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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 leaning 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 performance criteria
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 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.
Teacher does not lose anything if as she/he 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 te
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 the 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 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, the teacher have to
apply 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 term
like a semester it is meant to assess learning for grading purposes, thus the term
Assessment OF Learning.
As students assess their own work (e.g. a paragraph) and/or with their peers with the
use of scoring rubric, 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, student 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
learners.
ASSESSMENT
AS LEARNING
ASSESSMENT ASSESSMENT
FOR OF
LEARNING LEARNING
ASSESMENT
My Map
1
• Read My Learning Essentials
I will observe two classes, record my observations with the use of an Observation
Sheet.
OBSERVATION SHEET # 1:1
1. Did you observe assessment practices for the three (3) forms of assessment? Explain
your answer.
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?
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 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?
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 be graded.
The class took the Scoring Rubric guide in the making of their research report. They
were all motivated to pass an excellent research report and as a grouped 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?
3. Teacher Julie sees to it that she checks for understanding as she teaches to ensure
that every student can follow the lesson. With that form/s of assessment is Teacher
Julie occupied with?
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?
I. Formative assessment
II. Summative assessment
III. Assessment of learning
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.
FS 5 GUIDING
2
GUIDING PRINCIPLES
G in the
FIELD STUDY Assessment
Learning of
episode Learning
For the assessment process to accomplish its purposes, i.e.., to ensure learning, we must be
guided by basic assessment principles. This episode focused on basic guiding principles of
assessment.
My Performance Criteria
The following are the principles that should guide you in the conduct of assessment.
1.Begin by specifying clearly and exactly what do you want to assess. What you want to
asses is/are stated in your learning outcomes/lesson objectives.
2.The intended learning outcome/lesson objective NOT CONTENT is the basis of the
assessment task. You use content in the development of the assessment tool and task but it
is the attainment of your learning outcome NOT content that you want to assess. This is
Outcome-based Teaching and Learning.
3.Set your criterion of success or acceptable standard of success. It is against this established
standard that you will interpret your assessment results.
Example: is a score 7 out of 10 (the highest possible score) acceptable or considered success?
4.Make use of varied tools for assessment data-gathering and multiple source of assessment
data. It is not pedagogically sound to rely on just one source of data gathered by only one
assessment tool. Consider multiple intelligences and learning styles. DepEd Order No, s.
2015 cites the use of multiple ways of measuring students’ varying abilities and learning
potentials.
5.Learners must be given feedback about their performance. Feedback must be specific.
“Good work”! is positive feedback and is welcome but actually is not a very good feedback
since it is not specific. A more specific better feedback is “You observed rules on subject-verb
agreement and variety of sentences. Three of your commas were misplaced.”
6.Assessment should be on real-world application and not on out of four context drills.
1. Make use of varied tools for Which assessment tools did Resource Teacher
assessment data-gathering and use?
multiple source of assessment data. It
is not pedagogically sound to rely on
just one source of data gathered by
only one assessment tool. Consider
multiple intelligences and learning
styles.
1. Make use of varied tools for Which assessment tools did Resource Teacher
assessment data-gathering and use?
multiple source of assessment data. It
is not pedagogically sound to rely on
just one source of data gathered by
only one assessment tool. Consider
multiple intelligences and learning
styles.
1. Make use of varied tools for Which assessment tools did Resource Teacher
assessment data-gathering and use?
multiple source of assessment data. It
is not pedagogically sound to rely on
just one source of data gathered by
only one assessment tool. Consider
multiple intelligences and learning
styles.
My Reflections
We assess what we value and value is what we assess. What should I do to make
assessment worthwhile?
Integrating Theory and Practice
a. Learning outcome
b. Learning content
c. Developmental stage of Learners
d. Learning resources
a. Learning resources
b. References
c. Learning outcome
d. Content
6. “Very good. You are doing very well Johann!”, Teacher Jona says. Teacher was
referring to Johann’s world problem-solving skill. Is this accordance with giving
specific feedback?
a. Yes.
b. No.
c. Very much, the feedback is clear enough.
d. No, it is exaggerated.
7. Teacher Annie explains to her class: “Each of you is expected to spell 10 words
out of ten words correctly. This is a mastery test”. Is Teacher Annie’s behavior in
keeping with the principle to set acceptable standards of success?
8. Teacher Jocelyn considers the multiple-choice type of test the best among the
written type of test, so for assessment of learning she uses only multiple choice
type of test. It this in accordance with the principle of assessment?
