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 Intended Learning Outcomes At the end of this Episode, I must be able to:

Distinguish among the 3 forms of assessment and Draw concrete examples of these forms of assessment.

My Performance Criteria

I will be rated along the following:

a. quality of my observations and documentation,b. completeness and depth of my analysis, c. depth and clarity of my classroom observation-based reflections,d. completeness, organization, clarity of my portfolio and e. time of submission of my portfolio.

My Learning Essentials

The preposition “for “in assessment FOR learning implies that assessment is done to improve and ensure learning. This is referred to as FORmative assessment, assessment that is given while the teacher is in the process of student formation (learning). It ensures that learning is going on while teacher is in the process of teaching.

FS 5FIELD STUDY

Learning Episode

ASSESSMENT FOR LEARNING;ASSESSMENT AS LEARNING andASSESSMENT OF

Teacher does not lose anything if as he/she teaches he/she checks for understanding now and then. This is to ensure that before he/she proceeds further or comes near the end of the chapter, unit or course or grading period, the students understood the lesson.

It will be tragic and a waste of time if teacher just proceeds with his/her teaching presuming that students understood the lesson only to discover at the end of the unit or grading period that student after all did not understand the lesson. So much time has already been wasted.

Besides, lack of understanding of the lesson must have been compounded because the “ABCs” of the lesson weren’t mastered and teacher already proceeded “XYZ”. Too late to discover that at the end of a unit or a grading period the students did not learn what was expected of them.

Formative assessment also includes the pretest and the posttest that a teacher gives to ensure learning.

Why the pretest? It is to find out where the students are or determine their entry knowledge or skills so teacher knows how to adjust instruction.

Why the posttest? It is to find out if the intended learning outcome has been attained after the teaching-learning process. If not all students have attained it, then teacher has to apply an intervention or a remediation. Why do these have to take place? To ensure learning, thus the term assessment FOR learning.

In assessment OF Learning is usually given at the end of a unit, grading period or a term like a semester. It is meant to assess learning for grading purposes, thus the term Assessment OF Learning.

In Assessment FOR Learning, teachers use assessment results to inform or adjust their teaching.

Assessment AS Learning is associated with self-assessment. As the term implies, assessment by itself is already a form of learning for the students.

As students assess their own work (e.g. a paragraph) and/or with their peers with the use of scoring rubrics, they learn on their own what a good paragraph is. At the same time, as they are engaged in self-assessment, they learn about themselves as learners (e.g. paragraph writers) and become aware of how they learn. In short, in assessment AS learning, students set their targets, actively monitor and evaluate their own learning in relation to their set target. As a consequence, they become self-directed or independent.

Assessment

AssessmentFOR learning

My Map

Assessment

AS learning

Assessment

OF learning

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

3. Analyze my observations with the use of guide questions.

4. Reflect on my observations and analysis.

5. Answer the LET-like items.

6. Come up with my portfolio.

Read My Learning Essentials1.

OBSERVATION SHEET # 1.1

My Learning Activities

I will observe two classes; record my observations with the use of an Observation Sheet.

Indicators of Assessment FOR, OF and AS Learning

Resource Teacher:_________________ Teacher’s Signature: _______ School: ______________Grade/Year Level: ______________________ Subject Area: ___________ Date: ___________

Assessment FOR Learning Assessment AS Learning Assessment OF LearningWrite observed teacher activities that manifest assessment FOR learning.(Assessment while teacher teaches. Conduct of pretest and posttest are included.

Write observed teacher and student activities that manifest assessment AS learning.( Self-Assessment)

Write observed teacher activities that manifest assessment OF learning.(Assessment at the end of teaching)

Resource Teacher:_________________ Teacher’s Signature: _______ School: ______________Grade/Year Level: ______________________ Subject Area: ___________ Date: __________

Assessment FOR Learning Assessment AS Learning Assessment OF LearningWrite observed teacher activities that manifest assessment FOR learning.(Assessment while teacher teaches. Conduct of pretest and posttest are included.

