ACTIVITY 12.

OBSERVE

1.

What Teacher Said Tally Total

“What do you think?” 12

“What is your idea?” 7

“What is it?” 14

“Okay” 11

“Let us try to know more” 6

“Very good!” 8

“Anyone from the class?” 16

What Teacher Did Tally Total

 She let the students analyze 18
the poem with asking an
ended-questions
 She calls students who are 23
raising hands and some
students who do not
 She explains the ideas in 32
every line of the poem
accurately and clearly and
other ideas regarding on the
selection/topic she discusses
 She let the students reflect on 16
the selection they’ve read
and share their
ideas/opinions

2. The teacher never asks the question until the discussion ends, because both students and the teacher are
explaining and giving ideas during discussion.

3. No, because the teacher sees that her students understand the lesson, she is confident and satisfied with
her teaching. The students did well in class, actively participating in the discussion and showing interest
in the lesson.

4. Based on my answer in #3, the teacher thanks her students for giving attention on their discussion, that
helps both teacher and students to understand and deliver the lesson well.
5. No, because they understand the lesson while it is being discussed by their teacher, so they did not ask
any clarifying questions.

6. (Check peer tutoring)

7. She will never use the same strategy again after failing at it. She comes up with a new strategy that is
both applicable and appropriate for the lesson she is going to discuss. She makes it more engaging and
effective so that the students can grasp the lesson she is teaching.

8. Yes, through checking the understanding of the students if they gain knowledge or learning from the
lesson. While discussing, the teacher make sure she delivered the lesson properly and appropriately for
her to see if the students understand the lessons.

ANALYZE

1. Checking for understanding where the teacher is continually verifying that students are learning about
what is being taught while in teaching is in progress. CFU provides the teacher the opportunity to
improve learning based on student progress throughout the teaching and learning process.

2. Because even if the other students don’t understand the lesson, they will only answer “yes” to the
question and that question cannot provide the teacher with the assurance that the students comprehend
what she is teaching.

3. No, for decades, research has demonstrated that grades and scores can interfere with a student’s desire
to continue learning. The result on this will only be used to know the learning progress of students and
not for grading progress.

4. The teacher gives an open-ended comprehension questions while discussing the lesson to know the
teacher if students understand the lesson.

5. As a result of the adaptation of peer tutoring, learning becomes much more effective because learners
are teaching them also. Because explaining a concept to someone else helps to extend one’s own learning.
This practice allows both students to gain a better understanding of the material under study.

6. Yes, because formative assessment is an integral part of effective teaching. In content with most
summative assessment, which is deliberately set apart from instruction, formative assessments are
integrated into the teaching and learning.

REFLECT

This is a quote by Robert Stake “When the cook tastes the soup, that's formative: When the guests
taste the soup, that's summative.” this analogy is fantastic because clearly distinguishes between
formative and summative assessment. When a cook tastes a soup, she is primarily looking for information
that will help he determine if the soup needs to be modified before it is finished and cannot be change.
The soup is done by the time the costumers eats it, and the cook cannot make any changes when we
formatively assess students. We’re looking for data that we can use right away to help them. In most
cases, you have a specific question for which you require data.

Yes, because these results can be used to determine where the flaws in your instruction or among
your students are. Formative assessments provide evidence of current program, allowing students to
actively manage and adjust their own learning. This also allows our students to keep track of their
educational subjective.

OBSERVE

Teacher My Observation
1. Did teacher provide opportunities for the learners Yes, when the teacher provided feedback (in the
to monitor and reflect their own learning? form of an essay) on the lesson that was discussed.
Students are able to express their thoughts and
understanding in response to the questions.

2. What are proofs that students were engaged in When teacher provide students the time and place
self-reflection, self-monitoring and self- for reflection, teacher empower them as learners
adjustment? and thinkers. Reflection on a lesson or on their own
progress also allows them to build skills in critical
thinking that they can apply when they are
problem-solving and learning on their own.

3. Did students records and report their own Yes, teacher asked the students to reflect and report
learning? on their own learning. Students rate their
knowledge about a topic after taking the course as
compared to what they believe they know before
taking the course.
4. Did teacher create criteria with the students for Yes, the teacher creates criteria in writing an essay
tasks to be completed or skill to learned? to obtain the objectives of it. The criteria help the
students to show these skills and express their ideas
or leanings.

ANALYZE

1. Yes, because assessment and learning plays an important role in the process of learning and motivation.
Well-designed assessment methods provide valuable information about students learning. They tell us
what students learned it, and have they struggled.

2. Yes, assessment as learning and assessment for learning aims to make as adjustments on learning’s that
gained by the students. Through the assessment, students can give feedback on the lesson they learned
that needs to improve and change. They ensure learning.
REFELCT

Although assessment has always been regarded as an important aspect of education, my

perspective on the subject has evolved since I began my career as a teacher. Initially, assessment was
viewed safety as a means of assessing students’ knowledge, but it has since evolved into a far more
powerful tool. Fortunately, my views on this subject have improved as a result of my personal
experiences and academic growth. Personally, as a students, I had a very limited understanding of what
assessment is, a fact that is widely shared among students, for the majority of them, including myself (a
few years ago). Assessment is nerve-wracking (for teacher and students) assessed through test
examinations, a methods for assigning as grade to a students, and a method of determining whether or not
a student has grouped the material presented in class. These are some of the most common assessment-
related thoughts, but they are far from exhaustive. Assessment is a tool that has been widely missed; it is
not only a method for assigning a grade to a teacher, it is also a strategy for assisting students and teachers
in the acquisition of new knowledge and skills.

Because we are learning through modular, I have been doing a self-assessment today. I’ve had the
opportunity to assess myself and I believe it has benefited me greatly because I can my progress and
reflect my own understanding in the lesson I’m studying with. This type of assessment allows me to
discover new things on my own and adjust my learning. .