Episode 12

Kalinga State University
COLLEGE OF EDUCATION
Bachelor of Secondary Education
Major in Social Studies
P6, National Highway, Bulanao Centro, Tabuk City, Kalinga
FIELD STUDY 1 LEARNING EPISODE Assessment FOR Learning
FS 1 12
and
Assessment AS Learning
(Formative Assessment)
OBSERVE, ANALYZE, REFLECT
Activity 12.1 Visiting the Learning Resource Center
Resource Teacher: Mrs. Isabel C. Odan Teacher’s Signature: ________

School: Agbannawag National High School
Grade/Year Level: Grade 7 Subject Area: Araling Panlipunan Date: October
27, 2023
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
 Do you have any question IIII 5
 Do you understand the lesson? IIII-IIII 10
 Can you explain base on your III 3

Opinion
 Give me example III 3
 Determine what it means IIII 5
 Reflect the topic to our daily life

II 2
What Teacher Did Tally Total
1
Learning Episode 11: Utilizing Teaching-Learning Resources and ICT
 Teacher asks questions to IIII-I 6
random students
 Oral recitation IIII 4
 Impromptu quizzes IIII-III 8
 Have students summarize what IIII-II 7

they learn.
2. Did the teacher ask the class "Did you understand"? If she did, what was the
class response?
-Yes, most of the time she ask this kind of question for clarification and to ensure
that her student t learned something from the lesson sometimes she would ask if
there's a question in the subjection or lesson they didn't understand and eventually
the class they would response that with a positive reaction that “ma'am we
understood the lessons.
3. Did the students make the teacher feel or sense they did not understand the
lesson or a part of the lesson? How?
-In a way that the students often time ask question or even ask for further
clarification or would sometimes question to explain more briefly about a certain
term or meaning of a certain word and sometimes to will be observe in the
assessment if the evaluation result is low then there is something wrong in the
discussion
4. If they did, how did the teacher respond?

-The teacher response with an answer to the question give further clarification
even present lesson for further explanation base on their understanding the way
the think as well and sort would give explanation A nice and calming voice
5. Were the students given the opportunity to ask questions for clarification? How
was this done?
-Well every time at the very end point of the discussion the teacher always ask
question to the if theirs need for clarification something they didn't understand or
for something that they know and further comprehend the discussion.
2
6. If she found out that her/his 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-teach-one (Students paired with one another)
_____ Teacher gave a Module for more exercises for lesson mastery
 Teacher did re-teaching
7. If she engaged in re-teaching, how did she do it? Did he/she use the same
teaching strategy? Describe.
-For me yes, its re- teaching to which she uses the same content of the lesson but
there are more clarification and then the teaching strategy is still the same they're
just some a little adjustment addition for the students to understand.
8. While re-teaching by himself/ herself and /or with other students-turned tutors,
did teacher check on students' progress?
-Yes, Well for as much as I observe that the teacher is keep on observing,
monitoring the progress of the student tutor to see how it was executed preddyson
and explain in accordance to their learning levels and would find result if there is
learning establish within the process often find result if there is learning establish
within the process.
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 important that while teaching is in progress. Teacher should find out if the
learners did understand, so that at the end of the lesson, failure to achieve the
learning outcomes can be avoided. It should be done so the time will not be wasted
for the whole class duration just to know that they did not get it at the end.
2. Why is not enough for a teacher to ask "Did you understand, class?" when
he/she intends to check on learners' progress?
-Asking "do you understand class?" is okay to know if they did, but it is not enough,
if you really want to check on learners progress, you must try another way like
having question and answer, short activity, and others. Sometimes students say
yes, but the reality is they just want to move on to next topic or just finish the class.
3
3. Should teacher record results of formative assessment for grading purposes?

Why or why
not?
-No formative assessment is not intended for grading purpose. It is used to help
teachers identifying particular learning needs of students or groups selecting and
adapting. Materials and resources. Summative assessment are what use for
grading purpose, and not formative.
4. Based on your observations, what formative assessment practice worked?

