The document discusses the three forms of assessment: assessment for learning, assessment as learning, and assessment of learning. It explains that assessment for learning refers to formative assessment conducted during teaching to check for understanding. Assessment as learning involves self-assessment where students assess their own work. Assessment of learning refers to summative assessment given at the end of a unit to evaluate learning. The document provides examples of how these three assessments are applied in classroom practices.

1. 1
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
learning 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 forms 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 that 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.
FS 5FIELD STUDY
LearningEpisode
ASSESSMENT FOR LEARNING;
ASSESSMENT AS LEARNING and
ASSESSMENT OF LEARNING:
HOW ARE THEY PARACTICED?
IHI

2. Teacher does not lose anything if as he/she 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 the 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 student 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 weren’t mastered and teacher already proceeded
“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, then
teacher has to apply an intervention or a remediation. Why do these have to take
place? To ensure learning, thus the term assessment FOR learning.
In assessment OF Learning is usually given at the end of a unit, grading period
or a term like a semester. It is meant to assess learning for grading purposes, thus
the term Assessment OF Learning.
In Assessment FOR Learning, teachers use assessment results to inform or
adjust their teaching.
Assessment AS Learning is associated with self-assessment. As the term
implies, assessment by itself is already a form of learning for the students.

3. Assessment
Assessment
FOR learning
As students assess their own work (e.g. a paragraph) and/or with their peers
with the use of scoring rubrics, 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, students 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.
Assessment
AS learning
Assessment
OF learning

4. My Map
2.
Observe 2 classes, together with a partner, to see assessment practices
with the help of an Observation Sheet
3. Analyze my observations with the use of guide questions.
4. Reflect on my observations and analysis.
5. Answer the LET-like items.
6. Come up with my portfolio.
Read My Learning Essentials
1.

5. My LearningActivities
I will observe two classes; record my observations with the use of an
Observation Sheet.
Indicators of Assessment FOR, OF and AS Learning
Resource Teacher:_________________ Teacher’s Signature: _______ School: ______________
Grade/Year Level: ______________________ Subject Area: ___________ Date: ___________
Assessment FOR Learning Assessment AS Learning Assessment OF Learning
Write observed teacher
activities that manifest
assessment FOR learning.
(Assessment while teacher
teaches. Conduct of pretest
and posttest are included.
Write observed teacher
and student activities that
manifest assessment AS
learning.
( Self-Assessment)
Write observed teacher
activities that manifest
assessment OF learning.
(Assessment at the end of
teaching)
OBSERVATION SHEET # 1.1

6. Resource Teacher:_________________ Teacher’s Signature: _______ School: ______________
Grade/Year Level: ______________________ Subject Area: ___________ Date: __________
Assessment FOR Learning Assessment AS Learning Assessment OF Learning
Write observed teacher
activities that manifest
assessment FOR learning.
(Assessment while teacher
teaches. Conduct of pretest
and posttest are included.
Write observed teacher
and student activities that
manifest assessment AS
learning.
( Self-Assessment)
Write observed teacher
activities that manifest
assessment OF learning.
(Assessment at the end of
teaching)
OBSERVATION SHEET # 1.2

7. My Analysis
1. Did you observe assessment practices for the three (3) forms of assessment?
Explain your answer.
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2. Are results of assessment OF learning affected by the observance or
implementation of assessment FOR learning? Explain your answer.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. Based on your observation, to what extent is Assessment AS Learning (self-
assessment) practiced compared to Assessment FOR (formative) and OF
Learning (summative)?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

8. 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 on 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 profiling of student performance on the
learning competencies and standards of the curriculum. “
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9. My Reflections
Write your reflections on the following:
1. As a student, did you like assessment? Do students like assessment? Why or why
not?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
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?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

10. Integrating Theoryand 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 and 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
graded. The class took the Scoring Rubric as guide in the making of their report.
They were all motivated to pass an excellent research report and as a group
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?
A. Assessment OF Learning C. Assessment FOR Learning
B. Assessment AS Learning D. Assessment FOR and AS 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 what form/s of assessment is Teacher
Julie occupied with?
A. Assessment OF Learning C. Assessment FOR Learning
B. Assessment AS Learning D. Assessment FOR and AS Learning

11. 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?
A. Assessment OF Learning C. Assessment FOR Learning
B. Assessment AS Learning D. Assessment FOR and AS 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
learners?
A. Formative assessment C. Assessment AS learning
B. Summative assessment D. Assessment FOR 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

12. My LearningPortfolio
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.
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13. My LearningRubric
Field Study 5, Episode 1 – Assessment FOR Learning, Assessment AS Learning, and
Assessment OF Learning: How Are They Practiced?
Focused on:
 Distinguishing among the 3 forms of assessment and
 Drawing concrete examples of these forms of assessment
Name of FS Student: ___________________________ Date Submitted: _______________
Year & Section: _______________________________ Course: ______________________
Learning Episodes
Exemplary
4
Superior
3
Satisfactory
2
Needs
Improvement
1
Learning activities
All episodeswere
done with
outstanding
quality;work
exceeds
expectations
4
All or nearlyall
episodeswere
done withhigh
quality.
3
Nearlyall episodes
were done with
acceptable
quality.
2
Fewerthanhalf of
episodesweredoe;
or most objectives
were metbutneed
improvement.
1
Analysis of the
Learning Episode
All questionsor
episodeswere
answered
completely;in
depthanswers;
thoroughly
groundedon
theories.Exemplary
grammar and
spelling.
4
Analysisquestions
were answered
completely.
Clearconnection
withtheories.
Grammar and
spellingare
superior.
3
Analysisquestions
were not
answered
completely.
Vaguelyrelatedto
the theories.
Grammar and
spelling
acceptable.
2
Analysisquestions
were notanswered.
Grammar and
spelling
unsatisfactory.
1
Reflections/Insights
Reflection
statementsare
profoundandclear,
supportedby
experiencesform
the learning
episodes.
4
Reflection
statementsare
clear,but not
clearlysupported
by experiences
fromthe learning
episodes.
3
Reflection
statementsare
shallow;
supportedby
experiencesfrom
the learning
episodes.
2
Reflection
statementsare
unclearand shallow
and are not
supportedby
experiencesfrom
the learning
episodes.
1

14. Learning Portfolio
Portfoliois
complete,clear,
well-organized;all
supporting
documentations
are locatedin
sectionsclearly
designated.
4
Portfoliois
complete,clear,
well-organized;
mostsupporting
documentations
are available and
logical andclearly
markedlocations.
3
Portfoliois
incomplete;
supporting
documentations
are organizedbut
are lacking.
2
Analysisquestions
were notanswered.
Grammar and
spelling
unsatisfactory.
1
Submission of
Learning Episodes
Submittedbefore
the deadline.
4
Submittedonthe
deadline.
3
Submittedaday
afterthe deadline
2
Submittedtwodays
or more after the
deadline.
1
COMMENTS 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 72 71-below
Signature of FS Teacher Date