FS 5 Ep 1-4

Assessment for Learning, Assessment as
Learning, Assessment of Learning. How they are

Practiced?
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 leaning 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 form 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 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.
Teacher does not lose anything if as she/he 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 te 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 students 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 werent mastered and the
teacher already proceeded to 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, the teacher have to apply intervention or a remediation. Why
do these have to take place? To ensure learning, thus the term
assessment FOR learning.
In Assessment FOR Learning, teachers use assessment results to inform

or adjust their teaching.
Assessment OF Learning is usually given at the end of a unit, grading

period or term like a semester it is meant to assess learning for grading
purposes, thus the term Assessment OF Learning.
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 rubric, 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,
student 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 learners.
6
Come up with a portfolio.
5
Answer the LET-like test items.
4
Reflect on my observation and analysis.
3
Analyze my observations with the use of guide questions.
Observe 2 classes, together with a partner, to see 2
assessment practices with the help of an Observation
Sheet.
1
Read My Learning Essentials
My Map
Figure 1. Various Approaches to Assessment
NT
ASSESME
LEARNING LEARNING
NT OF NT FOR
ASSESSME ASSESSME
LEARNING
NT AS
ASSESSME
My Learning Activities
I will observe two classes, record my observations with the use

of an Observation Sheet.
OBSERVATION SHEET # 1:1
Indicators of Assessment FOR,OF and AS Learning
Assessment FOR Assessment As Assessment OF

Learning Learning Learning
Write observed teacher Write observed teacher Write observed teacher
activities that manifest and student activities activities that manifest
assessment FOR that manifest assessment OF learning.
learning. assessment AS (Assessment at the end
(Assessment while the learning. of teaching)
teacher teaches. (Self-assessment)
Conduct of pretest and
posttest are included).
My Analysis
1. Did you observe assessment practices for the three (3) forms of
assessment? Explain your answer.
2. Are the results of assessment OF learning affected by the
observance/implementation of assessment FOR learning? Explain your
answer.
3. Based on your observations, to what extent is Assessment AS

Learning (self-assessment) practiced compared to Assessment FOR
(formative) and OF Learning (summative)?
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 of 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 the
profiling of the student performance on the learning competencies and
the standards of the curriculum.
My Reflections
Write your reflections on the following:

1. As a student, did you like assessment? Do students like assessment?
Why or why not?
2. What can you do to eliminate students fear of assessment? Can

frequent formative assessment (Formative assessment) reduce if not
eliminate fear of assessment?
3. Do you like the idea and practice of self-assessment (assessment AS

learning)? Why or why not?
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 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 Learning

B. 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 be graded. The class
took the Scoring Rubric guide in the making of their research report.
They were all motivated to pass an excellent research report and as a
grouped 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?

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 that
form/s of assessment is Teacher Julie occupied with?

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?

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 leaners?
A. Formative assessment C. Assessment as learning
B. Summative assessment D. Assessment in 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.
FS 5
FIELD STUDY
Learning
episode
GUIDING
2
GUIDING
PRINCIPLES
G
in the
Assessment
of
Learning
My Learning Episode Overview
For the assessment process to accomplish its purposes, i.e.., to ensure

learning, we must be guided by basic assessment principles. This episode
focused on basic guiding principles of assessment.
My Intended Learning Outcomes
After this Episode, I must be able to:

determine application of the guiding assessment principles in
given situations and
apply the basic assessment principles in the teaching-learning
process.
My Performance Criteria

My Learning Essentials
The following are the principles that should guide you in the conduct of
assessment.
1.Begin by specifying clearly and exactly what do you want to assess.

What you want to asses is/are stated in your learning outcomes/lesson
objectives.
2.The intended learning outcome/lesson objective NOT CONTENT is the

basis of the assessment task. You use content in the development of the
assessment tool and task but it is the attainment of your learning outcome
NOT content that you want to assess. This is Outcome-based Teaching and
Learning.
3.Set your criterion of success or acceptable standard of success. It is

against this established standard that you will interpret your assessment
results.
Example: is a score 7 out of 10 (the highest possible score) acceptable or

considered success?
4.Make use of varied tools for assessment data-gathering and multiple