-I have observed that mostly diagnostic test, and short quiz are done as form of
formative assessment.
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?
-Peer tutoring seems to be effective because students can freely express
themselves when they are learning with other classmates. Students tend to
discuss and openly share what they understand or what they did not from the
lesson without hesitation than when the teacher himself is teaching.
6. Could an unreasonable number of failures at the end of the term/grading period

be attributed to the non-application of formative assessment? Why or why not?
-Yes because when a teacher successfully applied the formative assessment
failure to achieve learning and its objectives at the end of the term can be avoided.
Because as early as possible you can fix things that seems to be unfavorable,
you'll be able to reteach in various ways so that learners will fully understand what
are being taught to them.
REFLECT
• Formative assessment is tasting the soup while cooking. Reflect on this and write
your reflections.
- In teaching and learning process assessments are very much important.
Formative assessment is an assessment conducted for monitoring student’s
progress throughout the lesson. It is like tasting the soup while cooking, because
you are adding the ingredients to achieve desired taste, just like in teaching
formative assessment allows you to prepare the learners on achieving the learning
goals and achieve success at the end. By formative assessment it allows you to
make an adjustment to what are the right ingredients and ways to succeed.
Furthermore, You have an idea what is going on, what is the status or level of
learning of the students. Assessment for Learning happens during the learning,
often more than once, rather than at the end. Students understand exactly what
4
they are to learn, what is expected of them and are given feedback and advice on
how to improve their work.
Should you record results of formative assessment? Why or why not?

-No, because formative assessment is used to monitor student's progress and
status in learning. "In Assessment for Learning, teachers use assessment as an
investigable tool to find out as much as they can about what their students know
and can do, and what confusions, preconceptions, or gaps they might have. The
wide variety of information that teachers collect about students' learning processes
provides the basis for determining what they need to do next to move student
learning forward. It provides the basis for providing descriptive feedback for
students and deciding on groupings, instructional strategies, and resources.
SHOW Your Learning Artifacts
1. My Accomplished Observation Sheet

- In the usual classroom setting formative assessment can be observed before
and in the midst of instruction. Teacher sometimes conduct diagnostic test or pre-
test before the supposed lesson formally starts. And during the discussion,
activities are conducted like calling someone to explain or answer what is being
asked, learning tasks that is relate to the subject matter and objectives, and the
likes. When someone doesn't understand the concepts, teachers ask other
students to help him/her by letting someone explain the concept and answers the
question. Teacher sometimes record the students who are participating in the
discussion.
2. My Analysis
- Informative assessment teachers have their ways to check the students
understanding of the lesson.
Ways done by teacher when students did not fully understand the lesson
• 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
3. My Reflection
- In teaching and learning cycle assessment is very crucial. It allows you to
determine the success of learning Formative assessment is assessment for
learning. Assessment for Learning happens during the learning, often more than
once, rather than at the end. Students understand exactly what they are to learn,
what is expected of them and are given feedback and advice on how to improve
their work. In Assessment for Learning, teachers use assessment as an
investigable tool to find out as much as they can about what their students know
5
and can do, and what confusions, preconceptions, or gaps they might have. The
wide variety of information that teachers collect about students' learning processes
provides the basis for determining what they need to do next to move student
learning forward. It provides the basis for providing descriptive feedback for
students and deciding on groupings, instructional strategies, and resources
Teachers also use assessment for learning to enhance students' motivation and
commitment to learning. Applying formative assessment can help both the
students and teachers to achieve success in the learning cycle. Failures at the end
can be avoided if it is successfully and effectively implemented.
4. Snapshots Of peer tutoring or other activities that show formative assessment

in practice
6
Activity 12.2 Observing Assessment AS Learning Practices
(Self-Assessment)
Resource Teacher: Mrs. Isabel C. Odan Teacher’s Signature: _______
School: Agbannawag National High School
Grade/Year Level: Grade 7 Subject Area: Araling Panlipunan Date: October
27, 2023
OBSERVE
Observe a class and find Out practices that reflect assessment as learning.
Record your observations.
Teacher My Observation
1. Did teacher provide opportunities Yes base on my observation
for the learners to monitor and sometimes the teacher would tend
reflect on their own learning? to tell the students to share on
what have they learned in the
discussion base on their
understanding and would often time
ask them to construct an essay of
reflecting on the lesson that they
learned
2. What are proofs hat students were Well first is that they were often
engaged in self-reflection, self- times understand and reflect on the
monitoring and self-adjustment? lesson that they learned and then
monitor them self to what they have
learned in order for their skills to
develop even adjust on a certain part
to level theirs abilities and skills for a
much complex knowledge.
3. Did students record and report For me they recorded the lesson
their own learning? that was being discuss in the session
for their reference and further
clarification of the topic in support on
their studies.
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4. Did teacher create criteria with the Yes every time there is a
students for tasks to be completed discussion or a meeting session that
or skill to learned? was going to commence there’s always
a post of instruction every week by the
teacher in the GCR that includes the
steps of instructions including the
objectives the learning outcomes and
the activities of the students to be
executed.
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?
-I agree for like every assessment is design to observe if there is an impact

