EPISODE 5:

“BUILD ME UP”

	Name of FS Student:     Joanamae A. Telan Course:                         BSE-IIIA Resource Teacher:        Mrs. Lorna Obedoza Cooperating School:       Isabela National High School

 

                                                   My Target

      

       At the end of this activity, you will be skilful in designing product-oriented performance assessment.

My Task

            Design a product-oriented performance assessment by going through the process through the following steps:

1.  Visit a class and identify product-oriented activities.

2.  Choose one product-oriented activity and study the process.

3.  Design a performance assessment plan for the product-oriented activity you have chosen.

4.  Develop a portfolio of your assessment plan.

5.  Reflect on your experience.

OBSERVATION NOTES

Name of the School Observed:    Isabela National High School   School Address:                           Claravall Street, San Vicente, Ilagan City, Isabela      Date Visited:                                   March 10,  2015   Grade/Year Level:                         Grade 8 SPA-Aquino   Subject Area:                                  Science

Describe in bullets the product-oriented activity you observe. v  The activity was done by group. v  The teacher divided the class in group. Each group has four members. v  The teacher gives the criteria first before doing the activity. v  The students did the activity at home and presented their output in the class.

MY PLAN

Learning Objectives: Ø  To make and design a collage about saving energy at home. Ø  To explain the importance of saving energy at home. Ø  To develop their creative skills.

General Product-oriented Performance Task: Ø  Students will make a collage about saving energy at home.

Target Skills: Ø  Creative and communication skills

Learning Activities (Specific tasks): Ø  Make a collage in a ¼ illustration board. Ø  Choose a representation or thing which represent to the collage they are going to do. Ø  Use pictures related in saving energy at home. Ø  Explain the collage in the class.

Assessment Tasks: The making of the product will be evaluated through the following criteria: CATEGORY 4 3 2 1 CREATIVITY All of the graphics or objects used in the collage reflect a degree of student creativity in their display. Most of the graphics or objects in the collage reflect student creativity in their display. Only a few graphics or objects reflect student creativity, but the ideas were typical rather than creative. None of the graphics or objects reflects student creativity. DESIGN Graphics are cut to an appropriate size, shape and are arranged neatly. Graphics are lacking in design or placement. There maybe a few smudges or glue marks. Graphics are lacking in design or placement. There are noticeable smudges or glue marks. Graphics are not in appropriate size and shape. It appears little attention was given in designing collage. NUMBER OF ITEMS The collage includes 15 or more items, each different. The collage includes 10-14 different items. The collage includes 9 different items. The collage includes fewer than 9 different items. ATTENTION TO THEME The student gives a reasonable explanation of how every item in the collage is related to the assigned theme. For most items, the relationship is clear without explanation. The student gives a reasonable explanation of how most items in the collage is related to the assigned theme. For many of the items, the relationship is clear without explanation The student gives a fairly reasonable explanation of how most items in the collage are related to the assigned theme. The student’s explanations are weak and illustrate difficulty understanding how to relate items to the assigned theme.

NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN

What is the best feature of my product-oriented performance assessment design?                            The best feature of my product-oriented performance assessment design is that, the task given will lead them to carry out doing their best to finish the activities. Through this, they will be able to know if they are good in that aspect or not and makes them motivate or improve it.

What specific conditions are necessary for a successful use of my product-oriented performance assessment design?              The specific condition that is necessary for the successful use of product-oriented performance assessment design is that if it really shows the things that the students should do to carry out the best in them. More importantly, just to follow the rules and instruction provided for.

What basic points should the user of this design consider?               The basic points that the user should consider: ·         Is the product-oriented performance assessment is related on the topic or not? ·         Is it really helps the students to carry out the best in them? ·         Is it assessment that educational or not? ·         Is it effective and appropriate to the learning objectives?

Analysis

1.        Do you think your originally design product-oriented performance assessment can appropriately assess the teacher’s learning objective? Why? Why not?

Yes, it can appropriately assess the teacher’s learning objective in the reason that if we are making an assessment, we make it sure that at the end of the discussion, we met our goal or objectives. Simply, the objectives were attained.

2.      Why do teachers need to give attention to the students’ product-oriented tasks? Why do they need to assess them?

Teachers really need to give attention to the students’ product-oriented tasks for him/her to see if they are following the instructions correctly. On the other side of it, also need to be assessing for the academic/performance record. Through it, we can see how creative or what are the uniqueness of each of the learners.

                    

3.      In what conditions can the product-oriented performance assessment be need more appropriately?

This kind of assessment is really needed if you are going to test the capability or skills of the students to do or to come up with a good product.

