FIELD STUDY 1 – LEARNING EPISODE 12 ASSESSMENT FOR LEARNING AND ASSESSMENT AS LEARNING (FORMATIVE ASSESSMENT)
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REFLECT
ACTIVITY 12.1
Formative assessment tastes the soup while cooking. Reflect on this and write your reflections. Should you record results of formative assessments? Why or why not?
Formative assessments are like sampling the soup as you cook; they help you adjust the teaching process based on ongoing results. Recording formative assessment results is not necessary since their purpose is to guide learning, not measure it for final evaluation. However, tracking formative assessments can help teachers make informed decisions on how to modify instruction to meet students' needs.
ACTIVITY 12.2
The primary purpose of assessment is not to measure but to further learning. Reflect on your personal experience of assessment in school. Were you given opportunities for self – assessment? If yes, what was the impact on your learning?
In my personal experience, I was occasionally given opportunities for self-assessment, like reflecting on my work or reviewing my own progress. When I was encouraged to assess my own learning, it had a positive impact. It helped me become more aware of my strengths and weaknesses, and I could set clearer goals for improvement. Self-assessment made me feel more responsible for my learning and helped me understand lessons more deeply because I was actively involved in evaluating my progress.
SHOW Your Learning Artifacts
ACTIVITY 12.1
My accomplished observation sheet
PADRIGAL, MIA F.FS1_LE12.pdf2. My analysis
The formative assessment practices I observed in the classroom were beneficial in gauging student understanding and promoting learning. Pre-tests helped assess prior knowledge, and peer tutoring allowed students to better grasp the concepts by explaining them to each other. The teacher’s use of verbal check-ins (e.g., "Did you understand?" and "Any clarification?") offered opportunities for students to ask questions and clear up misunderstandings. The teacher also used assignments and exercises to reinforce the material.
3. My reflection
Formative assessments are essential in ensuring that students are on track during the learning process, similar to tasting soup while cooking to make necessary adjustments. While recording formative assessments is not necessary for grading, tracking them can provide valuable insights that help teachers adapt instruction based on student progress. The purpose of formative assessments is to guide learning and improve teaching effectiveness, rather than to evaluate student performance at the end.
4. Snapshots of peer – tutoring or other activities that show formative assessment in practice.
ACTIVITY 12.2
My accomplished observation sheet
PADRIGAL, MIA F.FS1_LE12.pdf2. My analysis
From my observations, the teacher effectively incorporated practices that supported self-assessment and self-regulation. Students were given opportunities to reflect on their learning and adjust their understanding based on feedback. This reflective process is essential in assessment as learning. The criteria for tasks were co-created with students, ensuring they understood expectations and how their progress would be assessed. These practices helped empower students to take responsibility for their learning.
3. My reflection
Reflecting on my own experience with self-assessment, I recall times when I was given the chance to evaluate my own progress. These opportunities were invaluable, as they allowed me to identify both my strengths and areas for improvement. I could make more informed decisions about how to approach future learning. Self-assessment made me feel more accountable for my progress, fostering a deeper understanding of the lessons I was studying. This process contributed to my growth as a learner and encouraged me to take ownership of my educational journey.
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