Module 2 - Assessment for Learning PDF

DAVAO DEL NORTE STATE COLLEGE Institute of Teacher Education New Visayas, Panabo City, Davao Del Norte A Coursepack in Educ 311 ASSESSMENT...

DAVAO DEL NORTE STATE COLLEGE Institute of Teacher Education New Visayas, Panabo City, Davao Del Norte A Coursepack in Educ 311 ASSESSMENT in LEARNING 1 This is a property of: Prepared by: ________________________________________ Full Name ELLVAN M. CAMPOS, MST ITEd Faculty ________________________________________ Course, Year Level & Section Course: ASSESSMENT IN LEARNING 1 Course Overview This is a course that gives you the principle, development, and utilization of conventional assessment tools to improve the teaching-learning process. It emphasizes the use of assessment of, as, and for learning in measuring knowledge, comprehension, and other thinking skills in the cognitive, psychomotor or affective domains. It allows you to go through the standard steps in test construction and development and the evaluation of test results. The following diagram summarizes the concepts/topics that will be covered in this course. The Language of Educational Assessment  Learning Standards, Outcomes, Objectives, and Indicators  The K-12 Curriculum Guide  Student Learning Outcomes  Educational Measurement, Evaluation, Testing, and Assessment  Principles and Ideas of Assessment  The Relationship of Assessment to Learning and Teaching Assessment for Learning Assessment of Learning Assessment as Learning  Using Assessment to  Using Assessment as  Using Assessment to Classify Learning and Support for Achievement Monitor One’s Learning Understanding and Evaluation  Providing Evidence of  Examples of Assessment  Examples of Assessment Independent and Strategic for Learning of Learning Learning  Feedback in Assessment  Results of the Tools in  Strategies and Tools of for Learning Assessment of Learning Assessment as Learning Developing and Using Tests  Principles of Test Development  Fundamental of Types of Test and their Purpose  Qualities of Good Tests and Related Tools  Considerations in Test Item Development  Using Technology in Test Development Analyzing, Interpreting, and Evaluating Test Results  Test Results and Educational Decision Making  Fundamental Analytical Techniques  Fundamental Techniques in Interpreting and Evaluating Test Result  Using Technologies Used in Test Analysis, Interpretation and Evaluation Course Outcomes Upon completion of the course, you are expected to manifest competence in: 1. point out the role of good assessment and its relevance to learners, teachers, parents and other stakeholders; 2. apply assessment in planning learning goals; 3. indicate ways of making assessment to strategize your own learning; 4. demonstrate their skill in using assessment to determine effective ways to teach and learn; 5. develop valid conventional assessment tools; and 6. describe the meaning and implication of the data gathered from the respondents. Course Modules In order to maximize your learning in this course, this course pack is organized in the following modules. MODULE 1: The Language of Educational Assessment Lesson 1: Learning Standards, Outcomes, Objectives and Indicators Lesson 2: The K-12 Curriculum Guide Lesson 3: Student Learning Outcomes Lesson 4: Educational Measurement, Evaluation, Testing, and Assessment Lesson 5: Principles and Ideas of Assessment Lesson 6: The Relationship of Assessment to Learning and Teaching MODULE 2: Assessment for Learning Lesson 1: Using Assessment to Classify Learning and Understanding Lesson 2: Examples of Assessments for Learning Lesson 3: Feedback in Assessment for Learning MODULE 3: Assessment of Learning. Lesson 1: Using Assessment to Plan Future Learning Goals Lesson 2: Examples of Assessment of Learning Lesson 3: Results of the Tools in Assessment of Learning MODULE 4: Assessment as Learning Lesson 1: Using Assessment to Monitor One’s Learning Lesson 2: Providing Evidence of Independent and Strategic Learning Lesson 3: Strategies and Tools of Assessment as Learning MODULE 5: Developing and Using Tests and Related Topics Lesson 1: Principles of Test Development Lesson 2: Fundamental Types of Test and their Purpose Lesson 3: Qualities of Good Tests and Related Tools Lesson 4: Considerations in Test Item Development Lesson 5: Using Technology in Test Development MODULE 6: Analyzing, Interpreting and Evaluating Test Results Lesson 1: Test Results and Educational Decision Making Lesson 2: Fundamental Analytical Techniques  Lesson 3: Fundamental Techniques in Interpreting and Evaluating Test Results Lesson 4: Using Technologies Used in Test Analysis, Interpretation and Evaluation Each of the 6 modules above described above consists of three to six lessons. The lessons are designed to be activity-based. In effect, you are expected to be actively involved in the crafting of your own understandings and meanings pertinent to effective and quality construction of varied assessment tasks and interpretation of assessment results.  