OBSERVE, ANALYZE, REFLECT

Activity 12.1 Observing Assessment FOR Learning Practices (Formative Assessment)

Resource Teacher: ________________ Teacher's Signature ____________ School: _____________________
Grade Year Level: ________________ Subject Area: _________________ Date: ______________________

OBSERVE
1. Observe what Teacher does or listen to what Teacher says to find out if the students understood the
lesson while teaching-learning is in progress.

What Teacher Said Tally Total

Class do you understand? IIII 4

Any questions? III 3

Do you have any experiences? II 2

2. Did the teacher ask the class “Did you understand?” If she did, what was the class response?
Yes, in Mrs. Macasasa’s class I've observed, she was always ask in her class if they did
understand the lesson and the class responded to it by sharing their thoughts or experiences
that connected to their lesson for that day.
3. Did the students make the teacher feel or sense they did not understand the lesson or a
part of the lesson? How?
Yes, I observed that when Mrs. Macasasa's students didn't understand a part of the lesson;
they wouldn't hesitate to ask what it was, or what kind of example he was talking about.
And Mrs. Macasasaliked that the students were asking so he could clarify some parts of the
topic that confused them.
4. If they did, how did the teacher respond?
Mrs. Macasasa responds by clarifying the parts of the lesson that the students was confused
and he will give some real life situation if needed, just to help the students understand it,
and also, he will ask the students if they encounter this kind of scenarios in their life.
5. Were the students given the opportunity to ask questions for classification? How was this
done?

Yes, because Mrs. Macasasa likes it when her students ask for some clarification about what
it is all about and he will give some examples to the students the way that they can
understand it. And because of that students will appreciate the lesson because of what kind
of teacher Mrs. Macasasa is.

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 6. If she found out that her/his lesson was not clearly understood, what did the 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 exercises for lesson mastery
_____✔_____ Teaching did re-teaching
Others, please specify
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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

Yes, if the students need a re-teaching of the topic, Mrs. Macasasa will teach it again but in
the method that the students will understand it and he assures that he is not only lecturing
the class but also, involving the students in the lesson.

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

Yes, Mrs. Macasasa checks if his students have made progress in the re-teaching of the
topic, By asking 'Okay if you understand, can you give me an example of it? Like do you
experience it in real life?"

ANALYZE
1. Why should a teacher find out if students understand the lesson while teaching is in
progress?

It is not better to do a once-and-for-all assessment at the completion of the entire lesson?

A teacher should assess students' knowledge during a lesson to determine the success of
their teaching methods, discover misconceptions quickly, and make appropriate revisions to
ensure that all students comprehend the topic. Real-time feedback creates a more dynamic
and responsive teaching environment, encouraging active participation and improving
overall learning results.

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

Simply asking, "Did you understand, class?" may not be sufficient because students may be
hesitant to voice difficulty or lack of understanding for fear of being judged or under
pressure from their peers. A more effective strategy entails employing a variety of
assessment strategies, such as quizzes, conversations, or interactive exercises, to actively
test comprehension and identify any misunderstandings that students may be reluctant to
express.

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

Formative assessments are often used to measure student knowledge during the learning
process and provide comments for improvement. While recording formative assessment
data for grading may appear paradoxical, some instructors believe it can be beneficial for
tracking student growth over time and shaping instructional decisions. Rather than assigning
grades, formative assessments should focus on delivering timely feedback and encouraging
a deeper comprehension of the topic.

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

Mrs. Macasasa's usage of a short quiz following class discussions is an effective formative
assessment strategy. This allows him to assess how effectively the students understood the
material and gained the requisite knowledge in the field of PPDA. Furthermore, his open-
ended inquiries, such as "Do you understand?" and "Do you have any questions?" stimulate
student participation, providing insights into their knowledge and allowing Mrs. Macasasa to
quickly address any ambiguities or misconceptions. Overall, the use of quizzes and
interactive questions promotes a thorough formative assessment strategy.

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

Peer tutoring in formative assessment may be more beneficial than teacher re-teaching for a
variety of reasons. For starters, students may interact with their classmates in ways that
differ from the teacher-student connection, making it easier to raise questions or seek
explanation. Second, peers frequently explain subjects in unique ways, offering alternative
views that some students may find more relatable or accessible.