source of assessment data. It is not pedagogically sound to rely on just
one source of data gathered by only one assessment tool. Consider
multiple intelligences and learning styles. DepEd Order No, s. 2015 cites
the use of multiple ways of measuring students varying abilities and
learning potentials.
5.Learners must be given feedback about their performance. Feedback

must be specific. Good work! is positive feedback and is welcome but
actually is not a very good feedback since it is not specific. A more
specific better feedback is You observed rules on subject-verb agreement
and variety of sentences. Three of your commas were misplaced.
6.Assessment should be on real-world application and not on out of four
context drills.
7.Emphasize on the assessment of higher-order thinking.
8. Provide opportunities for self-assessment.
My Map
Step 1. Read the Learning Essentials given above.
Step 2. Observe at least three (3) classes with a

learning partner.
I will choose one class from each of the three
groups.
Group 1- Language/Science/Math
Group 2- Physical Education, ICT, TLE
Step 3. Discuss my observations/answers to the

questions with my partner.
Step 4. Write down my answers to the questions.
Step 7. Come-up with my Portfolio.

Step 6. Answer the LET-like
Step questions
5. Reflect on my observation.
OBSERVATION SHEET # 2.1
Resource Teacher: School:

Grade level: Subject Area:
Which of the following principles were observed by the Resource

Teacher?
Principles of Assessment Observations (Describe observed

behaviors of the Resource Teacher
that is/are aligned to each principle).
1. Make use of varied tools for Which assessment tools did Resource
assessment data-gathering and Teacher use?
multiple source of assessment
data. It is not pedagogically
sound to rely on just one
source of data gathered by only
one assessment tool. Consider
multiple intelligences and
learning styles.
2. Learners must be given Give examples of comments of

feedback about their teacher on students work/answer.
performance. Feedback must
be specific. Good work! is
positive feedback and is
welcome but actually is not a
very good feedback since it is
not specific. A more specific
better feedback is You
observed rules on subject-verb
agreement and variety of
sentences. Three of your
commas were misplaced.
3. Assessment should be on real- How was this demonstraded?
real world application and not
on out-of-context drills.
4. Emphasize on the assessment How was this done?

of higher-order thinking.
5. Emphasize on self-assessment. Were students given opportunity to

(assessment as learning) do self-assessment.

Which of the following principles were observed by the resource

teacher?

learning styles.

3. Assessment should be on real- How was this demonstrated?




Which of the following principles were observed by the Resource

Teacher?

learning styles.

3. Assessment should be on real- How was this demonstraded?



My Analysis
1. Which principles of assessment were observed to have been practiced?
2. Which principles was/were least observed/ not observed?

My Reflections
We assess what we value and value is what we assess. What should I do

to make assessment worthwhile?
1. Emphasize on self-assessment. Teacher Lyn applies this principle

by ________.
a. Making her students check their own papers.

b. Motivating her students to set their personal learning goals
and track their progress against that goal.
c. Preparing her students for higher-order thinking questions.
d. Requiring them scoring rubric as project.
2. Assessment should be on real-world application and not on out-
of-context drills. To apply this principle, what should Teacher
Nancy do?
a. Assess students English oral communication skills in a

graduation program simulation where each student has a
speaking assignment.
b. Give a 20-point quiz asking students to determine whether
the sound of a is long or short.
c. Give students a matching type of test on vocabulary.
d. Give a 10-item quiz on adding similar fractions which is the
weakness of students.
3. If you emphasize on assessing higher-order thinking skills, which
should you do?
a. Avoid paper-pencil test.

b. Give students a problem to solve.
c. Give oral examination.
d. Do less formative assessment.
4. On which should a teacher base his/her assessment?
a. Learning outcome
b. Learning content
c. Developmental stage of Learners
d. Learning resources
5. In outcome-based education or outcome-based teaching-learning,

the assessment task should match with the _____________.
a. Learning resources
b. References
c. Learning outcome
d. Content
6. Very good. You are doing very well Johann!, Teacher Jona says.
Teacher was referring to Johanns world problem-solving skill. Is
this accordance with giving specific feedback?
a. Yes.
b. No.
c. Very much, the feedback is clear enough.
d. No, it is exaggerated.
7. Teacher Annie explains to her class: Each of you is expected to

spell 10 words out of ten words correctly. This is a mastery test.
Is Teacher Annies behavior in keeping with the principle to set
acceptable standards of success?
a. No, the standard she set is too high.
b. No, she is not setting the standards. She is just explaining
the meaning of a mastery test.
c. Yes, it is. The standard is clear.
d. Yes, she sees to it that every student agrees.
8. Teacher Jocelyn considers the multiple-choice type of test the

best among the written type of test, so for assessment of learning
she uses only multiple choice type of test. It this in accordance
with the principle of assessment?
a. Yes, well-formulated multiple choice tests measures HOTS.

