tutors, did the teacher check on
students’ progress?
________________________________________________________________________________________________________
______________________________________________________________
If yes, how?__________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
_________________________________________

ANALYZE

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1. Why should a teacher find out if the students understand the lesson while teaching is in progress? Is it
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?

________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
____________________

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 the attribute 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 of formative assessment? Why or why not?

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1. My Accomplished Observation Sheet

2. My Analysis

3. My Reflection

4. Snapshot 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:

TARGET YOUR INTENDED LEARNING OUTCOMES

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

REVISIT the Learning Essentials

 Assessment as learning means assessment is a way of learning.
 It is the use of on-going 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 to students to use formal and informal feedback and self-assessment to help
them understand the next step in learning.
 It encourages self-assessment and reflection.

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

Aspects of Classroom Management 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

engage in self-reflection, self-
monitoring and self-adjustment?

3. Did the 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 the 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 primary 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 the 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
LINK Theory to Practice

Evaluate Your Work Task Field Study 1, Episode 12- Assessment FOR Learning and Assessment AS
Learning (Formative Assessment)
Learning Outcomes: Demonstrate knowledge of the design and use of formative assessment; and Explain
the importance of formative assessment.

Name of FS Student: Date Submitted:

Year & Section: Course:
Needs
Learning Excellent Very Satisfactory Satisfactory
Improvement
Episode 4 3 2
1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation question/tasks observation questions/tasks not observation
Sheet completely answered/ questions/ answered / questions/ tasks not
accomplished. tasks not answered / accomplished. answered/
accomplished accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with answers are clearly answers are not were not answered;
depth and are connected to clearly connected to answers not
thoroughly grounded theories; grammar theories; one (1) to connected to
on theories; grammar and spelling are free three (3) theories; more than
and spelling are free from errors. grammatical/spelling four (4)
from error. errors. grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what supported by what shallow; somewhat rarely supported by
were observed and were observed and supported by what what were observed
analyzed analyzed were observed and and analyzed
analyzed
Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not
Artifacts on in the context of on in the context of reflected on in the reflected on in the
the learning the learning context of the context of the
outcomes; Complete, outcomes. Complete; learning outcomes. learning outcomes;
well-organized, highly well-organized, very Complete; not not complete; not
relevant to the relevant to the organized, relevant to organized, not
learning outcome learning outcome the learning outcome relevant
Submission Submitted before the Submitted on the Submitted a after day Submitted two (days
deadline. deadline the deadline or 2) more after the
deadline
COMMENT/S: Over-all Score Rating:
(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
Grad
1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71-below

_________________________________ _____________________
Signature of FS Teacher above Printed Name Date

Direction. Read the items given below and encircle the correct answer.

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1. The primary purpose of assessment is to ensure learning. Which assessment are referred to?

I. Assessment as learning
II. Assessment for learning
III. Assessment of learning

A. I, II and III C. I and II

B. I and III D. II and III

2. Research shows that when students help develop questions for an assessment and have a deeper
understanding of what they are expected to learn before they take the assessment, they take a greater
responsibility of their own learning. Which assessment is referred to?
A. Assessment as learning
B. Assessment for learning
C. Assessment of learning
D. Assessment

3. In learning DepEd Order No. 8, s. 2015 states, “Assessment is a process that is used to keep tract of
learners’ progress in relation to learning standards……, to promote self-reflection and personal
accountability among students about their own learning…..
Which assessments are referred to by the DepEd memo?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I only
B. I and II
C. II and III
D. I, II and III

4. You check for understanding in the midst of your lesson. In which form /s of assessment are you
engaged?
A. Assessment as learning
B. Assessment of learning
C. Assessment for learning
D. Assessment of and for learning
5. Assessment FOR learning is ongoing assessment that allows teachers to monitor students on day-to-day
basis and modify their teaching based on what the students need to be successful. Is the statement is
TRUE?
A. Yes
B. Somewhat
C. No
D. TRUE except the clause after and

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6. It develop and supports students’ metacognitive skills. Which is referred to?
A. Assessment as learning
B. Assessment of learning
C. Assessment for learning
D. Assessment in learning

7. Which for of assessment is crucial in helping students become lifelong learners?

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

8. Which is characterized by students reflecting on their own learning and making adjustments so that
they achieve deeper understanding?
A. Assessment of learning
B. Assessment as learning
C. Assessment for learning
D. Assessment in learning

9. Which practices required for assessment as learning to be effective?

I. Discuss the learning outcomes with the students.
II. Create criteria with the students for the various tasks that need to be completed and/or skills that need
to be learned or mastered.
III.Provide feedback to students as they learn and ask them guiding questions to help them monitor their
own learning.
IV. Help them set goals to extend or support their learning as needed in order to meet or fully meet the
expectations.
V. Provide reference points and examples for the learning outcomes.

A. I, II and III
B. III, IV and V
C. I, III, IV and V
D. I, II, III, IV and V

10. In which type of assessment are students expected to go beyond completing the task assigned to them
by their teacher and so students move from the passive learners to active owners of their own learning?
A. Assessment as learning
B. Assessment of learning

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C. Assessment for learning
D. Assessment in learning

11. Which assessment is linked to tasting the soup while in the process of cooking the soup?
A. Assessment as learning
B. Assessment of learning
C. Assessment for learning
D. Assessment in learning

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