FIEL STUDY 5

Learning Episode 1

ASSESSMENT FOR LEARNING,

ASSESSMENT AS LEARNING AND
ASSESSMENT OF LEARNING:
HOW ARE THEY PRACTICED?
 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 big difference in assessment.
In this episode, you will observe how
they are applied in the teaching-
learning process.
  Distinguish among the three
My Intended
Learning Outcomes forms of assessment and,
 Draw concrete examples of these
forms of assessments
My performance
Criteria

My Learning
Essentials

My Map
 My Intended
Learning OUtcomes • Quality of my observation and
documentation
• Completeness and dept of my
My performance
Criteria
• analysis
• Dept and clarity of classroom
observation-based reflection
My Learning • Completeness, organization,
Essentials clarity of portfolio and
• presentation of portfolio

My Map
 My Intended The preposition “for” in
Learning OUtcomes assessment for learning
implies that assessment is
done to improve and ensure
My performance learning. This is referred to
Criteria as FORmative assessment,
assessment that is given
while the teacher is in the
My Learning
Essentials process of student
formation (learning). It
ensures that learning is
going on while teacher is in
My Map
the process of teaching.
 My Intended
Learning OUtcomes Teacher does not lose
anything if as he/she checks
for understanding now and
My performance then. This is to ensure that
Criteria before he/she proceeds
further or comes near the
end of the chapter, unit or
My Learning course or grading period,
Essentials
the students understood
the lesson.

My Map
 My Intended
Learning OUtcomes It will be tragic and a waste of
time if teacher just
proceeds with his/her
My performance teaching presuming that
Criteria students understood the
lesson only to discover at
the end of the unit or
My Learning grading period that the
Essentials
students after all did not
understand the lesson. So
much time has already
My Map been wasted.
 My Intended
Learning OUtcomes

My performance
Criteria
Formative assessment also
includes the pretest and
My Learning
Essentials posttest that a teacher
gives to ensure learning.

My Map
 My Intended
Learning OUtcomes

My performance
Criteria

My Learning
Why the pretest?
Essentials

My Map
 My Intended
Learning OUtcomes

My performance
Criteria
It is to find out where the
students are or determine
My Learning their entry knowledge or
Essentials skills so teacher knows
about how to adjust
instruction.
My Map
 My Intended
Learning OUtcomes

My performance
Criteria

My Learning
Why the posttest?
Essentials

My Map
 My Intended
Learning OUtcomes

It is to find out if the intended

My performance
Criteria
learning outcome has been
attained after the teaching-
learning process. If not all
My Learning students have attained it,
Essentials then teacher has to apply
an intervention or a
remediation.
My Map
 My Intended
Learning OUtcomes

My performance
Criteria

My Learning
Why do these have to take
Essentials place?

My Map
 My Intended
Learning OUtcomes

My performance
Criteria

To ensure learning, thus the

My Learning the term assessment FOR
Essentials learning.

My Map
 My Intended
Learning OUtcomes

My performance
Criteria

In assessment FOR learning,

My Learning teachers use assessment
Essentials results to inform or adjust
their learning.

My Map
 My Intended
Learning OUtcomes

My performance
Criteria

Assessment OF learning is
My Learning usually given at the end of a
Essentials unit, grading period or a
term like a semester. It is
meant to assess learning for
My Map grading purposes, thus the
term Assessment OF
learning.
 My Intended
Learning OUtcomes

My performance
Criteria

Assessment AS learning is
My Learning associated with self-
Essentials assessment, as the term
implies assessment by itself
is already a form of learning
My Map for the students.
 My Intended
Learning OUtcomes
As students assess their own
work (e.g. a paragraph)
My performance and/or with their peers
Criteria with the use of scoring
rubrics, they learn on their
own that a good paragraph
My Learning is. At the same time, as
Essentials
they are engaged in self-
assessment, they learn
about themselves as
My Map learners and become aware
of how they learn
 My Intended
Learning OUtcomes

My performance In Assessment AS learning,

Criteria students set their targets,
actively monitor and
evaluated their own
My Learning learning in relation to their
Essentials
set target and they become
self-directed or
independent learners
My Map
 My Intended Assess Assess
Assessm
Learning OUtcomes ment
ent AS
ment
FOR OF
learning learning learning

My performance
Criteria

My Learning
Essentials
ASSESSMENT

My Map
• Observation sheet
Assessment FOR Assessment AS Assessment OF
learning learning learning
Write observed Write observed Write observed
teacher activities teacher activities teacher activities
that manifest that manifest that manifest
assessment FOR assessment AS assessment OF
learning. learning. learning.
Assessment while (Self-assessment) (Assessment at the
teacher teaches. end of teaching
Conduct of pretest
and posttest are
included.
Thank you!