in learning skills of the students to which it determines the skills and abilities
that the students have the potential to attain or improve a certain terms
for them to engaged in a much complex knowledge and experience.
2. Does assessment as teaming have the same ultimate purpose as

assessment for learning?
For me there is potential that it has the same purpose for both assessment as
learning and assessment for learning because assessment for learning focuses on
the strategies and methods that is going to be implemented in the
fields of discussion whiles constantly attaining feedback for them to monitor if the
students is truly learning or their something that they have learned the same thing
as to assessment for learning is a self – assessment to which students assess
themselves reflect on their understanding of the lesson to which they will know if
there is something that they have attain or something that they need to improve
REFLECT
The primary purpose of assessment is not to measure put to further learning.

Reflect on your personal experiences of assessment in school. Were you given
opportunities for self-assessment? If yes, what was its impact on your learning?
Well as I observe the classroom I was personally given an opportunity to conduct
like this assessment specially when it comes to myself for this assessment yes
there is an impact on my learning seeing that it is design for me to understand and
know what my level of learning am I right now or if there’s a skill or abilities that I
have gain or something that I need to improve so that’s how I grab the opportunity
for me to assess my self-learning
8
SHOW Your Learning Artifacts
1. My Accomplished Observation Sheet

-Aside from formative assessments conducted by the teacher, assessment as
learning also practiced in class. When students are given performance task, clear
criteria are also presented. Teacher give an opportunity to monitor and reflect to
their own learning. Teacher always let the learners to have a clear set of learning
goals whenever new lesson is presented.
2. My Analysis
-Formative assessment is conducted to know exactly if the students are
progressing. It is also done so that the teacher will be able to plan on how he/she
will going to reteach and make the students understand the lesson that they have
difficulties in absorbing. It can be in a form of remedial teaching through peer
teaching, the teacher teaching him/herself, and other forms of creative activities.
3. My Reflection
My lifelong strategy has been one of improving myself as much as possible in any
way possible. I have found this to be very satisfying and has helped
achieve lifelong balance and happiness in my entire life. As my surroundings and
I change my challenge will be to maintain the balance and happiness for
myself and by applying evolution and growth principles in all and every aspect of
my life. It is as simple as that. It is always based on those guidelines that I try to
function and evaluate my overall high level performance as a person. When I know
that I did well, I feel good and that makes me feel happy.
My overall goal in life in general is to maintain a very good balance and happiness
for myself and my family. I think I can guarantee that level of happiness by staying
on and maintaining this continued path of personal growth and improvement. . In
order to properly assess myself I need to first clearly identify where I am, and where
I want to be. Knowing where I came from and how I got here helps me evaluate
whether or not I am going in the right path. Once I have that defined I need to try
to visualize my path to where I am
9
EVALUATE Performance Task
Evaluate Your Work Task Field Study, Episode 12 – Assessment FOR Learning
And Assessment AS Learning (Formative Assessment)
Learning Outcomes: Demonstrate knowledge of the design and use of formative
assessment • Explain the importance of formative assessment.
Name of FS Student: Dumawing, Ronamil B. Date Submitted: October 27, 2023

Year & Section: 4rth year & Section C Course: BSED Social Studies
Learning Excellent Very Satisfactory Needs
Episode 4 Satisfactory 2 Improvement
3 1
Accomplis All One (1) to Three (3) Three (3)
hed observation two (2) observation observation
Observatio questions/ observation questions/tasks questions/tasks
n Sheet tasks questions not answered/ not answered
completely tasks not accomplished. accomplished.
answered/ answered
accomplishe accomplished
d. .
Analysis All All questions Questions were not Four (4) or more
questions were answered observation
were Answered completely; questions were not
Answered completely; answers are not answered; answers
completely; answers are clearly connected not connected to
answers are clearly to theories; one (1) theories; more than
with depth connected to to three (3) four (4)
and are theories; grammatical/spelli grammatical/spelli
thoroughly grammar and ng errors. ng errors.
grounded on spelling are
theories; free from
grammar errors.
and spelling
are free from
error.
Reflection Profound Clear but Not so clear and Unclear and
and clear; lacks depth; shallow; somewhat shallow; rarely
supported supported by supported by what supported by what
by what what were were observed and were observed and
were observed and analyzed analyzed.
observed analyzed.
and
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on reflected on in reflected on in the reflected on in the
in the the context of context of the context of the
context of the learning learning outcomes. learning outcomes;
the learning outcomes. Complete; not well not complete; not
outcomes; Complete; organized, very organized, not
Complete, well relevant to the relevant.
well- organized, learning outcome.
organized, very relevant
10
highly to the
relevant to learning
the learning outcome.
outcome.
Submissio Submitted Submitted on Submitted a day Submitted two (2)
n before the the deadline. after the deadline. days or more after
deadline. the deadline.
COMMENT/S:
Over-all Rating:
Score (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
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.5 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-below
Signature of FS Teacher above Printed Name Date
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LINK Theory to Practice
C 1.The primary purpose of assessment is to ensure learning. Which

