Learning

Episode
My FS 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 analysis,
C ▪depth and clarity of classroom observation-based reflection,
D ▪completeness, organization, clarity of portfolio and
E ▪time of submission of 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.

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.
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 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
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 weren’t mastered and 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 pre-test and the post-test that a teacher gives to ensure
learning.

Why the pre-test? 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 post-test? 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 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 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 a term like a
semester. It is meant to assess learning for grading purpose, 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 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 orAs
independent learners.
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
F S 1 0 5 - learning,
L E A R Nstudents
I N G Aset
S Stheir
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T E G I and EPISODE
E S evaluate their own 1learning
-Page 6 in
relation to their set target. As a consequence, they become self-directed or independent
learners.
 Figure 1. Various Approaches too Assessment

Read My Learning Essentials.

Observe 2 classes, together with a partner, to see

assessment practices with the help of an Observation Sheet

Analyze my observations with the use of guide questions.

Reflect on my observations and analysis.

Answer the LET-like test items.

Come up with my portfolio.

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Analyze my observations with the use of guide
Come up with my portfolio.
questions.
 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

Resource Teacher: ______________ Teacher’s Signature: ___________ School: ____________

Grade/Year Level: _____________ Subject Area: __________________ Date: ______________

Write observed teacher Write observed teacher Write observed teacher

activities that manifest activities that manifest activities that manifest
assessment FOR learning. assessment AS learning. (Self- assessment OF learning.
(Assessment while teacher assessment) (Assessment at the end of
teaches, Conduct of pre-test teaching)
and post-test are included.

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 OBSERVATION SHEET #1.2

Indicators of Assessment FOR, OF, and AS Learning

Resource Teacher: ______________ Teacher’s Signature: ___________ School: ____________

Grade/Year Level: _____________ Subject Area: __________________ Date: ______________

Write observed teacher Write observed teacher Write observed teacher

activities that manifest activities that manifest activities that manifest
assessment FOR learning. assessment AS learning. (Self- assessment OF learning.
(Assessment while teacher assessment) (Assessment at the end of
teaches, Conduct of pre-test teaching)
and post-test are included.

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My Analysis

1. Did you observe assessment practices for the three (3) forms of assessment? Explain your
answer.

2. Are 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 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.”

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My Reflection/Insights

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?

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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 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 research 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

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 assessment 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

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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

My Learning Portfolio

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

Different
approaches on
Assessment

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

My Learning Rubric
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

F S 1 0 5 - L E A R N I N G A SS E SS M E N T S T R AT E G I E S EPISODE 1 -Page 6
Name of FS Student: Arnie Marie B. Alido Date Submitted:
Year & Section: 4 Course: BSED – Social Studies
Exemplary Superior Satisfactory Needs Improvement
Learning Episodes
4 3 2 1
All episodes were done All or nearly all Nearly all episodes Fewer than half of
with outstanding quality; episodes were done were done with episodes were done; or
Learning Activities work exceeds expectations. with high quality. acceptable quality. most objectives were met
but need improvement.
4 3 2 1
All questions/episodes were Analysis questions Analysis questions Analysis questions were
answered completely; in were answered were not answered not answered.
depth answers; thoroughly completely. completely.
Analysis of the grounded on theories. Clear connection with Vaguely related to the Grammar and spelling
Learning Episode Exemplary grammar and theories theories unsatisfactory.
spelling. Grammar and spelling Grammar and spelling
are superior. acceptable
4 3 2 1
Reflections statements are Reflection statements Reflection statements Reflections statements are
profound and clear; are clear; but not are shallow; unclear and shallow and
supported by experiences clearly supported by supported by are not supported by
Reflections/Insights from the learning episodes experiences from the experiences from the experiences from the
learning episodes. learning episodes. learning episodes.

4 3 2 1
Portfolio is complete, clear, Portfolio is complete, Portfolio is Analysis questions were
well-organized and all well-organized; most incomplete; not answered
supporting documentations supporting supporting
are located in sections documentations are documentations are Grammar and spelling
Learning Portfolio clearly designated available and logical organized but are unsatisfactory
and clearly marked lacking
locations
4
3 2 1
Submitted before the Submitted on the Submitted a day after Submitted two days or
Submission of
deadline deadline the deadline more after the deadline
Learning Episode
4 3 2 1
COMMENT/S Over-all Score Rating:
(Based on
Transmutation)

TRANSMUTATION OF SCORE TO GRADING/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 3.50 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

Mrs. Jane B. Antiola ____________

Signature of FS Teacher Date
Above Printed Name

My Learning Rubric
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

F S 1 0 5 - L E A R N I N G A SS E SS M E N T S T R AT E G I E S EPISODE 1 -Page 6
Name of FS Student: Arnie Marie B. Alido____________ Date Submitted:
Year & Section: 4 Course: BSED – Social Studies
Exemplary Superior Satisfactory Needs Improvement
Learning Episodes
4 3 2 1
All episodes were done All or nearly all Nearly all episodes Fewer than half of
with outstanding quality; episodes were done were done with episodes were done; or
Learning Activities work exceeds expectations. with high quality. acceptable quality. most objectives were met
but need improvement.
4 3 2 1
All questions/episodes were Analysis questions Analysis questions Analysis questions were
answered completely; in were answered were not answered not answered.
depth answers; thoroughly completely. completely.
Analysis of the grounded on theories. Clear connection with Vaguely related to the Grammar and spelling
Learning Episode Exemplary grammar and theories theories unsatisfactory.
spelling. Grammar and spelling Grammar and spelling
are superior. acceptable
4 3 2 1
Reflections statements are Reflection statements Reflection statements Reflections statements are
profound and clear; are clear; but not are shallow; unclear and shallow and
supported by experiences clearly supported by supported by are not supported by
Reflections/Insights from the learning episodes experiences from the experiences from the experiences from the
learning episodes. learning episodes. learning episodes.

4 3 2 1
Portfolio is complete, clear, Portfolio is complete, Portfolio is Analysis questions were
well-organized and all well-organized; most incomplete; not answered
supporting documentations supporting supporting
are located in sections documentations are documentations are Grammar and spelling
Learning Portfolio clearly designated available and logical organized but are unsatisfactory
and clearly marked lacking
locations
4
3 2 1
Submitted before the Submitted on the Submitted a day after Submitted two days or
Submission of
deadline deadline the deadline more after the deadline
Learning Episode
4 3 2 1
COMMENT/S Over-all Score Rating:
(Based on
Transmutation)

TRANSMUTATION OF SCORE TO GRADING/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 3.50 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

Mrs. Esterlina P. Catungal ____________

Signature of FS Teacher Date
Above Printed Name

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