b. Yes, for as long as the multiple-choice tests measures low
and high level of thinking skills.
c. No, she has only one source of data.
d. No, she should make use of varied tools for assessment
data-gathering.
9. A professor does not give quiz at all. The students grades are
based only on the summative assessment results. Does he violate
an assessment principle?
a. No, that is academic freedom.

b. No, he assesses learning and gives grade anyway.
c. Yes, assessment data to be reliable should come from
multiple sources.
d. Yes, he does not consider multiple intelligences and learning
styles.
cation and not on out-of-context drill. Research on GRASP of G. Wiggins and JayMcTighe. Construct a
e student must be able to apply the basic assessment principle in the teaching-learning process.
e learning outcome by way of 2 multiple choice test items.
inking skills. Give 2 examples of test items that measure applying and analyzing.
FS 5
USING
3
GUIDING
DIFFERENT
FIELD STUDY G
ASSESSMENT
Learning
Assessment
episode
METHODS,
TOOLS AND
TASKS
There are different assessment methods, assessment tools and

assessment tasks to assess several domains of learning-cognitive, affective
and psychomotor.
No single assessment method/tool/task can assess all forms of learning.

With Gardners learners multiple intelligences, learning when assessed can
be demonstrated in nine (9) different ways and therefore can be assessed in
nine (9) different ways, too. Teacher, therefore, should make use of varied
assessment tools and tasks. In fact, one principle of assessment is to make
use of varied methods and tools.
In this Episode, you will see which methods, tools and tasks are used for
learners with varied multiple intelligences and in different domains of
learning.
At the end of this Episode, I must be able to:

identify different assessment methods, assessment tools and
assessment tasks and
select the appropriate assessment method/tool/task for different
domains of learning and for the 9 intelligences.

gnitive domain (declarative knowledge) are the different paper-pencil tests. Basic examples of paper
forms and learning. Psychomotor learning (Kendall and Marzano, 2012) or procedural knowledge (Ke
(traditional assessment) assesses learning in the cognitive domain (bloom) or declarative knowledge
d refers to the usual paper-pencil test while authentic assessment refers to the usual no paper-pencil
Constructe
Selected-
d-
response
response
Alternate
Completion
response
Matching Short
type answer
Essay-
Multiple restricted
Choice or non
restricted
Problem
Solving
Figure 2. Two groups of Written Tests and Specific Examples
ic assessment tools are the demonstrations of what have been learned by either a product or a perfo
Performan
Product
ce
Product Performance
Output tasks
Visual-e.g. e.g.
graph, experiments,
collage oral
reflective presentation,
journal dramatization
Figure 3. Groups and Examples of Authentic Tasks.
ve, affective and psychomotor (Bloom). For Kendall and Marzano there are also three (3) informatio
Metacognitive
procedures
(procedural
knowledge)
psychomotor
Information procedures
(declarative (physical,
knowledge motor/manipulat
ive skills)
Kendall's
and
Marzano's
New
Taxonomy
ligned to their multiple intelligences and to their learning styles. It is good for teachers to consider th
Verbal/Linguistic
the capacity to use
language to express
what's on your mind and
to understand other
people.
Exixtential
to exhibit yhe proclivity Logical/Mathematical
to pose and ponder the ability to understand
questions about life, the underlying principles
death and ultimate of some kind of causal
realities. system.
Visual/Spatial
Interpersonal
the ability to present the
The ability to understaand
other people. Multiple spatial world internally in
your mind.
intelligenc
es
Musical/Rythmic
Intrapersonal the capacity to think in
music, to be able to hear
having an understanding of patterns, tecognize them
yourself, of knowing who and perhaps msnipulstr
you are, what you can do. them.
Naturalist Bodily/Kinestetic
The ability to capacity to use your
discriminate among whole body, to solve
living thigs as well as problem, make
sensitivity to other something, or put on a
features of the natural production.
world.
Figure 5. Multiple Intelligences

