FS

EPISODE 16: ASSESSING FOR, AS AND OF

2 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 comment 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-leaning 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 is concerned mainly with assessment for learning an 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 teacher to check if students are
learning or not learning what 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.
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 student’s participation, behavioral response, comments in the formative 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?
______________________________________________________________________________
______________________________________________________________________________.
 Was students' response to formative assessment exercises favorable or unfavorable? Why?
______________________________________________________________________________
______________________________________________________________________________
____.
 Did the conduct of formative assessment and self-assessment affect students’ attainment of
learning outcomes? How?
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________________.
 What was the effect of students assessing their own progress on their motivation to learn?
______________________________________________________________________________
______________________________________________________________________________
____________________.
REFLECT
How would attainment of learning outcomes be affected if there were no formative assessments
nor self-assessments?

WRITE ACTION RESEARCH PROMPTS

OBSERVE
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
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________.
For the students, self-assessment worked because
_____________________________________________________________________________________
_______________________________________________________________.

For the students, self-assessment did not work because

_____________________________________________________________________________________
_______________________________________________________________.

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

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 type/s of assessment does this fall?

A. Assessment for learning

B. Assessment of learning

C. Assessment as leaning
D. Assessment of and for learning

3. To finally determine how well students have attained the learning outcomes by grading, in which type
of assessment/s 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 effects of self-assessment and formative assessment?

I. High percentage of students with passing grades

IL 100% passing

III. 50% with passing grades, 50% with failing grades

A. I only

B. II only

C. III only

D. I, II and II

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.