FS EP 12 - Alemania

Republic of the Philippines
CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines
FS1
Assessment FOR Learning and Assessment AS Learning (Formative
Assessment)
BEED/BSED
FIELD STUDY
THE K TO 12 GRADING SYSTEM
FS 1
Observations of
Teaching-Learning in
Actual School
Environment
FS1
Assessment)
Episode 12
FIELD STUDY THE K TO 12 GRADING SYSTEM
Assessment FOR
Learning and
Assessment AS
Learning (Formative
Assessment)
SPARK Your Interest

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 1
FS1
Assessment)
Episode 12
Assessment is an essential part of the instructional cycle. The instruction

cycle consists of: l) 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

Outcome
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 in the process of teaching, we do check learners’
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
FORMATIVE 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.
 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 FIELD
energy teaching
STUDY presuming
1 – Observations that everything
on Teaching-Learning in Actual was
Schoolclear, only 2
Environment|
to find out at the end of the lessom that the learners did not understand the
lesson at all. This means that we have to reteach from the very beginning,
FS1
Assessment)
Episode 12
OBSERVE, ANALYZE, REFLECT
Observing Assessment FOR Learning Practice

Activity 12.1 (Formative Assessment)
Resource Teacher: Maria Victoria P. Argayosa Teacher’s Signature: ____________
School: CNSC Grade/Year Level: Grade 7 Subject: Filipino
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

Total no. of Grade 7 class:
26
Class? Did you understand Half of the no. of boys are 14-Boys
it? There is any question? responded 12- Girls
Half of the no. of girls are

responded There are 13 students out of
26 students are responded

FS1
Assessment)
Episode 12

What Teacher Did Tally Total
The teacher asked the Half of the no. of boys are Total no. of Grade 7class:
students to raise their hands responded 26
if they have questions or 14-Boys
clarifications. Half of the no. of girls are 12- Girls
responded
There are 13 students out of
26 students are responded
2. Did the teacher ask the class “Did you understand”? If she did, what was the class response?
Yes, the teacher asks if the students understand the lesson. Sometimes class response by asking
question.
3. Did the students make the teacher feel or sense they did not understand the lesson or a part
of the lesson? How?
There are instances where the teachers sense that their students are having a hard time
understanding the lesson based on the facial expression of students that teacher sees.
4. If they did, how did the teacher respond?

For some circumstances that the students find difficulty in understanding the lesson the
teacher explain the lesson clearer and ask again if the class understand the lesson.
5. Were the students given the opportunity to ask for clarification? How was this done?
Yes, unfortunately it often the students can ask for clarification they have the opportunity
when the teacher ask if they understand the lesson.
6. If she found out that 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 one another).
__________________Teacher gave a Module for more exercises for lesson mastery.
__________________Teacher did re-teaching.

FS1
Assessment)
Episode 12

Others, please specify
_____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
7. She engage herself in re-teaching, how did she do it? Did she use the same teaching strategy?
Describe.
ANALYZE
1. Why should a teacher find out if students understand the lesson while teaching is in
progress?
It is not better to do a once-and-for-all assessment at the completion of the entire lesson?
It is best to know if the students understand the lesson during the progress to make sure that
they are following the lesson. And it is the best way to move up to another lesson rather than
that after finishing the lesson you just discover that there are students who did not follow the
lesson that means you are going to start again for those students who did not understand the
lesson.
2. Why is not enough for a teacher to ask, “Did you understand, class?” when he/she intends to
check on learners’ progress?
It is not enough to just ask if the class understand the lesson because sometimes there are
students who are shy to say that they didn’t understand the lesson.
3. Should teacher record results of formative assessment for grading purposes? Why or why
not?
I think it is not good to make formative assessment for grading purposes because it just a
learning process where the students are just learning. Because I believe that students have
different learning capabilities there are some students who are fast learner and there is slow
learner if you make formative assessment for grading purposes it is not fair for those who are
slow learners.
4. Based on your observations, what formative assessment practice worked?

