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FIELD STUDY 1 Learning Episode
Assessment FOR Learning and
Assessment AS Learning
(Formative Assessment)
FS 1 12
SPARK Your Interest
Assessment is an essential part of the instructional cycle. The instruction cycle consists of: 1) setting the intended
learning outcome/s, 2) selecting a teacher methodology, strategy and activity that are aligned to the learning outcome and
topic which are developmentally-appropriate to the learners and 3) assessment itself. Assessment is the part of the
instructional cycle that determines whether or not the intended learning outcome has been attained and so necessarily, the
assessment task must be aligned to the intended learning outcome.
In a lesson on assessment, we can speak of assessment for learning, assessment of learning and assessment as
learning.
This episode will dwell on assessment for learning and assessment as learning. Assessment for learning is referred
to as formative assessment while assessment as learning is referred to as self-assessment.
TARGET Your Intended Learning Outcomes
At the end of this Episode, I must be able to:
 demonstrate knowledge of the design and use of formative assessment; and
 explain the importance of formative assessment.
DISCOVER the Learning Essentials
 In Outcome-based Teaching-Learning/Competence-based Teaching/Teaching by Objective, we ensure that the
intended outcome/competency/objective is attained at the end of the lesson and so while we are still in the process
of teaching we do check learners’ understanding and progress.
 If we find out that the learners failed to understand prerequisite knowledge and skills, we re-teach until learners’
masters’ them. This is called FORMATIVE assessment, assessment while the learner are being formed or taught.
It is assessment in the midst of instruction.
 Formative assessment is also referred to as assessment for learning. Assessment for learning simply means we do
assessment to ensure learning.
 We do not wait for the end of the lesson to find out if learners understood the lesson or not because if it is only at
the end of the lesson that we discover that learners did not understand the lesson, we have wasted so much time and
energy teaching presuming that everything was clear, only to find out at the end of the lesson that the learners did
not understand the lesson at all. This means that we have to re-teach from the very beginning, something that we
could have saved ourselves from doing had we given time to find out if the lesson was understood while still
teaching.
 Assessment for learning encourages peer assessment.

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OBSERVE, ANALYZE, REFLECT
Observing Assessment FOR Learning Practices (Formative Assessment)
Resource Teacher: ___________________________ Teacher’s Signature: _____________ School: _________________________________
Grade/ Year level: ________________ Subject Area: ____________________ Date: ________________
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
What Teacher Did Tally Total
Activity 12.1

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2. Did the teacher ask the class “Did you understand”? If he/she did, was the class’ response?
3. Did the students make the teacher feel or sense they did not understand the lesson or a part of the lesson? How?
4. If they did how did the teacher respond?
5. Were the students given the opportunity to ask question for clarification? How was this done?
6. If he/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 (student paired with another)
____Teacher gave a Module for more exercises to lesson mastery
____Teacher did a re-teaching
Others please specify:
7. If he/she engaged himself/herself in re-teaching, how did he/she do it? Did he/she use the same teaching strategy?
Describe.
8. While re-teaching by him/her and /or with other students-turned tutors, did teacher check on students’ progress? If
yes, how?

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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 one-and-for-all assessment at the completion of the entire lesson?
2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she intends to check on learners’
progress?
3. Should teacher record results of formative assessment for grading purposes? Why or Why not?
4. Based on your observations, what formative assessment practice worked?
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?
6. Could an unreasonable number of failures at the end of the term/grading period be attribute to the non-application
of formative assessment? Why or Why not?

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REFLECT
 Formative assessment is tasting the soup while cooking. Reflect on this and write your reflections.
 Should you record results of formative assessment? Why or Why not?

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SHOW Your Learning Artifacts
1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
4. Snapshots of peer tutoring or other activity that show formative assessment in practice

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Observing Assessment AS Learning Practices (Self-Assessment)
Resource Teacher: ___________________________ Teacher’s Signature: _____________ School: _________________________________
Grade/ Year level: ________________ Subject Area: ____________________ Date: ________________
TARGET Your Intended Learning Outcomes
At the end of this Episode, I must be able to:
 Demonstrate knowledge of the design and use of self-assessment; and
 Explain the importance of self-assessment.
REVISIT the Learning Essentials
 Assessment as learning means assessment is a way of learning.
 It is the use of an ongoing self-assessment by the learners in order to monitor their own learning.
 This is manifested when learners reflect on their own learning and make necessary adjustments so that they
achieve deeper understanding.
 Assessment as learning encourages students to make responsibility for their own learning.
 It requires students to ask questions about their learning.
 It provides ways for students to use formal and informal feedback and self-assessment to help them understand
the next steps in learning.
 It encourages self-assessment and reflection.
OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record your observations.
Teacher My Observation
1. Did teacher provide
opportunities for the learners to
monitor and reflect on their own
learning?
Activity 12.2

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2. What are proofs that students
were engaged in self-reflection,
self- monitoring and self-
adjustment?
3. Did students record and report
their own learning?
4. Did teacher create criteria with
the students for task to be
completed
Or skill to learned?