Module 2 Assessment for Learning Module Overview In this module  Using Assessment to Classify Learning and Understanding  Examples of Assessment for Learning  Feedback in Assessment for Learning Teaching is hard if teachers do not know their clients who, apparently, are the learners. For them to know their learners more than their profiles and background, they really need to gather ideas on their learners’ level of performance when it comes to their holistic competence. To do this, assessment should be done; and in the earliest time possible. In this way, teachers will know how to deal with their learners as they progress throughout the school year of honing them even more. This module discusses the principles and ideas of assessment for learning, along with some examples that teachers may integrate in the class and the ways on how the results from this makes sense. After the completion of this module, you are expected to: 1. illustrate the importance of assessment for learning to classify learning and understanding of the learners; 2. present samples in assessment for learning that can be utilized for classroom practices; and 3. exemplify strategies and techniques the ensure the quality of results and feedbacks in assessment for learning. Are you now ready? Let’s now proceed to the lessons!  Using Assessment to Classify Learning and Lesson Understanding 1 Objectives: This lesson aims to explain how assessment for learning is used to classify learning and understanding of the learners with an expectation that the students are able to:  explain the purpose of assessment for learning; and  discuss the features and implications of assessment for learning to planning, implementing, and improving learning. Introduction: Welcome to Lesson 1 Module 2. Sometimes, it is frustrating knowing that your learners did not perform well in your class despite the efforts you exerted just to design activities and enhance the content of your lesson. It is then you realize that what you expect as best may not work to your learners. With that, you will be enforced to understand how the learners learn so that you can cater their abilities in the lesson. In this lesson, you will be able to learn how assessment for learning is essential in designing your teaching methods to help you classify learners’ learning and understanding. Activity: “Which is better?” Hi! It’s time to review your academic experiences. Being a learner and a future teacher, decide which two ideas in each pair below provide better quality in the teaching- learning process. Encircle the idea of each pair that you chose. Pair #1 Idea 1: having only a summative test from a chapter of 5 topics Idea 2: having topic quizzes for the five topics in a chapter Pair #2 Idea 1: requiring a catering output after their 1-month discussion on the different foods in catering Idea 2: requiring learners to present different types of food served in catering services for every week for the whole month (1st week for appetizer, 2nd week for main course, 3rd week for dessert, 4th week for juices) Pair #3  Idea 1: asking learners to submit a result of the different statistical processes performed from the data gathered by the learners after a month of teaching all the processes Idea 2: asking learners to submit a result of the statistical process discussed in every session from the data gathered by the learners before the discussion of the statistical processes Pair #4 Idea 1: asking a short story using all the parts of speech discussed with a minimum of 3 pages after discussing the parts of speech Idea 2: asking a sample from the learner for each parts of speech discussed throughout the 2-week discussion Pair #5 Idea 1: having an exhibit of the solar system with all the heavenly bodies being discussed during the 3-week class Idea 2: having a series of group output for two days in a week presenting one heavenly body in the solar system for everyday presentation Analysis: After completing your work above, answer the questions below as guide for reflective thinking. Use the space after each question to discuss your answer. 1. What consideration/s did you observed in choosing one from each pair? How do/es this/these consideration/s help/s improve the performance of your learners? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. Do you think that what you chose has better purpose in considering learners’ progress in the class than what do you did not? Why or why not? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 3. What concept in assessment will help you realize what option is better to be chosen? Why do you think so? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Abstraction: Assessment for learning (AfL) is an approach to teaching and learning that creates feedback which is then used to improve learners’ performance. Learners become more involved in the learning process and eventually gain confidence in what they are expected to learn and to what standard. So as a teacher, you are to encourage the learners to be more active in their learning and associated assessment.  The essence of of AfL in the classroom instruction is to close the gap between what the learner is in the current situation and what they can achieve and learn. As teachers, you are expected to create self-reliant learners who can deliver what is expected from them and be responsible in decision making. So, it is necessary to involve learners actively in the teaching- learning process. To realize this, you have to think this cycle of thinking in assessment for learning as presented below. Where the learner is now Where the How to get learner is there going The figure illustrates your aims in teaching your learners. Knowing where the learners now can be assessed using a diagnostic assessment or a series of formative assessment so that you will identify their progress from their previous or current learning situation. This will tell you their strengths and weaknesses in that subject, chapter or lesson. With that, you as teachers will have an opportunity to structure your teaching strategies that will utilize their intellect and skills. You will then revise the learning outcomes as to how they can show evidence of their progress. The use of their strengths throughout the process causes them to efficiently work and perform. As such, your mode of instruction will follow as guide your guide on how will you lead them to where they should be. Since activities in the classroom are wide-ranging and different lessons may demand different ways of teaching, doing assessment for learning should still utilize these essential steps as listed below.  