9. A professor does not give quiz at all. The students’ grades are based only on the
summative assessment results. Does he violate an assessment principle?
3
GUIDING DIFFERENT
G ASSESSMENT
FIELD STUDY
Assessment METHODS,
Learning TOOLS AND
TASKS
episode
My Learning Episode Overview
There are different assessment methods, assessment tools and assessment tasks to assess
several domains of learning-cognitive, affective and psychomotor.
No single assessment method/tool/task can assess all forms of learning. With Gardner’s
learner’s multiple intelligences, learning when assessed can be demonstrated in nine (9)
different ways and therefore can be assessed in nine (9) different ways, too. Teacher, therefore,
should make use of varied assessment tools and tasks. In fact, one principle of assessment is to
make use of varied methods and tools.
In this Episode, you will see which methods, tools and tasks are used for learners with
varied multiple intelligences and in different domains of learning.
My Performance Criteria
The paper-pencil test, however, it is inadequate to measure all forms and learning.
Psychomotor learning (Kendall and Marzano, 2012) or procedural knowledge
(Kendall and Marzano, 2012) cannot be measured by a paper-pencil test.
Assessment tools for the cognitive domain (declarative knowledge) are the different
paper-pencil tests. Basic examples of paper-pencil test are shown in figure 2.
Selected- Constructed-
response response
Alternate
response Completion
Essay-
Multiple
restricted or
Choice non restricted
Problem
Solving
Product Performance
e.g. experiments,
Visual-e.g. oral
graph, collage presentation,
reflective journal dramatization
We make use of varied methods because there are many forms of learning-
cognitive, affective and psychomotor (Bloom). For Kendall and Marzano there are
also three (3) – information (declarative knowledge), procedures
(physical/motor/manipulative skills. (See Figure 4).
Metacognitive
procedures
(procedural
knowledge)
psychomotor
Information procedures
(declarative (physical,
knowledge motor/manipulative
skills)
Kendall's
and
Marzano's
New
Taxonomy
Learners have multiple intelligences and varied learning styles. Students must be
given the opportunity to demonstrate learning that is aligned to their multiple
intelligences and to their learning styles. It is good for teachers to consider the
multiple intelligences of learners to enable learners to demonstrate learning in a
manner which makes them feel comfortable and successful.
Verbal/Linguistic
the capacity to use language to
express what's on your mind and
to understand other people.
Exixtential
Logical/Mathematical
to exhibit yhe proclivity to pose
and ponder questions about life, the ability to understand the
death and ultimate realities. underlying principles of some
kind of causal system.
Interpersonal Visual/Spatial
The ability to understaand other the ability to present the spatial
people.
Multiple world internally in your mind.
intelligences
Musical/Rythmic
Intrapersonal the capacity to think in music, to
having an understanding of be able to hear patterns, tecognize
yourself, of knowing who you are, them and perhaps msnipulstr
what you can do. them.
Naturalist Bodily/Kinestetic
The ability to discriminate capacity to use your whole
among living thigs as well as body, to solve problem, make
sensitivity to other features of something, or put on a
the natural world. production.
Step 1. Step 6.
Read the learning
essentials given Come up with my
above. portfolio.
Step 2.
Observe at least three
classes with a learning
partner.
I will choose one class from
each of the three groups.
Group 1 -
Language/Science/math Step 5.
Group 2- Physical
Education, EPP/TLE, Answer the LET-
Music and Arts like items.
Group 3- Edukasyon sa
Pagpapakatao/Literature
/ Araling Panlipunan
Step 3.
Step 4.
Analyze my
observations with the Reflect on my
use of guide questions. observations and
analysis.
My Learning Activities
I will observe 3 Resource Teachers and focus my observation on their assessment practices
with the help of an Observation Sheet.
Paper-and-pencil Tests Please put a check (√) on the test which the teacher used and give at
least 2 items as examples. You may ask for samples of past tests that
your Resource Teacher used in the past to complete your matrix
1.Alternative-response
2.Matching type
3.Multiple choice
4.Others
Constructed-Response
1.Completion
3.Problem solving
4.Essay
a) restricted
b) non-restricted
5.Others
OBSERVATION SHEET # 2.2- Traditional Assessment Practices*
Paper-and-pencil Tests Please put a check (√) on the test which the teacher used and give at
least 2 items as examples. You may ask for samples of past tests that
your Resource Teacher used in the past to complete your matrix
1.Alternative-response
2.Matching type
3.Multiple choice
4.Others
Constructed-Response
1.Completion
3.Problem solving
4.Essay
a) restricted
b) non-restricted
5.Others
OBSERVATION SHEET # 2.2- Traditional Assessment Practices*
2.Performance (psychomotor) Example/s of product/s assessed. How was it/ were they
assessed?