6. Could an unreasonable number of failures at the end of the term/grading period be

attributed to the non-application of formative assessmen? Why or why not?
An unusually high number of failures at the conclusion of the term could be attributed to a
lack of formative assessment. Formative assessment is critical for providing continuing

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 feedback and determining student progress throughout the learning process. Without
formative assessment, teachers may be unable to recognize and address learning gaps or
misconceptions in a timely manner, resulting in a lack of knowledge that builds over time
and correlates to low performance in summative examinations.

REFLECT

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

"Formative assessment is tasting the soup while cooking" perfectly encapsulates the idea of
ongoing monitoring and adjustment in the learning process. Formative assessment, like a
chef tasting soup to ensure it's properly seasoned and adjusting as needed before serving,
allows educators to test student knowledge in real time and make appropriate instructional
adjustments to assist learning.

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

The decision to record formative assessment results is determined by the goal and
circumstance. While the primary goal of formative assessment is to provide feedback for
learning rather than assign grades, tracking results can still be useful. Recording enables
teachers to monitor individual student development over time, identify persistent areas of
difficulty, and adjust instruction accordingly. However, rather than simply grading, the data
should be used to inform teaching techniques and assist student growth.

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis

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 Teacher monitoring during a class is an essential component of good teaching, similar to a
navigator directing a ship through changing waters. Constant monitoring enables teachers
to assess student engagement, discover comprehension gaps, and change educational
tactics in real time. This dynamic monitoring mechanism allows educators to respond to
individual needs, provide timely feedback, and promote a good learning environment. It
enables teachers to make on-the-spot adjustments, ensuring that the instructional journey
fits with their students' different requirements and knowledge levels, thus improving the
entire educational experience.

3. My Reflection

Reflecting on the role of teacher monitoring during a class reveals that this practice is more
than just supervising students; it is a continual and dynamic process of recognizing and
responding to their needs. It demands a precise mix of attention, adaptability, and empathy.
As a teacher observes and assesses students' reactions, engagement levels, and
comprehension, a constant interplay occurs between planned instruction and the
spontaneous modifications required to accommodate the varied learning styles and
obstacles in the classroom. It emphasizes the need of staying current with the ever-changing
educational landscape, which allows for a more responsive and student-centered teaching
approach, eventually improving the effectiveness of the learning experience.

4. Snapshots of peer tutoring or other activities that show formative assessment in practice.

OBSERVE, ANALYZE, REFLECT

Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)
Resource Teacher: ________________ Teacher's Signature ____________ School: _____________________
Grade Year Level: ________________ Subject Area: _________________ Date: ______________________

OBSERVE
Observe a class and find out that reflect assessment as learning. Record your observations.

Teacher My Observation

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1. Did teacher provide opportunities Yes, Mrs. Macasasa appears to be giving students an
for the learners to monitor and opportunity to monitor and reflect on their learning. By
reflect their own learning? beginning the course with a discussion of injuries
sustained during art projects and asking students to
share their stories, he initiates a reflective process.

2. What are proofs that students Students' willingness to relate their own experiences
were engaged in self-reflection, self- with art project injuries demonstrates a level of self-
monitoring and self-adjustment? reflection as they draw on personal knowledge.
Additionally, allowing students to take notes and photos
indicates a proactive commitment to self-monitoring
their learning progress.

3. Did students record and report Yes, Mrs. Macasasa's class actively records and reports
their own learning? on their learning. The practice of taking notes and
images during the class demonstrates that pupils are
documenting important knowledge for future
reference, both at school and home.
4. Did teacher create criteria with the I was not able to observe this
students for tasks to be completed or
skill to learned?