comprises two phases – initial or diagnostic assessment and formative assessment  assessment can be based on a variety of information sources (e.g. portfolios, works in progress, teacher observation, conversation)  verbal or written feedback to the learner is primarily descriptive and emphasizes strengths, identifies challenges, and points to the next steps  as you check on understanding, you adjust your instruction to keep learners on track  no grades or scores are given – record-keeping is primarily anecdotal and descriptive  occurs throughout the learning process, from the outset of the course of study to the time of summative assessment For you to be an effective teacher, you have to integrate AfL in the learners’ lessons as a natural part of what the learners do, choosing how much or how little to use the method. AfL can be adapted to suit the age and ability of the learners involved. As teachers, these strategies will help you to design assessment for learning tasks.  the strategic use of questioning Questioning is used not only as a pedagogical tool but also as a deliberate way for the teacher to find out what students know, understand and are able to do.   effective teacher feedback Effective teacher feedback focuses on established success criteria and tells the students what they have achieved and where they need to improve. Importantly, the feedback provides specific suggestions about how that improvement might be achieved.  peer feedback Peer feedback occurs when a learner uses established success criteria to tell another student what they have achieved and where improvement is necessary. Again, the feedback provides specific suggestions to help achieve improvement.  learner self-assessment (assessment as learning) Learner self-assessment encourages learners to take responsibility for their own learning. It incorporates self-monitoring, self-assessment and self-evaluation.  the formative use of summative assessment Summative assessment is a necessary aspect of education. Formative use can be made of summative assessment, both before and after the assessment event. As assessment, teaching and learning are inextricable linked as each informs the others, AfL has become a powerful process that can optimize or inhibit learning, depending on how it is applied. So as teacher, you have a big role to portray in your future class. Application: AfL tasks may vary in different subject areas. Mathematics teachers may conduct boardwork to determine how far the learners have progress in solving. English teachers may ask questions randomly on how they understand the concept. Science teachers may elicit responses which focus on the familiarization of theories and laws. TLE teachers may require learners to follow on what they have done throughout the demonstration method. Because of these strategies, teachers like you, know if they will proceed or go back to what most of the learners are confused. This will help them clarify their confusions and settle everything before you proceed to the next part of the discussion. Imagine for an hour of discussion, Mathematics teachers will just discuss how the formula is used in sample problems, English teachers will just give ideas on a certain literary piece with relevance to the real setting, Science teachers will discuss just theories and laws with application, and TLE teachers will do an output for the entire session until it will be completed. What do you think will happen to the learners? Most, if not all of them, will end up remembering how things are discussed and done but won’t really grasp what has been taught. In the end, the session will just to be a teacher showcasing his/her idea and skill on a certain topic, without really transferring these information and skills to the learners, who should have been the center of the teaching-learning process. Assessment: From your output in the Assessment part of Lesson 6 Module 1, revise your outputs in way to insert assessment for learning strategies. Then, discuss how it realizes your daily learning outcome. Place your outputs in the blanks beside each label. Learning Competency: ________________________________________________________ ____________________________________________________________________ - - - - - - - - - - - - Day 1 Learning Outcome #1: _________________________________________________________ ______________________________________________________________ Revised Assessment Tasks: ____________________________________________________ ____________________________________________________________________ ____________________________________________________________________ How will you measure your learning outcome through your assessment task? