observing assessment for learning practices

2. Did the teacher ask the class “Did you understand”? If she did, what was the class’ response?

Every time the teacher has finished discussing the lesson, the question " Did you understand" is always present at the end as her confirmation if the students understand what she talked about. And the students, of course, the most expected answer is "YES Ma'am".

3. Did the students make the teacher feel or sense they did not understand the lesson or part of the lesson? How?

The most common means the students do if they were unable to understand the lesson or part of the lesson is asking numerous questions. And through asking questions, they let their teacher sense or feel that they did not fully comprehend what their teacher was discussing.

4. If they did, how did the teacher respond?

After hearing various questions from her students, the teacher happily answered them with an expounded explanation.

5. Were the students given the opportunity to ask questions for clarification? How was this done?

At the end of the discussion, the teacher allowed or let the students ask questions for them to clarify. The teacher gave her students the time and opportunity to ask her.

6. If she found out that her/his lesson was not clearly understand, what did teacher do? Did you observe any of these activities? Please check.

/ Peer tutoring (Tutors were assigned by teacher to teach one or two classmates

/ Each one-teach-one (Students paired with one another)

/ Teacher gave a Module for more exercise for lesson mastery

Teacher did re-teaching

7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same teaching strategy? Describe

The class where I have been observing did not do re-teaching instead the teacher did peer tutoring, each one-teach-one, and give a module.

8. While re-teaching by himself/herself and or with other students-turned tutors, did teacher check on students’ progress?

Yes.

If yes, how?

The teacher simply prepared exercises ( questionnaires) to assess the progress of her students. Through the results, the teacher was able to know what to do after seeing it.

ANALYZE

1. Why should a teacher find out if students understand the lesson while teaching is in progress? If it is not better to do a once-and-for-all assessment at the completion of the entire lesson?

Every lesson that a teacher has been preparing has its objectives that a teacher wanted and aiming to achieve at the end. And this objectives are nothing if her students did not understand what she was discussing. Finding out if her students understand the lesson will help her on what to do next, if she will continue or make some adjustment.

2. Why is not enough for a teacher to ask “Did you understand, class?” when she/he intends to check on learners’ progress?

Students can say "yes" even if they really don't understand it all. Asking " Did you understand, class?” is not enough to check the learners' progress, that is why there are follow-up assessments for a teacher to check if the response of the class (yes) is truly matched.

3. Should teacher record results of formative assessment for grading purposes? Why or why not?

Formative assessment provides the opportunity for teachers to adjust their instruction to meet the emergent needs of their students, and for students to understand the steps that lead toward mastering a skill. It monitors progress and motivates students to keep learning. For grading purposes, formative assessment results should be recorded but not graded as a summative assessment it is because formative assessment results can be used to find where the shortcomings are within the teacher's instruction, or among her students.

4. Based on your observations, what formative assessment practice worked?

Based on my observation, weekly quizzes worked as a formative assessment practice. It helps the teacher and the students to see the progress.

5. For formative assessment, why is peer tutoring in class sometimes seen to be more effective than the teacher himself/herself doing the re-teaching or tutoring?

Sometimes a student's friend in the class can help them to improve and it is more effective sometimes than doing re-teaching or tutoring of a teacher herself because a student is more comfortable to learn if she/he's doing it with her friend or classmate. It is like both of them are learning together and helping together to improve themselves.

Could an unreasonable number of failures at the end of the term/grading period be attributed to the non-application of formative assessment? Why or why not?

It could be because doing a formative assessment helps to see and monitor the students' progress and to know what they can do better or improve and not doing formative assessment could lead to failure in assessing the students.

REFLECT

l Formative assessment is tasting the soup while cooking. Reflect on this and write your reflections.

In this statement "Formative assessment is tasting the soup while cooking" is to know if that food you are going to prepare the outcome would be good. To progress the knowledge of the students, the teacher should give them a test to know what to do to make it good and progressive. To achieve the goal, the teacher needs to know if she's doing for her students would create good results.

l Should you record results of formative assessment? Why or why not?

Recoding the results of formative assessment can help monitor the progress of the students. Recording the results of the formative assessment gives the students evidence of their current progress to actively manage and adjust their own learning. This also provides the students the ability to track their educational goals.

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis

3. My Reflection

Snapshot of peer tutoring or other activities that show formative assessment in practice