Learning

FIELD STUDY 2 Episode Assessing FOR,

AS and OF

FS 2 16
Learning

To have a meaningful and successful accomplishment in this FS episode, be sure to

read through the whole episode before participating and assisting in your FS 2 Resource
Teacher’s class. Note all the information you will need and tasks you will need to do before
working on this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 Distinguish among assessment for learning, assessment as learning and assessment of
learning.
 Cite ways of doing assessment for learning and assessment as learning.
 Explain the effect of assessment for learning and assessment as learning on summative
assessment.

Clarify Your Task

You are expected to observe how assessment for learning and assessment as learning are
implemented in the teaching-learning process.
Revisit the Infographic/s
Three phrases on assessment that we have met in our Assessment courses are assessment
for learning, Assessment as learning and assessment of learning. Assessment for learning is more
known as formative assessment while assessment of learning is called summative assessment.
Several authors claim assessment as learning as self-assessment.
This Episode in concerned mainly with assessment for leaning as assessment as learning.
It touches a little on assessment of learning which is the main focus of the next Episode.
 Assessment for learning also referred to as formative assessment implies that assessment
is at the service of learning. Why assess? Based on the phrase “assessment for learning” we
assess to ensure learning. That is why while instruction is in progress; it is wise for the teachers
to check if students are learning or not learning that is expected of them. If students are found not
to be learning what they are expected to learn, right there and then, remedial steps are taken
through formative assessment tasks.
Below are some remarks that students utter that signal their need for assistance which is
the purpose of formative assessment.

The phrase “assessment as learning” implies that assessment itself is already an

opportunity for learning. It is learning by itself, indeed, when students engage in self-assessment,
reflect on their own assessment results and make necessary moves to ensure learning.
 Assessment as learning is a concrete manifestation of the concept of learner agency
which means that the learner is ultimately responsible for his/her own learning for nobody can do
the learning for him or her.
Examples of questions that learners ask when they are engaged in assessment as learning
as given below:

Assessment as learning also refers to self-assessment. The learner assesses his/her own
process and so rates himself/herself with the help of a scoring like the one given below:
To understand better formative assessment, let’s compare it with summative assessment. See
Figure below:

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 of this Learning Episode. (NOTICE).

1. Assist your CT in the conduct of formative assessment.

2. Offer you assistance to students to engage in self-assessment through your 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 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 tasks help students master what they were expected to
learn?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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 Was students' response to formative assessment exercises favorable or unfavorable?
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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 Did the conduct of formative assessment and self-assessment affect student’s attainment
of learning outcomes? How?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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 What was the effect of students assessing their own progress on their motivation to learn?
________________________________________________________________________
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Reflect
How would attainment of learning outcomes be affected if there were no formative assessments
nor self-assessments?
Write Action Research Prompts

1. One thing that went well in the development use /administration of formative assessment tasks
(assessment for learning) is
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

2. One thing that did not go very well in the development/ use/administration of formative
assessment tasks (assessment for learning) is
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

3. One good thing observed in students' self-assessment (assessment as learning) is

______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________
4. One thing in students' self-assessment (assessment as learning) that needs improvement based
on what were observed is
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

REFLECT

The formative assessment activities went well because

________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________

The formative assessment activities process did not go well because

________________________________________________________________________
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 For the students, self-assessment worked because
________________________________________________________________________
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________________________________________________________________________

For the students, self-assessment did not work because

________________________________________________________________________
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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
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

PLAN

To help improve formative and self-assessment practices, I plan to conduct an action

research on
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Check for Mastery
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 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 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 assessments 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. 1, 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.