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ - - - - - - - - - - - - Day 2 Learning Outcome #2: ________________________________________________________ ______________________________________________________________ Revised Assessment Tasks: ____________________________________________________ ____________________________________________________________________ ____________________________________________________________________ How will you measure your learning outcome through your assessment task? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ CONGRATULATIONS! You have just finished Lesson 1 of Module 2. In the next lesson, you will be given different tools to utilize in your future AfL tasks. If you are ready, you may now start the Lesson 2 of Module 2. Good luck! 😊  Lesson 2 Examples of Assessment for Learning Objectives: This lesson aims to provide samples of the tools for assessment for learning that can be utilized in the class with an expectation that the students are able to:  categorize assessment tools under assessment for learning used in the instructional process; and  provide forms of examples of tests for each category of assessment tools using the three domains of learning. Introduction: Welcome to Lesson 2 Module 2. Through assessment for learning, you, as a teacher, are given an idea that learning how learners progress in the class is an important consideration in the teaching-learning process. To effectively realize this in your future classes, however, you have to be equipped with the different ways on how this should be conducted. In this lesson, you will be able to given varied examples of assessment for learning tools, along with its different use, that will aide in assessing your learners’ progress. Activity: “Cancel Out” Hi! You have to squeeze your brain on this. For 5 minutes, list the assessment tasks conducted before, during and after the discussion that you can remember. Make sure that it is a type of assessment for learning task as you understand it. Follow the time allotment in this activity and place your answers in the table below. Before During After  Analysis: After completing your work above, answer the questions below as guide for reflective thinking. Use the space after each question to discuss your answer. 1. In identifying the tasks in assessment for learning, what consideration/s did you observe? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. From your listed samples, how are the assessment for learning tasks conducted before, during and after the discussion differs? How do the purposes differ? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 3. Will diversification of your assessment for learning tasks help you attain your learning objectives? How will that be possible? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Abstraction: Assessment for learning (AfL) is an essential aspect for teaching, as discussed by the previous lesson. With that, you, as teacher, should know how to integrate it in the class. To realize this, you have to make sure that you have enough tools to aid you in effectively facilitate this in your class. This lesson provides you tools you can use for AfL, but these are just some of the many tools you can utilize and innovate. These tools are grouped based on when you present your lesson in the class. Before the introduction of the lesson Class Review Especially if the topics are interrelated, teacher review will help you gather ideas from the learners. With that, you can see how far the leaners have progressed in the topic and how much they have attained from the given objectives. This can be done by you asking series of open- ended questions to the class or the learners will group given the guide questions you have made. All You Know If the topic is familiar to the class, ask the learners what they already know about it. In this way, you can gage your discussion to the experiences and ideas they already have. You will just polish their thoughts and build new knowledge to add up.  Scene-Setting Setting the scene means opening the lesson with a big, broad question which requires learners to think critically and you, in return, will anticipate responses and follow- ups from the class as the discussion progresses. In this way, learners will be guided what to grasp important ideas to answer the question by themselves. After the class, you may call randomly to respond. In this part, AfL aims to gather learners’ insights, ideas and thoughts that will help them understand the day’s topic. This done by establishing their prior knowledge, soliciting important experiences related to the topic that will still be presented, or giving idea what things to be learned throughout the session. In this way, learners will be guided and directed where and how to proceed. During the lesson Wait Time Wait gives learners the time to think, process thoughts and explore ideas before responding to a certain query. This is done by you asked questions and waiting before you call learners so that all can think of their own answers. Once the learner has responded, you may wait before giving your feedback to allow the learners, or the other learner, to elaborate or continue. ‘Might’ ‘Might’ strategy is used whenever you will ask responses from your learners on giving insights about a topic. In questioning, you will insert the word ‘might’ to encourage learners to explore and think of possibilities of a topic. For example, instead of asking “what is democracy?”, just ask “what might be the meaning of democracy?”