EPISODE 4: "WORK ON ME"

FS 5:

LEARNING  ASSESSMENT STRATEGIES

EPISODE 4

“WORK ON ME”

Mary Jane e. Domingo	AMALIA G. RODRIGUEZ
BSE-Student	Cooperating Teacher

ISABELA NATIONAL HIGH SCHOOL

Cooperating 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. San Vicente, City of Ilagan, Isabela Date Visited:                               February 16, 2015 Grade/Year Level:                     Grade 8- AQUAMARINE Subject Area:                             “HANDICRAFT”

Describe in bullets the performance-based activity you observe.   v  Teacher observes her students performing specific task by asking the students to demonstrate a skill or proficiencies.   v  The focal point and purpose of this activity is “to measure the accuracy, speed, ability and skills of the students in cutting coconut shell”.   v  The students are required to re-demonstrate after the teacher demonstrates first.   v  The general objectives, learning competencies and student instructions given by the teacher are clear and well-defined.   v  The multiple criteria and standards are pre-specified and public to avoid biases and any stereotyping. Teacher used analytic rubric which describes the quality of performance in terms of the identified dimension or criteria which are rated independently to give better picture of the quality of the work of performance.   v  It seems that the students are enjoying what they are doing because they learn by doing or firsthand experience.

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

MY CHECKLIST CRITERIA 1 2 3            A.    ACCURACY:         - The students follow the                   steps/procedures correctly/properly.                      B.     MEASUREMENT:        -The article made in accordance with specification.                      C.    SPEED:              - The students consume the desired time limit required.           D.    SAFETY:        - The safety is being observed (no tools or equipment fall) LEGENDS: 1- Poor 2-Satisfactory 3- Excellent The performance-based assessment plan that I consider also are the following: r    Assessment Purpose r    Target r    Construct/Task:  (complex skills) r    General objectives r    Learning competencies r    Equipment r    Student Instruction r    Scoring scheme Based on what I’ve learned in Assessment II, it is essential to follow these steps in designing a process-oriented assessment.

NOTES  ON  MY  PROCESS - ORIENTED ASSESSMENT PLAN

Name of the School Observed:  ISABELA NATIONAL HIGH SCHOOL School Address:           Claravall St. San Vicente, City of Ilagan, Isabela Date Visited:                 February 16, 2015 Grade/Year Level:      Grade 8-Aquamarine Subject Area:               Handicraft

What are the best features of my process-oriented performance assessment design?   ü  The students experiencing in firsthand the task that they learn while they doing which it can help them to enhance their skills. (AUTHENTIC)   ü  The rubrics are presented in the class to avoid bias and stereotyping.

What specific conditions are necessary for a successful use of my process-oriented performance assessment design?   ü  The students should be guided or assist by the teacher while the performing the task.   ü  The objectives should be aligned to the task.   ü  The steps or procedures must strictly follow accurately and instructions as well.   ü  The students should perform the task.

What basic points should the user of this design consider?   ü  The competency that has to be demonstrated by the students should be identified.   ü  The task to be performed by the students either individual or group should be followed by SMART (specific, measurable, attainable, realistic and time-bounded).   ü  The assessment purpose, objectives, student instruction etc. should be stated clearly and comprehensible. The objectives should contain the three Bloom’s Taxonomy Domain (cognitive, affective and psychomotor).   ü  The multiple criteria or standards of excellence should be pre-specified and public. It should be organized that the learners have the idea on how the teacher will rate their works.   ü  The teacher should provide scaffolding while students performing a certain task.

“ANALYSIS”

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

Teachers need to give attention to the student’s process-oriented task because s/he determines whether or not the learners will able to perform a specific task using their prior knowledge. Students need to show what they can do; neither simply tells what they have known or would do nor tell the process. It will also test if students understood the lesson by applying their knowledge in real-life situation, if they follow the procedures or steps accurately. Especially nowadays, students need hands-on activity so that they learn by doing or teacher need to give authentic assessment. Teacher need to give a task having a complex cognitive and skill performance in order to enhance student’s abilities, skills and increase their level of interests. Through process-oriented performance-based assessment, teacher have a basis in planning for relevant instruction, know what his/her students are bringing into the learning situation and s/he can provide direct feedback and coaching. That’s why, Experience is the best teacher.

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

There are many conditions to be considered in process-oriented performance assessment but it always depends on our learning targets, intended to measure for our students and on what particular aspect we are going to assess. It depend the objectives, learning competencies, scoring scheme etc. that we are going to use. In that way, we can easily make our own conditions based on those aspects for our students. Mostly, TLE teachers prefer to use process-oriented because it measures the ability of students to perform corresponding to the learning targets.

REFLECTION

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

           

            The process-oriented performance based assessment measures the ability of students to perform a specific task that align to the learning targets or instructional objectives. It is a process of gathering information about student’s learning through “actual demonstration” of essential and observable skills which grounded in real-world context and constraints. It tells and answers the question of “how the product is being done?”  It utilizes direct observation of behaviour in situation or simulated context. It follows steps or set up procedures accurately/correctly. Students are required to show what they can do, not simply they know the process but they must put into action based on their prior knowledge.

            Teacher has a vital role in designing and developing process-oriented task particularly if teacher wants to measure the ability and skills of one’s students and determining the level of performance of every student. The task design should be precise and suspicious and must be well-detailed, accurate, fair, balance, valid, and reliable. It also caters the needs of students because they learn by their own. In designing process-oriented task should provide “complex cognitive and student’s performance”. Through process-oriented assessment, teacher will determine student’s interest, ability and learning style. In K+12 is students-centered that’s why the process-oriented performance-based assessment is very essential to be administer because students will easy to acquire knowledge, enhance their skills and authentic for them as well.