COLLEGE OF TEACHER EDUCATION

FIELD STUDY 2 LEARNING EPISODE

Assessing FOR, AS and OF
Learning
FS 2 16

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 for this Learning Episode (NOTICE).

1. Assist your CT in the conduct of formative assessment

2. Offer your assistance to students to engage in self-assessment through our CT.

Notice
1. Take notice of:

 The alignment of the different formative assessment tasks used with the learning outcomes.
 The students’ participation, behavioral 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 task help students master what they were expected to learn?

Yes, because formative assessment is one of the ways to sharpen each student's knowledge,
it is beneficial to include their thoughts or what they have learned during the teacher's
conversation. They will know if they have recalled or learnt anything in the formative
assessment activity because this will be the foundation of their knowledge.

 Was students’ response to formative assessment exercises favorable or unfavorable? Why?

Yes, students responded well to formative assessment exercises because they were able
to complete and complete the formative assessment correctly, and many students had positive
outcomes.
  Did the conduct of formative assessment and self-assessment affect students’ attainment of
learning outcomes? How?

No, because it aided them in determining what more they should do to further
their education.

 What was the effect of students assessing their own progress on their motivation to learn?

Because of their errors, they are even more driven to better and reach the l earning
objective. The effect of assessing oneself on learning is that they will know where they
are suffering and make mistakes as to how they may further enhance it based on their knowledge
and
abilities.

Reflect
How would attainment of learning outcomes be affected if there were no formative assessments nor
self-assessments?

Formative assessment, also known as self-assessment, is critical since it greatly aids in

determining what each student knows or has learned. Because the instructor will not know if
each student has learnt something and will not know the study's end if there is no formative evaluation or
self-assessment, the learning outcome will be influenced. When there is no formative or self-assessment,
the student will be harmed since they will be unable to apply their knowledge, memory, or skills to what
the instructor has covered. Formative assessments enable our students to actively control and alter their
own learning by providing evidence of their present progress. This also allows our pupils to keep track
of their academic objectives.

Write Action Research Prompts

OBSERVE

1) One thing that went well in the development/use/administration of formative assessment tasks
(assessment for learning) is during the learning and teaching process, assess a student's grasp and
understanding of a skill or lesson. One thing that went well in the development of
formative assessment activities is that they provide feedback to teaching and learning,
which can subsequently be used to enhance students' performance. Students get more
engaged i n the learning process as a result of this, and they build confidence in what they are
required to learn and to what standard they are expected to learn it.
 2) One thing that did not go very well in the development/ use/ administration of formative
assessment tasks (assessment for learning) is I believe that if students do not grasp the purpose of
formative assessment and students do not comprehend the purpose of formative assessment, the
usage or development of formative assessment will not proceed smoothly.

3) One good thing observed in students’ self-assessment (assessment as learning) is students will
determine their knowledge and abilities by allowing them to self -evaluate or make
judgments about their learning process and learning products using the criteria they and
their instructor
agreed on.

4) One thing in students’ self-assessment (assessment as learning) that needs improvement based on
what were observed is to increase your learning abilities or knowledge to inspire or urge yourself
to be a better learner

REFLECT

The formative assessment activities went well because teachers might use formative evaluations
to discover areas of uncertainty or frequent misunderstandings. It allows them to assess which
pupils grasp the material and which require further assistance or a different educational
technique.

The formative assessment activities process did not go well because some students do not grasp
much of what the teacher is saying, formative assessment is used to determine what the pupils
have learned and comprehended.

For the students, self-assessment worked because by allowing students to assess and decide their
own knowledge, as well as understand how to enhance their skills a nd learning processes, and
how to motivate themselves to be better.

For the students, self-assessment did not work because he or she does not apply what they have
learned to himself.

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 additional methods to
check that the formative assessment and self-evaluation procedures are serving their aim of
assisting students in learning. And I'll think about how I can share with each pupil.
 PLAN

To help improve formative and self-assessment practices. I plan to conduct an action research on
through gathering information or developing new tactics to assist improve or assure the
processes' effectiveness.

Check for Mastery

Direction: Read each of the following then choose the letter of the correct answer.

1. Assessment for learning refers to assessment that teachers give during instruction to ensure
that the intended learning outcomes are attained. Is the statement is true?
a) Yes
b) No
c) Only if at least 80% of the intended learning outcomes were attained
d) It depends on the result of student’s assessment

2. A student monitors his own progress in relation to learning targets which he has set for
himself. Under which types of assessment does this fall?

a) Assessment for learning

b) Assessment of learning
c) Assessment as learning
d) Assessment of and for learning

3. To finally determine how well students have attained the learning outcomes by grading in
which type of assessment/s is teacher engaged?

a) Assessment for learning

b) Assessment of learning
c) Assessment as learning
d) Assessment of and for learning

4. To ensure attainment of learning outcomes, which can teacher do in the process of instruction?

a) Pair fast learner with another fast learner to challenge them even more
b) Devote half of the class period to study period
c) Give the class extra reading
d) Do peer tutorial

5. Which is/are most likely the effect/s of self-assessment and formative assessment?

I. High percentage of students with passing grades

II. 100% passing
III. 50% with passing grades, 50% with failing grades
A. I only
 B. II only
C. III only
D. I, II and III

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.

PEER INSTRUCTION

The teacher poses a question that challenges students to link or apply real-world examples
of previously learned concepts (ConcepTests) by deciding the solution and articulating their rationale
to another student in an attempt to persuade them of their accuracy. Students are given a few minutes to
think about the answer on their own before raising their hands or using clickers to indicate
their response. Students then collaborate in pairs or small groups to persuade the other students of their
point
of view. After a few minutes, students are asked to respond to the question once more.

Concept Mapping/Graphical Organizers/Mind Mapping

Students can use graphic organizers to turn difficult knowledge into understandable visual
displays. Students may use graphic organizers to improve their abilities to make inferences, synthesize,
and integrate information and ideas. Students are given a primary theme to learn about (s). The
core graphic depicts this thought, with related themes/concepts spreading out as "branches." Mind
mapping theorizes that each of these map components might work as a hook, linking new
information with
previous knowledge, making it simpler to learn and retain.

Jigsaw Group Projects

Each group member is expected to finish a certain portion of a task or to become an expert on one
area of a subject. After each group member has accomplished his or her allotted duty, they reassemble
and teach the content to the remaining members of their group. They then put this information to use in
order to achieve a shared objective. For instance, in a chemistry class, each student group may
investigate a different type of energy generation (nuclear, fossil fuel, hydroelectric, etc.). The groups are
then restructured such that each has a specialist in one type of electricity generating. They then address
the issue of how much prominence each strategy should get.