. The first infers a single answer known by you whereas the second is inherently more open. X and Y In this activity, learners should be asked why X is an example of Y. For example, why is whale and example of a mammal?. In this way, the learners will use reasoning to explicitly convey his/her answer. Idea Thoughts This is a tool that will help learners know how their classmates think. After gathering answers from the question posed, ask a learner who responded to that question to call someone whom he/she thinks has an idea about his response. In that way, the class will be able to polish each idea together. Bouncing It is somewhat similar to idea thoughts but it involves continuing process. Bouncing answers around the class will help build and develop concepts and clarify misconception. For example, “Helen, what do think Alan’s answer?”, “Bruce, how could you develop Helen’s answer to include more detail?”, “Chester, how might you combine all we’ve heard into a single answer?”. Incorrect Discussion This is a strategy that uses wrong answers as basis of a discussion. In this way, misconceptions will be laid down and processed to be corrected. Learners will eventually get the idea that it is okay to give wrong answers, and will encourage responses from the class. Students Raise Questions You can do this using two options, you may put a box somewhere in the classroom that learners can put their queries on a topic or you may elicit queries every after the discussion. In this way, you can assess what confuses them and will be able to answer them in the next session. The question may be a thing they like new things to learn in the topics or confusions which they like to further explore. Learners in this part of the teaching-learning process are constructing knowledge on the topic, for them to deliver the desired outcome from them. So, AfL in this part focuses on enhancing learners’ competence on the topic by broadening their understanding, applying their learning of the topic in their own experiences, and clarifying confusions and misconceptions. After the discussion of the lesson In this part, you may often conduct short quizzes, oral recitation, and games. However, there are other activities that you can do to practice formative assessments at the end of the lesson. You may refer to some of the list below. Traffic Lights Traffic lights is creative way of assessing learners’ understanding. To do this, the red, amber and green colors will be reflected in cards that the learners will raise. Red will be raised signifying ‘no understanding’, amber for ‘confused and/or queries’, and green for ‘gotten the idea’. Class can also use this to assess group presentations. Student Marking Involving learners in the assessment process will help them to be aware of their own learning, as they are given the chance to mark their own and their classmates’ work. They can do this with their own homework or short assessment tasks in the class.  Comment-only Marking Comment-only marking is done for the formative assessment outputs. Usually, it is written somewhere in the learners’ outputs. Once a series of outputs are collected and comments are written on it, the learners will be able to track their progress in the class. It’s a way of feedbacking as well. Two Stars and A Wish This can be used to as a topic-ender or as a form of peer assessment. Two stars represent 2 good things learned or seen in the topic or output. A wish serves as something that can still be learned or improved. In this last part of the teaching-learning process where usually, you settle for short quizzes. However, AfL is not only limited in giving paper-and-pencil tests, and may also come from other tangibles and intangibles stipulated in the learning outcome. AfL in this part will help these learners design their output and monitor their progress through effective comments. These comments may also come from their peers. Feedbacking is also an essential matter in AfL and will be discussed in the next lesson. Application: Refer to the situation of a class session below using the AfL strategies mentioned in the Abstraction part. Mrs. Teodoro is discussing the Marcos’ regime to his learners. She decided to have these strategies in her one-hour session. She will proceed by asking 'might' questions At the end of the lesson, on what will happen if She will begin by using she will utlize the "Two some infrastractures and the "Scene Setting" Stars and a Wish" method strategy. She will ask the government relations so that the learners can learners, "What are those won't exist. But, the raise ideas and learners still do not know that Filipinos enjoy today confusions. This will that it's Marcos who that Marcos had work serve as a starting point realized those. "Idea on?" for the next session's thoughts" will also be review. applied in this part to acknowledge others ideas.  Assessment: Using the situation below, help Mrs. Quizon realize the objective of her class by devising effectively AfL tasks. You may choose from the list presented in the Abstraction part, or you may innovate yourself. Mrs. Quizon is about to discuss the first learning competency of her Grade 7 class. However, she found it challenging since this is her first session with her new batch of learners. Fill out the template below using the effective AfL strategies you can think. Emphasize how should Mrs. Quizon realize this in her class using her assigned learning competency. Learning Competency: ________________________________________________________ ______________________________________________________________ AfL to be used before the introduction of the lesson: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ AfL to be used during the lesson: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ AfL to be used after the discussion of the lesson: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ CONGRATULATIONS! You have just finished Lesson 2 of Module 2. In the next lesson, you will be explained how to facilitate effective feedbacking to your learners after conducting a series of AfL tasks in you daily lesson. If you are ready, you may now start the Lesson 3 of Module 2. Good luck! 