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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?
2. Does assessment as learning have the same ultimate purpose as assessment for learning?
REFLECT
The primary purpose of assessment is not to measure but to further learning. Reflect on your personal
experiences of assessment in school. Were you given opportunities for self-assessment? If yes, what was impact on your
learning?
SHOW Your Learning Artifacts
1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection

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EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 12 – Assessment FOR Learning and Assessment AS Learning (Formative Assessment)
Learning Outcome: •Demonstrate knowledge of the design and use of formative assessment •Explain the importance of formative assessment.
Name of FS Student__________________________________________________ Date Submitted: ______________
Year & Section: ____________________________ Course: ____________________________________
Learning
Episode
Excellent
4
Very Satisfactory
3
Satisfactory
2
Needs Improvement
1
Accomplished
Observation
Sheet
All observation
questions/tasks
completely
answered/accomplished.
One (1) to two (2)
observation questions/tasks
not answered/accomplished.
Three (3) observation
questions/tasks not
answered/accomplished.
Four (4) or more observation
questions/tasks not
answered/accomplished.
Analysis All questions were
answered completely;
answers are with depth
and are thoroughly
grounded on theories;
grammar and spelling
are free from error.
All questions were
answered completely;
answers are clearly
connected to theories;
grammar and spelling are
free from errors.
Questions were not
answered completely;
answers are not clearly
connected to theories; one
(1) to three (3)
grammatical/spelling
errors.
Four (4) or more observation
questions were not answered;
answers not connected to
theories; more than four (4)
grammatical/spelling errors.
Reflection Profound and clear
supported by what were
observed and analyzed.
Clear but lacks depth;
supported by what were
observed and analyzed.
Not so clear and shallow;
somewhat supported by
what were observed and
analyzed.
Unclear and shallow; rarely
supported by what were
observed and analyzed.
Learning
Artifacts
Portfolio is reflected on
in the context of the
learning outcomes;
Complete, well-
organized, highly
relevant to the learning
outcome
Portfolio is reflected on in
the context of the learning
outcomes. Complete; well
organized, very relevant to
the learning outcome
Portfolio is not reflected
on in the context of the
learning outcomes.
Complete; not organized.
relevant to the learning
outcome
Portfolio is not reflected on
in the context of the learning
outcomes; not complete; not
organized, not relevant
Submission Submitted before the
deadline
Submitted on the deadline Submitted a day after the
deadline
Submitted two (2) days or
more after the deadline
COMMENT/S Over-all Score Rating: (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 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 71 71-below
________________________________________________ ______________________
Signature of FS Teacher above Printed Name Date

11. 156 | F I E L D S T U D Y L E A R N I N G E P I S O D E 1 2
LINK Theory Practice
Direction: Encircle the letter of the correct answer.
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
2. Research shows that when students help develop questions for an assessment, and have a deeper understanding of
what they are expected 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
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 student about their
own learning…
Which assessments are referred by the DepEd memo?
I. Assessment as Learning
II. Assessment for Learning
III. Assessment of Learning
A. I only C. I and II
B. II and III D. I, II and III
4. You check for understanding in the midst of your lesson. In which form /s of assessment are you engaged?
A. Assessment as Learning C. Assessment of learning
B. Assessment for Learning D. Assessment of and for learning
5. Assessment FOR learning is ongoing assessment that allows teachers to monitor students on a 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
6. It develops and support students’ meta-cognitive skills. Which is referred to?
A. Assessment as Learning C. Assessment of learning
B. Assessment for Learning D. Assessment in learning
7. Which form of assessment is crucial in helping students become lifelong learners?
A. Assessment of learning C. Assessment as learning
B. Assessment for learning D. Assessment in learning
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
B. Assessment for learning D. Assessment in learning

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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 the 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. I, II and III C. III, IV and V
B. I, III, IV and V D. I, II, III, IV and V
10. In which types 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?
A. Assessment as learning C. Assessment of learning
B. Assessment for learning D. Assessment in learning
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