assessments 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
A 2.Research shows that when students help develop questions for an

assessment. and have an understanding of what they are extracted 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 C. Assessment for Learning

B. Assessment of Learning D. Assessment in Learning
C 3.DepEd Order No. 8, s. 2015 states, "Assessment is a process that is used

to keep track 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 C. l and II
B. II and III D. l, II and III
B 4.You check for understanding in the midst of your lesson. In which form Is
Of assessment are engaged?
A. Assessment as learning C. Assessment of learning

B. Assessment for learning D. Assessment of and for learning
A 5.Assessment FOR learning is ongoing assessment that allows teachers to

monitor student’s day-to-day basis and modify their teaching based on what
the students need to be successful. Is this statement TRUE?
A. Yes C. Somewhat
B. No D. TRUE except the clause after and
A 6.It develops and supports students' metacognitive skills. Which is referred

to?
B. Assessment for learning D. Assessment in leaming
C 7.Which form of assessment is crucial in helping students become lifelong

learners?
A. Assessment of learning C. Assessment as learning
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B. Assessment for learning D. Assessment in learning
C 8.Which is characterized by Students reflecting on their own learning and

making adjustments so that they achieve deeper understanding?
A. Assessment of learning C. Assessment as learning

D 9.Which practices are 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 l, II, and III C. III, and V

B. I, II, and V D. I, II, III, lV and V
A 10.In which type of assessment are students expected to go beyond

completing the tasks assigned to them by their teacher and so students move
from the passive learners to active owners of their own learning?

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

B. Assessment for learning D. Assessment as learning
13

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Kalinga State University

FIELD STUDY 1 LEARNING EPISODE Assessment FOR Learning

OBSERVE, ANALYZE, REFLECT

Activity 12.1 Visiting the Learning Resource Center

Resource Teacher: Mrs. Isabel C. Odan Teacher’s Signature: ________

 Do you understand the lesson? IIII-IIII 10

 Can you explain base on your III 3

 Give me example III 3

 Determine what it means IIII 5

 Reflect the topic to our daily life

What Teacher Did Tally Total

 Oral recitation IIII 4

 Impromptu quizzes IIII-III 8

 Have students summarize what IIII-II 7

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

3. Should teacher record results of formative assessment for grading purposes?

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

5. For formative assessment, why is peer tutoring in class sometimes seen to be

6. Could an unreasonable number of failures at the end of the term/grading period

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

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

4. Snapshots Of peer tutoring or other activities that show formative assessment

Activity 12.2 Observing Assessment AS Learning Practices

-I agree for like every assessment is design to observe if there is an impact

2. Does assessment as teaming have the same ultimate purpose as

The primary purpose of assessment is not to measure put to further learning.

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

EVALUATE Performance Task

Name of FS Student: Dumawing, Ronamil B. Date Submitted: October 27, 2023

TRANSMUTATION OF SCORE TO GRADE/RATING

Signature of FS Teacher above Printed Name Date

LINK Theory to Practice

C 1.The primary purpose of assessment is to ensure learning. Which

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

A 2.Research shows that when students help develop questions for an

A. Assessment as Learning C. Assessment for Learning

C 3.DepEd Order No. 8, s. 2015 states, "Assessment is a process that is used

A. Assessment as learning C. Assessment of learning

A 5.Assessment FOR learning is ongoing assessment that allows teachers to

A 6.It develops and supports students' metacognitive skills. Which is referred

C 7.Which form of assessment is crucial in helping students become lifelong

C 8.Which is characterized by Students reflecting on their own learning and

A. Assessment of learning C. Assessment as learning

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

A l, II, and III C. III, and V

A 10.In which type of assessment are students expected to go beyond

A. Assessment as learning C. Assessment of learning

A. Assessment of learning C. Assessment in learning

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