😊  Lesson 3 Feedback in Assessment for Learning Objectives: This lesson aims to provide insights how to facilitate effective feedback in learners’ data gathered through the use of AfL tools with an expectation that the students are able to:  discuss how feedback in assessment for learning is utilized in the teaching-learning process. Introduction: Welcome to Lesson 3 Module 2. Conducting assessment for learning is not just about inserting assessment tasks in the teaching-learning process. Even if it is just a simple oral questioning or a short quiz, the scores of each learner has something to tell. With that, results gathered in assessment for learning should be used analyzed well. In this lesson, you will be able to understand how feedback assessment for learning is utilized to help the learners perform in the class. Activity: “Voice Out your Feedback” Hi! You are given the time to speak your feedback. Presented below are situations which needs your feedback to the class’ performance. State and explain the process how you will give your feedback. Write your answers on the space below each item. 1. In your Grade 9 Mathematics class, you want to make sure that the learners can operate integers before you proceed to your lesson, which involves simplifying radicals. So, you conducted a pair quiz bee as a review. After the activity, you noticed that 2 pairs did not able to get a point. Also, there are some pairs whose one member just waits for the other to finish. The rest of the pairs did perform well though. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. Before your discussion, you gave each of your learner a set of texts printed in a paper. As your discussion of your topic progress for your English 7 class on the Types of Text, you chose to do an oral recitation utilizing the texts you have given. You observed that half of the class wrongly labelled the text to its corresponding type. ____________________________________________________________________  ____________________________________________________________________ ____________________________________________________________________ 3. After demonstrating the types of stitches in your TLE class, you let your learners form a pair and work together to model two kinds of stitches. Also, each should closely monitor the work of the other member. You heard that the members of some pairs are validating the work of the other member. But, you observed that some details of the stitch they modelled were not followed. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Analysis: After completing your work above, answer the questions below as guide for reflective thinking. Use the space after each question to discuss your answer. 1. What have you emphasized in your feedback? Are you emphasizing their score, output, progress, etc? Why did you chose to emphasize that aspect? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. Do you think your feedback enhance learners’ motivation in enhancing their skills to achieve the desired goal, or the other way around? Why do you think so? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 3. What consideration/s should you have to consider in having effective feedbacking strategies that will help learner improve? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Abstraction: The purpose of assessment for learning task is to provide feedback to both the teacher and learner regarding the learner’s progress towards achieving the learning objectives. This feedback should be used by you to revise and develop further instruction. Feedback is a two- way discussion by you and your learners to discuss their learning progress as to what they can learn and how they will get there. Feedback is often when learner deliver output in response to your teaching; thus, it is often referred to as ‘bridge’ between teaching and learning. Feedback may come in two forms – ego-focused and task-focused. In ego-focused feedback, it is the learners which were commented, not directly his/her output. Here is a sample of this kind of feedback: ‘Great work Melanie, the best in the class.’ This comment makes good learners complacent as they thought they have nothing to improve. They may also fear to explore as they may lose this kind of comment. Oppositely, weak learners may feel that they have nothing to improve. On the other hand, task-focused feedback provides praises and critiques on what the learner has delivered as proof of progress. Here is a sample of this kind of feedback: ‘Ali, you have written a good introduction to your story. Now, can you think how you can make the description of the main character more striking?’