ng. This is referred to as FORmative assessment, assessment is given while the teacher is in the proc
ks for understanding now and then. This is to ensure that before he/she proceeds further or comes near the end of the chapter, u
ually given at the end of a unit, grading period or term like a semester it is meant to assess learning for grading purposes, thus
In Assessment FOR Learning, teachers use assessment results to inform or adjust their teaching.
ter the teaching-learning process. If not all students have attained it, the teacher has to apply intervention or a remediation. Wh
pretest? It is to find out where the students are or determine their entry knowledge or skills so teacher knows how to adjust ins
se the ABCs of the lesson werent mastered and the teacher already proceeded to XYZ. Too late to discover that at the end
es to ensure learning.
aching presuming that students understood the lesson only to discover at the end of the unit or grading period that students afte
self-assessment, they learn about themselves as learners (e.g. paragraph writers) and become aware of how they learn. In shor
ent AS Learning is associated with self-assessment. As the term implies, assessment by itself is already a form of learning for t
ASSESSMENT AS
LEARNING
ASSESMENT
ASSESSMENT ASSESSMENT
FOR OF LEARNING
LEARNING
Figure 1. Various Approaches to Assessment
My Map
My Learning Activities
Read My Learning Essentials
1
I
help of an Observation Sheet. will
2
Observe 2 classes, together with a partner, to see assessment practices with the observe
two
classes,
Analyze my observations with the use of guide questions. record my
3
1. Did you observe assessment practices for the three (3) forms of assessment? Explain your
answer.
Yes, but the teacher usually used is the formative and summative assessment, because during her
discussion she has lots of question and after also her discussion she let her students to write what
they understand.
FOR - Assessment is a process that is used to keep track of learners progress in relation to
learning standards.
OF- Provide bases for the profiling of the student performance on the learning competencies and
the standards of the curriculum.
AS -To promote self-reflection and personal accountability among students about their own
learning.
My Reflections
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.