FIELD STUDY 5 Episode 1: Indicators of Assessment FOR,

OF, and AS Learning

Resource Teacher: Mr. Jerry A. Asuncion Teacher’s Signature:_______ School: INCAT
Grade/Year Level: Grade 8 Subject Area: Technical Drafting Date: March 22,
2017

Assessment FOR Learning Assessment AS Learning Assessment OF Learning

Write observed teacher Write observed teacher and Write observed teacher
activities that manifest student activities that manifest activities that manifest
assessment FOR learning. assessment AS learning. assessment OF learning.
(Assessment while teacher (Self-assessment) (Assessment at the end of
teaches. Conduct pretest and teaching.)
posttest are included.)

The teacher lectures about The teacher let the At the end of the teaching,
orthographic drawing, students apply what they the students work on how to
different use of tools and learn on the topic by following draw a different box given by
methods on how to draw an the steps in doing the the teacher. It is an
orthographic drawing. During orthographic drawing. application on what they had
the discussion, the teacher ask learn about the lesson.
questions regarding the past
lesson and on what they know
about the lesson. The teacher
also ask the students to
demonstrate the different
steps in drawing an
orthographic drawing on the
board. As the lesson ends, the
teacher asks the students
whether they understand the
lesson or not.
My Analysis
1. Did you observe assessment practices for the three (3) forms of assessment? Explain your
answer.
Yes, I observe assessment practices in the three forms of assessment. In the way that
the teacher conduct a pretest and the posttest to the students. Students apply what they had
learn and the students assess their own work whether they did it correctly.
2. Are the results of assessment OF learning affected by the observance/ implementation of
assessment FOR learning? Explain your answer.
Yes because in the assessment OF learning they usually apply what the student
learn from the teacher.
3. Based on your observations, to what extent is Assessment AS learning (self-assessment)
practiced compared to Assessment FOR (formative) and OF Learning (summative)?
Assessment AS learning is not practiced the way Assessment FOR learning and
Assessment OF learning is applied or practiced. Self-assessment is applied when there is a
reflection on a students work but based on what I observed, formative and summative
assessment is used in assessing the learner.

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
student performance on the learning competencies and standards of the curriculum.”
FOR- provide bases for profiling of student performance in the learning competencies and
standards of the curriculum,
OF- a process that is used to keep track of learners’ progress in relation to learning
standard.
AS- promote self-reflection and personal accountability among student about their own
learning.
My Reflections
Write your reflections on the following:
1.As a student, did you like assessment? Do students like assessment? Why or Why not?
As a student, I do like assessment. It is where we students will know our weaknesses
and strengths on a certain field. It is where we can build up our weaknesses and make it
better. Through assessment, we will be motivated because we know what our standing
through assessing us is. As a future teacher, we really need to use different types of
assessment in assessing our learners. Students will like assessment in a different way. Some
students like assessment because it will motivate them and helps them evaluate their selves.
But there are some students who see assessment as a problem because it may be too hard
for them to understand the essence of having assessment.
2. What can you do to eliminate students’ fear of assessment? Can frequent formative assessment
(Formative assessment) reduce if not eliminate fear of assessment?
Help students become comfortable. One of our tasks as future teachers is to help our
students become more comfortable with the idea of assessment. Because assessment often
has a negative connotation and is equated with tests, passing, failing and scores. Making
students understand that assessment is actually beneficial then it make the whole process
easier.
This are some simple ideas aimed at achieving this:
1.Talk about assessment with students
a.What is assessment?
b. Why do we assess students?
c. How are we going to assess them?
2. Get students involved in assessment
a.Use self-assessment
b. Use peer assessment
c. Get students to come up with assessment criteria/ agree criteria
with students
d. Get students involved in picking or designing assessment task
3. Make assessment part of teaching and learning process.
a. If you can build in a form of assessment regularly, maybe even
every lesson, then the students will become used to it and therefore
more comfortable
 b. Make sure you include the results of any assessment into your
teaching. For example, if students have a particular problem with an
aspect of grammar then go back over the grammar in a lesson making
it clear that you are doing this because it was identified as a problem
from the assessment. If the student can see that you actually take
notice of the assessment. If the student can see that you actually take
notice of the assessment and not simply the score it will become more
meaningful.
The key here is to make students see assessment as part of the teaching and learning
process that has a direct influence on what is taught. If students understand that
assessment is about the process and not simply about a product, then they will start to have
a more positive attitude towards to it.
3. Do you like the idea and practice of self-assessment (assessment AS learning)? Why or Why
not?
Yes. Assessment AS learning helps the learner to know if he or she is improving.
Through self-assessment or self-reflection, the learner will be able to motivate his/herself
because he/she will be able to know on what things he/ she’s not good with and with this
kind of assessment, he/she can evaluate his/her works and even his/herself.

My Learning Portfolio
1. 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.
(For innovative formative assessment: Describe how each assessment activity and
technique are done.)
(For innovative summative assessment: Describe the tool and mention the HOTS it can
measure.)

Innovative Formative Assessment

1. Analyzing Students Work
A great deal of information can be learned from students’ homework, test
and quizzes. This is especially so if the students are required to explain their thinking.
When teacher take the time to analyze student work, they gain knowledge about it.
 A student’s current knowledge, attitudes, and skills about subject matter
 Strengths, weaknesses, and learning styles
  Need for further or special assistance
This approach lets teacher modify their instruction to be more effective in the future.

2. Three way Summaries

The idea here is to use different modes of thinking and attention to detail.
Students can work in groups or individually. In response to a question or topic inquiry,
they write three different summaries.
 10-15 words long
 30-50 words long
 75-100 words long

3. Creative extensive Projects

Students can create a large scope of projects to demonstrate comprehension.
Quick projects help them apply the higher order levels of Bloom’s Taxonomy. These
don’t have to be big and complicated. They can take a day, a half-day, or even an
hour. Here are some ideas for quick projects:
 Create a poster or collage illustrating the subject matter
 Record a rehearsed skit or podcast discussing the topics covered.
 Build a diorama about the subject and create a narrative behind it
 Let students design their own flashcards to test each other with
 Keynote presentations made by students on the topic