ANALYZE
1. If the student is at the heart of all assessment, then all assessment should support students
learning. Do you agree? Why or why not?
Yes, I agree that since the student is at the center of all assessments, the primary goal of
tests should be to help students learn. Assessments should do more than just measure what
students have learned; they should actively contribute to the learning processbyproviding
feedback, highlighting areas for growth, and directing future instruction. The goal is to
improve understanding and abilities, so that evaluations are useful tools for student
development rather than only evaluative.
2. Does assessment as learning have the same ultimate purpose as assessment for learning?
Assessment as learning and assessment for learning have a similar ultimate goal: to support
and improve the learning process. Both methods understand that assessment is more than
just a measure of students' knowledge; it is an essential component of the learning process.
They differ in terms of focus and timing. Assessment as learning emphasizes students' active
involvement in the assessment process, enabling them to self-assess and reflect on their own
learning.

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REFLECT
The primary purpose of assessment is not to measure but to further learning. Reflect on
your personal experiences of assessment in school. Were you given opportunities for self-
assessment? If yes, what was its impact on your learning?
Reflecting on my own school evaluation experiences, I recall situations where self-
assessment opportunities were built into the learning process. These encounters had a big good
impact on my learning. When given the opportunity to self-assess, I became more actively involved
in understanding my own strengths and flaws, reflecting on the learning process, and creating goals
for growth. It encouraged me to take ownership of my education and instilled in me a greater
feeling of responsibility for my own learning journey.

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis

Teacher assessment is an important component of students' learning throughout a class,

serving as a guiding compass for both instruction and student growth. Teachers can use
continuing evaluation to monitor student knowledge, identify areas of strength and
weakness, and successfully modify their teaching tactics to fit individual needs.

3. My Reflection

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 Reflecting on the role of teacher assessment as a critical component in student learning
during a session, it is clear that good assessment is more than just evaluating performance;
it is also a dynamic instrument for changing the learning experience. Through attentive
assessment, teachers obtain insights into individual student growth, allowing them to adjust
their teaching tactics in real time. This technique fosters a symbiotic relationship between
teaching and learning, with evaluations serving not just as evaluative tools but also as
triggers for personalized and targeted support. The continual feedback loop produced by
assessment promotes a responsive and student-centered environment, promoting the
notion that assessment is a tool for facilitating learning rather than measuring it.
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 3 Focus on Gender, Needs, Strenghts, Interests, Experiences
Language, Race, Culture, Religion, Socio–economic Status, Difficult Circumstances, and Indigenous Peoples.
Learning Outcomes: describe the characteristics and needs from diverse backgrounds ∙Identify the needs of students with
different levels of abilities in the abilities ∙Identify best practices in differentiated teaching to suit the varying learners
needs in a diverse class (PPST 3.1.1) ∙Demonstrate openness, understanding, and acceptance of the learners’ diverse
needs and backgrounds.
Name of FS Student _______________________________________Date Submitted: ______________
Year & Section: __________________________Course: _____________________________________
Learning Excellent Very Satisfactory Satisfactory Need Improvement
Episode 4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation questions/tasks observation questions/tasks not observation questions/
Sheet completely answered/ questions/tasks not answered tasks not
accomplished. answered/accomplished. /accomplished. answered/accomplished.

Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely: answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered:
and are thoroughly Connected to theories; connected to theories; answers not connected to
grounded on theories: grammar and spelling are one (1) to three (3) theories; more than four
grammar and spelling free from errors. grammatical /spelling (4) grammatical/ spelling
are free from error. errors. errors.

Reflection Supported by what were Clear but lacks depth; Not so clear and Unclear and shallow;
observed and analyzed supported by what were shallow; somewhat rarely supported by what
observed and analyzed supported by what were were observed and
observed and analyzed analyzed

Learning Portfolio is reflected on Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected
Artifacts in the context of the the context of the learning on in the context of the on in the context of the
learning outcomes; outcomes. Complete; well learning outcomes. learning outcomes; not
Complete, well organized, very relevant Complete; not complete; not organized,
organized, highly to the learning outcome organized. Relevant to not relevant
relevant to the learning the learning outcome
outcome
Submission Submitted before the Submitted on the deadline Submitted a day after Submitted two (2) days
deadline the deadline or more after the deadline
Over-all Score Rating:
COMMENT/S
(Based on

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 Transmutation)

TRANSMUTATION TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-

Below

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71-
Below

____________________________________ _________________
Signature of FS Teacher above Printed Name Date

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