assessing for, as and of learning

(Note to Student Teacher: As you participate and assist your CT in doing formative assessment and in helping students engage in self-assessment, please take note of what are expected to give more attention to as asked in the next step of this Learning Episode (NOTICE).

1. Assist your CT in the conduct of formative assessment.

2. Offer you assistance to students to engage in self-assessment through your CT.

Notice

1. Take notice of:

· The alignment of the different formative assessment tasks used with the learning outcomes.

· The students' participation, behavioral response, comments in the formative assessment tasks.

· how the students assess their own progress

· Our own feelings and thoughts as you assisted your CT:

- formulate the formative assessment tasks.

- administer formative assessment tasks.

Analyze

· Did the formative assessment tasks help students master what they were expected to learn?

Yes, the formative assessment tasks help students master what they were expected to learn.

· Was students' response to formative assessment exercises favorable or unfavorable? Why?

The student's response to formative assessment exercises was favorable because what is expected to learn was accomplished.

· Did the conduct of formative assessment and self-assessment affect students' attainment of learning outcomes? How?

Yes, the conduct of formative assessment and self-assessment did affect students' attainment of learning outcomes by their scores or grades.

· What was the effect of students assessing their own progress on their motivation to learn?

The effect of students assessing their own progress on their motivation to learn is they commonly get higher grades because they always monitoring their progress.

Reflect

How would attainment of learning outcomes be affected if there were no formative assessments nor self-assessments?

The attainment of learning outcomes will be affected if there were no formative assessments nor self-assessments in this way. The learning outcomes will not be aligned with what is expected to learn so learners are not actually learning if there were no formative assessments nor self-assessments and their learning can't be seen if they have learned something.

Write Action Research Prompts

OBSERVE

1. One thing that went well in the development/ use/ administration of formative assessment tasks (assessment for learning) is what's learner expected to learn was learned.

2. One thing that did not go very well in the development/ use/administration of formative assessment tasks assessment for learning) is there are little a bit of miss in the learners expected to learn.

3. One good thing observed in students' self-assessment (assessment as learning) is the learner is studying smart.

4. One thing in students' self-assessment (assessment as learning) that needs improvement based on what was observed is consistency.

REFLECT

The formative assessment activities went well because learners expected to learn what was learned.

The formative assessment activities process did not go well because of a little bit lack of specific instructions.

For the students, self-assessment worked because they study smart, and learners expected to learn what was learned.

For the students, self-assessment did not work because of the lack of consistency.

ACT

To ensure that formative and self-assessment processes serve their purpose, to help students learn, I will learn from others' best practices by researching on formative and self-assessment best way to deal it easily that will be understood by also by the learners in a simple way.

PLAN

To help improve formative and self-assessment practices, I plan to conduct an action research on Effective strategies on formative and self-assessment.

Work on my Artifacts

Compile activities techniques in formative assessment and in self-assessment used by your FS Resource Teacher in the classes you observed. Include your annotations improvements on the assessment tasks.