Source: http://bestcareermatch.com/multiple -intelligences
My Map
I will observe three (3) different classes.
I will reflect on the guide questions given below.
To hit my target, I will follow these steps:
Read the learning essentials given above

Group 3- Edukasyon sa Pagpapakatao/Literature/ Araling P
Step 1.
Group 2- Physical Education, EPP/TLE, Music and Arts
Group 1 -Language/Science/math
Analyze my
will portfolio.
Come up with Imy choose of thethe
class from eachwith
oneobservations use
three of guide qu
groups.
Reflect on my observations
Answer items.
Observeand
the LET-like analysis.
at least three classes with a learning partner.
Step 6.
Step 4.Step 5. Step 2.
Step 3.
I will observe 3 Resource Teachers and focus my observation on their

assessment practices with the help of an Observation Sheet.
OBSERVATION SHEET # 2.1- Traditional Assessment Practices*
Learning in the Cognitive and Declarative Knowledge

Paper-and-pencil Please put a check () on the test which the teacher

Tests used and give at least 2 items as examples. You may
ask for samples of past tests that your Resource Teacher
used in the past to complete your matrix
Selected- response
type
1.Alternative-
response
2.Matching type
3.Multiple choice
4.Others
*For Science, Math, English, Mother Tounge
Constructed-
Response
1.Completion
2.Short answer
type
3.Problem solving
4.Essay
a) restricted
b) non-restricted
5.Others
Learning in the Cognitive and Declarative Knowledge

Paper-and-pencil Please put a check () on the test which the teacher

Tests used and give at least 2 items as examples. You may
ask for samples of past tests that your Resource Teacher
used in the past to complete your matrix
Selected- response
type
1.Alternative-
response
2.Matching type
3.Multiple choice
4.Others
*For Literature, Edukasyon sa Pagpapakatao, Araling Panlipunan
Constructed-
Response
1.Completion
2.Short answer
type
3.Problem solving
4.Essay
a) restricted
b) non-restricted
5.Others
Learning in the Psychomotor Domain, Procedural Knowledge,

Product and Performance
Authentic Describe how a product/performance was

Assessment assessed?
1.Product Example/s of product/s assessed. How was it/
were they assessed?
2.Performance Example/s of product/s assessed. How was it/

(psychomotor) were they assessed?
My Analysis
1. In what subjects was traditional assessment method used most?
2. Which among the traditional assessment tools/tests was/were used

most often?
3. In what subjects was authentic assessment method used most?
4. Which products or performance were assessed? Give examples.
5. What assessment tools and tasks were used to assess learning in the
cognitive domain, and declarative knowledge?
6. What assessment tools and tasks ere used to assess the learning of
psychomotor skills/procedural knowledge?
7. Was there assessment of learning in the affective domain? Explain your
answer.
8. To which multiple intelligences did the assessment tools and tasks
respond? Come up with a table of the intelligences which were given
attention and the corresponding assessment task used.
MI Assessment
My Reflections
What happens when your assessment method and tool do not match
with your domain of learning?
Have we been air to learners whom we learned are equipped with multiple
intelligences when in the past we only used paper-and-pencil text which
was most fit only for the linguistically intelligent learners?
1. Which does NOT belong to the group?
a. Completion test
b. Multiple choice
c. Matching type
d. Alternate Response
2. Which does NOT belong to the group?
a. Completion test
b. Problem solving
c. Multiple choice
d. Short answer
3. Which type of test measures students thinking, organizing and written

communication skills?
a. Extemporaneous speech
b. Completion type
c. Short answer
d. Essay
4. Teacher Dada wants to test students acquisition of declarative

knowledge. Which test is appropriate?
a. Performance test
b. Submission of a report
c. Short answer test
d. Essay
5. Performance test: Psychomotor skills