Reflections

Write your reflection of thoughts, feelings, personal learning strategies, insights or new understanding from your experience in using authentic assessment. Then share your reflection with your FS teacher and classmates. Also draw some insights from your classmates’ sharing.

As a future teacher, I will make sure that every teaching strategy and method which I will be used is appropriate to the needs of my students. Not only for their own needs but also for my sake. I have to consider first my strengths and limitations so that I could have a harmonious relationships to my students. In doing the product-oriented activities, it should be with the correlation of the process-oriented activity. You have to give first to the students the freedom to express themselves before we are to expect something for them directly. Learning is indeed a direct process but we have to consider the limitations to each of our students.

EPISODE 4:

WORK ME ON

Name of FS Student:      Joanamae A. Telan Course:                                BSE 3A                                                                                    Resource Teacher:          Mrs. Lorna Obedoza Cooperating School:      Isabela National High School

MY TARGET

            At the end of this activity, you will be skillful in designing process – oriented performance assessment.

MY TASK

            After your observation experience you now have a deeply and principled understanding of the concepts of authentic assessment used in the classroom. You can now go through the process of designing performance assessment by the following these steps:

1.     Visit a class and identify performance-based activities.

2.     Choose one performance-based activity and study its process.

3.     Design a performance assessment plan for the activity you have chosen.

4.     Collect samples of performance-based assessment tools.

5.     Reflect on your experience.

MY TOOLS

          In observing a class, take note of important observations of the performance-based activity in the classroom. Make a checklist of the important things you want to consider in your assessment planning. Use the activity form provided for you. You may use format of process-oriented assessment that you have taken in your assessment 2 classes. The rubrics are part and parcel of this assessment plan.

OBSERVATION NOTES

Name of the School Observed: Isabela National High School School Address: Claravall St. Centro Ilagan City Date Visited: February10, 2015 Grade/Year Level: Grade 8 SPA-Aquino Subject Area: Science

Describe in bullets the performance-based activity you observe. Ø  The students will draw the Human Digestive System with a model/label. Ø  The students will color their drawing according to the exact color in the picture. Ø  After the drawing, the student will present and discuss it on the class.

Based on your observation, make a checklist of the important things you wish to consider in your performance-based assessment plan.

CHECKLIST

CATEGORY	5	4	3	2	1
KNOWLEDGE GAINED Students can accurately answer the question related to facts in the poster and processes used to create the poster.
REQUIRED ELEMENTS The poster includes the required elements as well as additional information.
CONTENT ACCURACY List of accurate facts displayed on the poster.
LABELS Items of importance on the poster are clearly labeled with the label parts that can also clearly read.
NEATNESS The poster is presentable, well-prepared and well-ordered.

NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN

What are the best features of my process-oriented performance assessment design?         The best feature of my process-oriented performance assessment design is that, we will be able to know and have an idea of what skills/abilities does the learners can do through the use of process-oriented performance. Through this, it will measure and able to see how the learner works on the given task.

What specific conditions are necessary for a successful use of my process-oriented performance assessment design?         The use of my process-oriented performance assessment would be successful if that assessment really suits in the level of the target learner.

What basic points should the user of this design consider?              These are the basic points that a user should consider: Ø  Is it educational or not? Ø  Is the assessment valid, accurate and relevant? Ø  Is the assessment useful in the learning process of the students or not?

ANALYSIS   

1.      Why do teachers need to give attention to the students’ process-oriented tasks? Why do they need to assess them?

Teachers really need to give attention to the students’ process-oriented task to monitor the ability and behaviour or the performance of the learners in a particular subject matter for them to know which part the learner is capable of and which part does the learner is weak.

                   

2.      In what conditions can the process-oriented performance assessment be used appropriately?

            The condition that the process-oriented performance assessment be used appropriately is that when the teacher is going to test the students’ level of capability and to know which part they are more interested.  

                                                                                   

  

Reflection

Make reflections on your feelings and thoughts about the observations made in this FS.  

      In making this part of my field study, I realized that being a teacher is not really an easy job/task. In a reason that teacher must need to look and search for an appropriate assessment for his/her students that will gain and learned from them. You have to make sure that all of the instructional decision you’ll made is appropriate for the learning needs of each students.

      As a future teacher, we should be more observant and give more attention to our students because all of them have different characteristics and capabilities that we should enhance through the use of different methods, strategies and assessment tools which will be able to produce knowledge that is applicable for them in real-life situation.