The formative assessment worked is the teacher ask for the ideas of the students and also
giving them feedback about their answer, it is not just making your lesson clear but also
encouraging your students to be active and participate in the lesson.
5. For formative assessment, why is peer tutoring in class sometimes seen to be more effective
that teacher himself/herself doing the re-teaching or tutoring?

FS1
Assessment)
Episode 12

Sometimes peer tutoring is more effective because the students can freely ask question on the
things that they don’t understand unlike when the teacher is teaching the students will double
think if they are going ask the question or not because maybe they are afraid of the teacher or
afraid to be humiliated.
REFLECT
 Formative assessment is tasting the soup while cooking. Reflect on this and write
your reflections.
That statement simply tells us that formative assessment should be done during
the discussion to know who and who don’t students catching up the lesson so the
teacher will be aware to learner’s progress and development.
 Should you record results of formative assessment? Why or why not?

The main purpose of the formative assessment is to check if the students are
catching up with the lessons so i think, it is not necessary to record the result of
formative assessment.
SHOW your Learning Artifacts
1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection

FS1
Assessment)
Episode 12

4. Snapshots of peer tutoring or other activities that show formative assessment in practice.
Observing Assessment AS Learning Practices (Self-

Activity 12.2
Assessment)
Resource Teacher: Maria Victoria P. Argayosa Teacher’s Signature: ____________
School: CNSC Laboratory School Grade/Year Level:Grade 7 Subject: Filipino
TARGET Your Intended Learning

Outcome
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

FS1
Assessment)
Episode 12
 Assessment as learning means assessment is a way of learning.

 It is the use of an on-going self-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 for students to use formal and informal feedback and self-assessment to help
them understand the next steps in learning.
 It encourages self-assessment and reflection.
OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record your observations.
Teacher My Observation
1. Did teacher provide opportunities for the Yes, when the teacher asks if they are about their
learners to monitor and reflect on their own answer and if the teacher ask for additional
learning? information to the class in that way the students
can gain variety of ideas and information.
2. What are proofs that students engaged in self- When the teacher asks about if they are sure
reflection, self-monitoring and self-adjustment? about their answer and if they are not, the
teacher add some information or clue for the
students to have an idea.

FS1
Assessment)
Episode 12
3. Did students record and report their own Yes, they record and report it their own learning.
learning?
4. Did teacher create criteria with the students Yes, in every activity by group or individual the
for tasks to be completed or skill to learn? teacher provides criteria for the students to
check their work and skills gained.
Analyze
1. If the student is at the heart of all assessment, then all assessment should support student learning.
Do you agree? Why or why not?
Yes, I agree. I agree because theses assessments can support the needs of the students and
there are assessments that requires skill and with that the skills and knowledge of the students
can be enhanced.
2. Does assessment as learning have the same ultimate purpose as assessment for learning?
Yes, because assessment for learning is also described as assessment as learning. It asses
students comprehension and skills during the process of learning.

FS1
Assessment)
Episode 12
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?
I think yes, I have given an opportunity to assess myself. The impact of that to me is that I am able to
know myself better and I have discovered my extent. That self-assessment opens up more opportunities
in learning for me.
SHOW your Learning Artifacts
1. My Accomplished Observation Sheet
2. My Analysis

FS1
Assessment)
Episode 12
3. My Reflection
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 7 -Physical and Personal Aspects of Classroom Management
Learning Outcome: Identify the two (2) aspectsof classroom management and determine the classroom management
strategies that the Resource Teacher employed in his/her class.
Name of FS Student: _______________________________________________________________________ Date Submitted: ___________________________

Year&Section: _____________________________________________________Course:_______________________________________________________________
NEEDS
LEARNING EXCELLENT VERY SATISFACTORY SATISFACTORY
IMPROVEMENT
EPISODES 4 3 2
1
All observation One (1) or two (2)
Three (3) observation Four (4) or more
ACCOMPLISHED questions/tasks observation
questions/tasks not observation questions/
OBSERVATION completely answered/ questions/tasks not
answered/ tasks not answered/
SHEET accomplished. answered/
accomplished accomplished.
accomplished
All questions were Questions were not Four (4) or more