Paper-and-pencil test: ______________________
a. Declarative knowledge
b. Psychomotor procedures
c. Motor skills
d. Procedural knowledge
6. Teacher Peter wants to know how well his students have imbibed the
virtue of honesty. Which tool is most appropriate?
a. Personality test view

b. Student interview
c. Reflective journal on How honest I am
d. Written test
7. Which assessment task is most fir for logic-smart learners?
a. Solving a puzzle
b. Showing the steps though diagram
c. Describing the solution
d. Composing a song
st one competency of each domain of learning and give an appropriate assessment tool/task.
ardner. Give at least one example of assessment tool/task to assess this particular intended learning
on effect.
the affective domain. Present them here. Cite your references.
By demonstration d.
Dance c.
By the use of graphic organizer b.
Oral presentation a.
8. Which assessment task works best for language-smart learners?
FS 5
FIELD STUDY
Learning
episode
4
ASSESSING
LEARNING
in
DIFFERENT
LEVELS
In the previous Episode you met Learning in different domains. In this

Episode you will deal with the different levels which these three domains are
processed, taught, learned. You will also observe and reflect on how your
Resource Teacher assess learning in theses domains in different in levels.
Theirs is the challenge to formulate appropriate exercise questions and tasks
are aligned to the level of the learning outcomes.
At the end of this Episode, I will be able to:

classify the level of learning outcomes based on Blooms, Kendalls and
Marzanos taxonomy.
determine if the assessment tools/tasks are aligned to the level of the
learning outcomes.

The outcomes of the K to 12 Curriculum are spelled out in terms of
standards and competencies.
The content standards state what the learners should and be able to
do after the teaching-learning process. The performance standards are
what the learners are able to do with what they know.
DepEd Order No. 8 s, 2015 states;
Performance standard answer the following questions:

1. What learners can know?
2. How well must learners do their work?
3. How well do learners use their learning or understanding in
different situations?
4. How do learners apply their learning or understanding in real-life
contexts?
5. What tools and measures should learners use to demonstrate what
they know?
These standards are made more specific in the competencies.

Competencies are the specific knowledge, skills, values and attitudes
that learners are supposed to demonstrate after a teaching-learning
process
The K to 12 Curriculum is said to prepare the learner for the 21st

century. The K to 12 learners is expected to acquire the 21st Century
skills life and career skills. Learning and innovation skills. Learning and
innovation skills include critical thinking, communication skills,
collaboration skills, and creativity.
To prepare the learner for the 21st century, then the teaching and
learning process in the K to 12 curriculum ought to go beyond simple
recall and comprehension. It should reach the level of applying,
analyzing, evaluating and synthesizing which are basic to development
of 21st Century skills.
My Map
10.
Come up with my portfolio.
9.
Answer the LET-like test items.
8.
Reflect on my observations and analysis.
7.
Analyze my observation with the use of guide questions.
Determine if the assessment tools/tasks are aligned to the level
6.
of learning outcomes.
Identify examples of the different levels of learning outcomes
5.
drawn from the teacher's lesson plans.
Observe my Resource Teaher while he/she teaches. determinee
4.
the of learning that he/she takes in teaching.
With consent of my Resource Teacher, get a copy of her/his 3.
written test/s. Answer the analysis questions based on the test
items.
Ask permission to copy the lesson objectives and evaluation of 2.
my Resource Teacher. Identify its/their domain/s and level/s of
learning.
Observe one class from each of the different subject groups: 1)
Grammarr class in Filipino, English, Mother Tounge, Math, 1.
Science- Cognitive; 2) Edukasyon sa Pagpapakatao, English
Literature/Panitikan;-affective 3) EPP or Technology and
Livelihood Education, Physical Education, Music and arts,
Computer class.-Psychomotor
OBSERVATION SHEET # 3.1- Levels of Learning Outcomes

(Choose of 1 from Grammar class in Filipino/English/Mother Tongue, Math,

Science)
Level of Learning Assessment Is the level of
Learning Outcome/Lesso Task assessment aligned to
Outcome n Objective (evaluation the level of the
(Bloom) from Teachers from objective? E.g. objective
Lesson Plan Teachers is recall the names of
(Write lesson Lesson Plan ___; Assessment task is
objective in the (Write it in Distinguish between
appropriate the animal and plant cell-
level outcome) appropriate Not aligned.
level
outcome)
1.Remembering Lesson YES NO
objective
2.Comprehendi
ng
3.Applying To solve word Solve this
problem problem. 1.
involving Your sister
similar fractions ate 1/3 of the
pizza. You ate
also 1/3 of
the pizza.
What part of
the pizza did
the two of
you eat?
4.Analyzing
5.Evaluating
6.Creating
Kendalls and Marzanos New Taxonomy
Level of Learning Resource Teachers Resource Teachers