. In this way, all learners, regardless of their previous performance, will be able obtain feedback which is will drive them to enhance their crafts even more. Also, no one will be feeling neglected as the selected some are lifted up. Giving the learners a meaningful feedback helps them improve and perform well (Stenger, 2014). So to realize this, Stenger (2014) provides 5 research-based tips in providing learners with meaningful feedback which suits well with AfL. Be specific as possible The sooner the better Address the learner's Take time to give learners the The moment you have advancement towards a goal detail on what is good and gathered the output, Learners are driven to achieve what needs improvement. immediately give feedback to something, so your feedback Also, present what they did the learners. This allows them should tell them how to differently that before. to plan and take quick action. progress toward the final goal. Present feedback carefully Good feedbacks may be delivered in a wrong Involve the learners in the manner which may affect learners' focus. If the process learners feel they are strictly monitored, they may Involving the learners in the become nervous and disengaged in learning. If the collection and analysis of their learners take feedback as way to control them, they performance will help them may take it as the only way to do, and lose the develop awareness and purpose of guidance for improvement. If the recognize their mistakes. learners feel an unhealthy idea of competition, Eventually, they can monitor learners may be driven to compete for scores, and their progress as they develop will be diverted from learning. To avoid these, you strategies to cater their weak should explain to them the purpose of monitoring points. and it aims to compete for themselves for their own personal bests.. Application: On the comments for Melanie’s and Ali’s performances in the Abstraction part, it can be said that the two feedback have differ significantly. Presented below is a table with its explanation on how meaningful feedback is considered. Tips Melanie’s Comment Ali’s Comment Be Specific as No details on the strengths and The strength and weakness are Possible weaknesses of the output identified, so the learner can adhere delivered. the strength and improve the weakness. The Sooner the This feedback may be given at This feedback is aimed to be given Better anytime – may be early or late. the earliest possible so that the weaknesses can immediately be improved. Address Learner’s There is no direction of the Direction is emphasized and the Achievement feedback since it already claimed learner knows how to proceed Towards the Goals that the output is absolute. towards the best version of the work.  Present Feedback The learner may not dare to The feedback makes the learner feel Carefully improve the work since there were overwhelmed and challenged at the no points for improvement. same time, and may cause further development of the skill. Involve the The feedback is closed, so the The learner can discuss how the Learners in the learner cannot give idea on what is process of improvement is done Process said. because there is a challenge posted as point for improvement. Assessment: From your output in the Assessment part of Lesson 2 Module 2, state your feedbacking strategy that is meaningful to the learners. Place your answer on each blank. Feedbacking strategy for AfL to be used before the introduction of the lesson: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Feedbacking strategy for AfL to be used during the lesson: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Feedbacking strategy for AfL to be used after the discussion of the lesson: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ CONGRATULATIONS! You have just finished all the lessons in Module 2. This time, you will take the summative assessment for the second module to test your learning on assessment for learning. Good luck! 😊  MODULE SUMMARY assessment.  Assessment for learning (AfL) is an approach to teaching and learning that creates feedback which is then used to improve learners’ performance.  In classifying learning and understanding, it is important to determine where the learner is now, where the learners is going, and how the learner will get there.  The strategic use of questioning, effective teacher feedback, peer feedback, student self-assessment, and the formative use of summative assessment will help design assessment for learning tasks.  Before the introduction of the lesson, AfL aims to gather learners’ insights, ideas and thoughts that will help them understand the day’s topic.  During the lesson, AfL in this part focuses on enhancing learners’ competence on the topic by broadening their understanding, applying their learning of the topic in their own experiences, and clarifying confusions and misconceptions.  After the discussion of the lesson, AfL will help these learners design their output and monitor their progress through effective comments.  The purpose of assessment for learning task is to provide feedback to both the teacher and learner regarding the learner’s progress towards achieving the learning objectives.  Feedback may come in two forms – ego-focused and task-focused.  Giving the learners a meaningful feedback helps them improve and perform well.  Module 2 Summative Assessment For the chapter quiz, you will be notified for further instruction. CONGRATULATIONS! In the next module, you will learn the principles, samples and relevance of assessment of learning in the teaching-learning process. In its first lesson, you will be explained how assessment of learning is used to plan for future learning goals. If you are ready, you may now start the Module 3. Good luck! 😊