All questions were
answered completely; answered completely; observation were not
answered completely;
answers are in depth answered; answers not
answers are clearly answers are not clearly
ANALYSIS and are thoroughly connected to theories;
connected to theories; connected to theories;
grounded on theories; more than four (4)
grammar and spelling one (1) to three (3)
grammar and spelling grammatical/spelling
are free from errors. grammatical spelling
are free from error. errors.
errors.
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 what
REFLECTIONS
were observed and were observed and supported by what were observed and
analyzed analyzed were observed and analyzed
analyzed
Portfolio is reflected Portfolio is reflected
Portfolio is not
on the context of the on the context of the Portfolio is not reflected
reflected on in the
learning outcomes; learning outcomes. on in the context of the
LEARNING context of the learning
Complete, well- Complete; well- learning outcomes; not
ARTIFACTS outcomes. Complete;
organized, highly organized, very complete; not organized,
not organized, relevant
relevant to the relevant to the not relevant
to the learning outcome
learning outcome learning outcome
Submitted two (2) days
Submitted before the Submitted a day after
SUBMISSION Submitted on deadline or more after the
deadline the deadline
deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below

FS1
Assessment)
Episode 12

GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
71-
99 96 93 90 87 84 81 78 75 72
Below
_________________________________________ __________________________________
Signature of FS Teacher above Printed Name Date

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

FIELD STUDY THE K TO 12 GRADING SYSTEM

SPARK Your Interest

FIELD STUDY THE K TO 12 GRADING SYSTEM

Assessment is an essential part of the instructional cycle. The instruction

TARGET Your Intended Learning

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

 Demonstrate knowledge of the design and use of formative assessment; and

DISCOVER the Learning

FIELD STUDY THE K TO 12 GRADING SYSTEM

OBSERVE, ANALYZE, REFLECT

Observing Assessment FOR Learning Practice

Resource Teacher: Maria Victoria P. Argayosa Teacher’s Signature: ____________

School: CNSC Grade/Year Level: Grade 7 Subject: Filipino

What Teacher Said Tally Total

Half of the no. of girls are

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 3

FIELD STUDY THE K TO 12 GRADING SYSTEM

4. If they did, how did the teacher respond?

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 4

FIELD STUDY THE K TO 12 GRADING SYSTEM

4. Based on your observations, what formative assessment practice worked?

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 5

FIELD STUDY THE K TO 12 GRADING SYSTEM

 Should you record results of formative assessment? Why or why not?

SHOW your Learning Artifacts

1. My Accomplished Observation Sheet

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 6

FIELD STUDY THE K TO 12 GRADING SYSTEM

Observing Assessment AS Learning Practices (Self-

Resource Teacher: Maria Victoria P. Argayosa Teacher’s Signature: ____________

School: CNSC Laboratory School Grade/Year Level:Grade 7 Subject: Filipino

TARGET Your Intended Learning

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

 Demonstrate knowledge of the design and use of formative assessment; and

REVISIT the Learning

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 7

FIELD STUDY THE K TO 12 GRADING SYSTEM

 Assessment as learning means assessment is a way of learning.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 8

FIELD STUDY THE K TO 12 GRADING SYSTEM

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 9

FIELD STUDY THE K TO 12 GRADING SYSTEM

SHOW your Learning Artifacts

1. My Accomplished Observation Sheet

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 10

FIELD STUDY THE K TO 12 GRADING SYSTEM

EVALUATE Performance Task

Name of FS Student: _______________________________________________________________________ Date Submitted: ___________________________

All questions were Questions were not Four (4) or more

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 11

FIELD STUDY THE K TO 12 GRADING SYSTEM

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 12

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Name of FS Student: _____________________________________________ Date Submitted: _