outcome Learning Assessment Task
Outcome/Lesson
Objective
1.Retrieval-recalling,
recognizing
2.comprehension
3.Analysis
4.Knowledge utilization
(investigating,
experimenting, problem
solving, decision-
making)
5.Metacognitive System Give proofs that the metacognitive and self
(Students set learning systems were touched in the teaching-learning.
goals, monitor their
learning)
6.Self system (Students
examine importance of
subject, examine self-
motivation, interest and
efficacy.)


Science)
level
outcome)
objective
2.Comprehendi Interpret the Recite the X
ng poem written poem with
by feelings.
3.Applying
4.Analyzing
5.Evaluating
6.Creating

Outcome/Lesson
Objective
recognizing
2.comprehension
3.Analysis
(investigating,
solving, decision-
making)
learning)
efficacy.)


Science)
level
outcome)
objective
2.Comprehendi
ng
3.Applying
4.Analyzing
5.Evaluating
6.Creating

Outcome/Lesson
Objective
recognizing
2.comprehension
3.Analysis
(investigating,
solving, decision-
making)
learning)
efficacy.)
My Analysis

FS 5 Ep 1-4

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FS 5 Ep 1-4

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Assessment for Learning, Assessment as

Learning, Assessment of Learning. How they are

My learning episode overview

This episode introduces assessment FOR learning, assessment AS

My intended learning outcomes

I will be rated along the following:

The preposition for in assessment FOR learning implies that

Besides, lack of understanding of the lesson must have been

In Assessment FOR Learning, teachers use assessment results to inform

Assessment OF Learning is usually given at the end of a unit, grading

Assessment AS Learning is associated with self-assessment. As the

I will observe two classes, record my observations with the use

Indicators of Assessment FOR,OF and AS Learning

Assessment FOR Assessment As Assessment OF

3. Based on your observations, to what extent is Assessment AS

4. Which phrase refers to assessment FOR learning? Assessment OF

Write your reflections on the following:

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

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

1. Teacher Emma gave a True-False pretest on social justice. Based on

A. Assessment OF Learning C. Assessment FOR Learning

A. Assessment OF Learning C. Assessment FOR Learning

3. Teacher Julie sees to it that she checks for understanding as she

A. Assessment OF Learning C. Assessment FOR Learning

A. Assessment OF Learning C. Assessment FOR Learning

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

A. II and III C. I and II

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

7. Complete this analogy.

Formative assessment: Assessment for learning

A. Assessment of learning C. Assessment as learning

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

My Learning Episode Overview

For the assessment process to accomplish its purposes, i.e.., to ensure

My Intended Learning Outcomes

After this Episode, I must be able to:

I will be rated along the following:

1.Begin by specifying clearly and exactly what do you want to assess.

2.The intended learning outcome/lesson objective NOT CONTENT is the

3.Set your criterion of success or acceptable standard of success. It is

Example: is a score 7 out of 10 (the highest possible score) acceptable or

4.Make use of varied tools for assessment data-gathering and multiple

5.Learners must be given feedback about their performance. Feedback

7.Emphasize on the assessment of higher-order thinking.

8. Provide opportunities for self-assessment.

Step 1. Read the Learning Essentials given above.

Step 2. Observe at least three (3) classes with a

Step 3. Discuss my observations/answers to the

Step 4. Write down my answers to the questions.

Step 7. Come-up with my Portfolio.

OBSERVATION SHEET # 2.1

Resource Teacher: School:

Which of the following principles were observed by the Resource

Principles of Assessment Observations (Describe observed

2. Learners must be given Give examples of comments of

4. Emphasize on the assessment How was this done?

5. Emphasize on self-assessment. Were students given opportunity to

OBSERVATION SHEET # 2.2

Resource Teacher: School:

Which of the following principles were observed by the resource

Principles of Assessment Observations (Describe observed

2. Learners must be given Give examples of comments of

3. Assessment should be on real- How was this demonstrated?