My Analysis
2. Which among the traditional assessment tools/tests was/were used most often?
5. What assessment tools and tasks were used to assess learning in the cognitive domain,
and declarative knowledge?
6. What assessment tools and tasks ere used to assess the learning of psychomotor
skills/procedural knowledge?
7. Was there assessment of learning in the affective domain? Explain your answer.
8. To which multiple intelligences did the assessment tools and tasks respond? Come up
with a table of the intelligences which were given attention and the corresponding
assessment task used.
MI Assessment
My Reflections
What happens when your assessment method and tool do not match with your domain
of learning?
Have we been air to learners whom we learned are equipped with multiple intelligences
when in the past we only used paper-and-pencil text which was most fit only for the
linguistically intelligent learners?
Integrating Theory and Practice
a. Completion test
b. Multiple choice
c. Matching type
d. Alternate Response
a. Completion test
b. Problem solving
c. Multiple choice
d. Short answer
3. Which type of test measures student’s thinking, organizing and written communication
skills?
a. Extemporaneous speech
b. Completion type
c. Short answer
d. Essay
4. Teacher Dada wants to test students’ acquisition of declarative knowledge. Which test
is appropriate?
a. Performance test
b. Submission of a report
c. Short answer test
d. Essay
a. Declarative knowledge
b. Psychomotor procedures
c. Motor skills
d. Procedural knowledge
6. Teacher Peter wants to know how well his students have imbibed the virtue of honesty.
Which tool is most appropriate?
a. Solving a puzzle
b. Showing the steps though diagram
c. Describing the solution
d. Composing a song
a. Oral presentation
b. By the use of graphic organizer
c. Dance
d. By demonstration
My Learning Portfolio
1.Refer to the K to 12 Curriculum Guide. Select at least one competency of each domain of
learning and give an appropriate assessment tool/task.
2.Psychomotor/ Motor
skills
3.Affective
2. Give the nine multiple Intelligences (MI) cited by Gardner. Give at least one example
of assessment tool/task to assess this particular intended learning outcome: “to explain
the meaning of Pygmalion effect”
Language smart- in 3 sentences, explain the Pygmalion effect.
Logic smart
Picture smart
Nature smart
Body smart
Music smart
Self smart
People smart
Spirit smart
3. Research on 2 assessment tool/tasks for learning in the affective domain. Present them
here. Cite your references.
FS 5
4
ASSESSING
LEARNING
FIELD STUDY in
Learning DIFFERENT
LEVELS
episode
In the previous Episode you met Learning in different domains. In this Episode you will
deal with the different levels which these three domains are processed, taught, learned. You will
also observe and reflect on how your Resource Teacher assess learning in theses domains in
different in levels. Theirs is the challenge to formulate appropriate exercise questions and tasks
are aligned to the level of the learning outcomes.
My Performance Criteria
My Learning Essentials
The outcomes of the K to 12 Curriculum are spelled out in terms of standards and
competencies.
The content standards state what the learners should and be able to do after the
teaching-learning process. The performance standards are what the learners are able to do
with what they know.
These standards are made more specific in the competencies. Competencies are the
specific knowledge, skills, values and attitudes that learners are supposed to demonstrate
after a teaching-learning process
The K to 12 Curriculum is said to prepare the learner for the 21st century. The K to 12
learners is expected to acquire the 21st Century skills – life and career skills. Learning and
innovation skills. Learning and innovation skills include critical thinking, communication
skills, collaboration skills, and creativity.
To prepare the learner for the 21st century, then the teaching and learning process in
the K to 12 curriculum ought to go beyond simple recall and comprehension. It should
reach the level of applying, analyzing, evaluating and synthesizing which are basic to
development of 21st Century skills.
My Map
•Observe one class from each of the different subject groups: 1) Grammarr class
in Filipino, English, Mother Tounge, Math, Science- Cognitive; 2) Edukasyon
sa Pagpapakatao, English Literature/Panitikan;-affective 3) EPP or
1. Technology and Livelihood Education, Physical Education, Music and arts,
Computer class.-Psychomotor
•Identify examples of the different levels of learning outcomes drawn from the
teacher's lesson plans.
5.
4.Analyzing
5.Evaluating
6.Creating
4.Analyzing
5.Evaluating
6.Creating