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FS 1 Learning Episode 10

The document discusses formative assessment and assessment for learning. It defines formative assessment as assessment conducted during instruction to check student understanding and progress towards learning outcomes. The purpose is to inform instruction and allow teachers to provide feedback and reteaching to students who need additional support mastering concepts. Assessment for learning, also called formative assessment, is contrasted with assessment of learning which is conducted after instruction to evaluate learning. The document emphasizes that formative assessment helps teachers identify learning gaps early and adjust instruction accordingly, rather than waiting until the end to discover students did not understand lessons.

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MA. CHRISTINE AMOY
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92 views

FS 1 Learning Episode 10

The document discusses formative assessment and assessment for learning. It defines formative assessment as assessment conducted during instruction to check student understanding and progress towards learning outcomes. The purpose is to inform instruction and allow teachers to provide feedback and reteaching to students who need additional support mastering concepts. Assessment for learning, also called formative assessment, is contrasted with assessment of learning which is conducted after instruction to evaluate learning. The document emphasizes that formative assessment helps teachers identify learning gaps early and adjust instruction accordingly, rather than waiting until the end to discover students did not understand lessons.

Uploaded by

MA. CHRISTINE AMOY
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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FIELD STUDY 1

Assessment FOR Learning


Learning
Episode and
10 Assessment AS Learning
(Formative Assessment)
Spark your Interest
Assessment is an essential part of the instructional cycle. The instruction cycle consist 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 as to self-assessment.

Target your Intended Learning Outcome


At the end of this Episode, I must be able demonstrate knowledge of the design and use of
formative assessment and explain the importance of formative assessment.

Revisit 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 learnings’
understanding and progress.
 If we find out that the learners failed to understand the prerequisite knowledge and skills,
we reteach until learners’ master them. This is called FORMATIVE assessment, assessment
while the learners 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 so much wasted time and energy teaching presuming that
everything is 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 understood while teaching.
 Assessment for learning encourage peer assessment

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Observe, Analyze, Reflect
Activity 1 Observing Assessment FOR Learning Practices (Formative Assessment)

Resource Teacher: Date:


Course, Year Level & Section: _ Subject Area:

To realize the Intended Learning Outcomes, I will follow these steps:


1. Observe what your Resource Teacher does or listen to what you Resource Teacher says
to find out if the students understood the lesson while teaching-learning is in progress. If
there’s no opportunity to observe your Resource Teacher this week you watch a recorded
video on classroom teaching. (The link was sent by your FS 1 Instructor in the google
classroom.)
2. Write your observations.
3. Analyze your observation data.
4. Reflect on what you have observed.

OBSERVE
1. Observe to what Teacher does/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 he 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 did the teacher respond?

5. Were the students given the opportunity to ask questions for clarifications? How was this
done?

6. If she found out that her/his lesson was not clearly understood, what did the teacher do?
Did you observe any of these activities? Please check.
Peer Tutoring (Tutors were assign by the teachers to teach one or two classmates
Each one-teach-one (Student paired with one another)
Teacher gave a Module for more exercises for lesson mastery
Teacher did re-teaching
Others please specify:

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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? Support your answer.
Answer:

2. Should a teacher record the results of formative assessment for grading purposes? Why or
why not?
Answer:

REFLECT
Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.
Answer:

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Proof of Observation
You can paste here at least 3 pictures/screenshots with captions while watching the video.

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Proof of Online Class Observation
You can paste here at least 3 pictures/sc reenshots with captions during the online observati

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FS 1 Learning Episode 10 J. L. 8
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