Write observed teacher and student activities that manifest assessment AS learning.( Self-Assessment)

Write observed teacher activities that manifest assessment OF learning.(Assessment at the end of teaching)

OBSERVATION SHEET # 1.2

My Analysis

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

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2. Are results of assessment OF learning affected by the observance or implementation of assessment FOR learning? Explain your answer.

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3. Based on your observation, to what extent is Assessment AS Learning (self-assessment) practiced compared to Assessment FOR (formative) and OF Learning (summative)?

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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 on 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 profiling of student performance on the learning competencies and standards of the curriculum. “________________________________________________________________

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My Reflections

Write your reflections on the following:

1. As a student, did you like assessment? Do students like assessment? Why or why

not?

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

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

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

Why or why not?

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Integrating Theory and Practice

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 posttest. Among the forms of assessment explained, which One/s did Teacher Emma do?

A. Assessment OF Learning C. Assessment FOR LearningB. Assessment AS 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 graded. The class took the Scoring Rubric as guide in the making of their 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 C. Assessment FOR Learning

B. Assessment AS 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?

A. Assessment OF Learning C. Assessment FOR Learning

B. Assessment AS 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 C. Assessment FOR Learning

B. Assessment AS Learning D. Assessment FOR and AS Learning

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

I. Formative assessment

II. Summative assessment

III. Assessment of learning

A. II and III C. I and II

B. I and III D. I only

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

learners?

A. Formative assessment C. Assessment AS learning

B. Summative assessment D. Assessment FOR learning

7. Complete this analogy,

Formative assessment: Assessment for learning

Summative assessment: __________________

A. Assessment of learning C. Assessment as learning

B. Assessment with learning D. Assessment in learning

My Learning Portfolio

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

2. Research on: 3 innovative formative assessment activities and techniques to add to the usual

teacher questioning and observation techniques 2 innovative summative assessment tools that measure higher-order thinking skills .______________________________________________________________________

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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 assessment and

Drawing concrete examples of these forms of assessment

Name of FS Student: ___________________________ Date Submitted: _______________

Year & Section: _______________________________ Course: ______________________

Learning EpisodesExemplary

4

Superior

3

Satisfactory

2

Needs

Improvement

1

Learning activitiesAll episodes were done with outstanding quality; work exceeds expectations

4

All or nearly all episodes were done with high quality.

3

Nearly all episodes were done with acceptable quality.

2

Fewer than half of episodes were doe; or most objectives were met but need improvement.

1

Analysis of the Learning Episode

All questions or episodes were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling.

4

Analysis questions were answered completely.

Clear connection with theories.

Grammar and spelling are superior.

3

Analysis questions were not answered completely.

Vaguely related to the theories.

Grammar and spelling acceptable.

2

Analysis questions were not answered.

Grammar and spelling unsatisfactory.

1

Reflections/Insights

Reflection statements are profound and clear, supported by experiences form the learning episodes.

4

Reflection statements are clear, but not clearly supported by experiences from the learning episodes.

3

Reflection statements are shallow; supported by experiences from the learning episodes.

2

Reflection statements are unclear and shallow and are not supported by experiences from the learning episodes.

1

Learning Portfolio

Portfolio is complete, clear, well-organized; all supporting documentations are located in sections clearly designated.

4

Portfolio is complete, clear, well-organized; most supporting documentations are available and logical and clearly marked locations.

3

Portfolio is incomplete; supporting documentations are organized but are lacking.

2

Analysis questions were not answered.

Grammar and spelling unsatisfactory.

1

Submission of Learning Episodes

Submitted before the deadline.

4

Submitted on the deadline.

3

Submitted a day after the deadline

2

Submitted two days or more after the deadline.

1

COMMENTS Over-all score Rating:(Based ontransmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- belowGrade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71-below

Signature of FS Teacher Date