EPISODE 5: "BUILD ME UP"

FS 5:

“LEARNING ASSESSMENT STRATEGIES”

EPISODE 5

“BUILD ME UP”

My Target:             At the end of this activity, you will be skillful   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 St. San Vicente, City of Ilagan, Isabela Date Visited:   March 9, 2015 Grade/Year Level: Grade 8- Aquamarine Subject Area:  Handicraft

Describe in bullets the product-oriented activity you observe.      ·         Teacher observes her students performing specific task by asking the students to demonstrate a skill or proficiencies.      ·         The focal point of this activity is to “create ladle based on the learning competencies given”.      ·         The students are required to accomplish the task on the time given.      ·         The teacher provides scaffolding while they do the task and students are free to ask questions.      ·         The teacher gives instruction clearly that easy to understand and follow.      ·    The scoring rubrics are pre-specified and public made by the teacher. Specifically, teacher used holistic rubric to rate the product or output of the students.    ·    The students give an impression that they are enjoying what they are doing because it is authentic for them.

MY PLAN

Learning Objectives: The students should able to: r  list the materials needed in making a ladle. r  follow the procedures in making a ladle r  create ladle using coconut shell.

General Product-oriented performance Task: r  To produce a hand-made product out of raw materials specifically the coconut shell.

Target Skills: r  develop student’s higher-thinking skills.

Learning Activities (Specific tasks): r  Students should prepare the materials needed. r  Students should create a ladle using coconut shell depends on the measurement assigned. r  Students should pass their project on the given time.

Assessment Tasks: The making of the product will be evaluated through the following criteria. CRITERIA PROJECT/OUTPUT SCORE TEACHER SCORE A. MEASUREMENT:   -Is the product made in accordance with specification 25% B. SOLIDITY:   -Are the parts well assembled? 25% C. GENERAL APPEARANCE 25% D. UTILITY:   -Will it serve the purpose for which it is intended? 25% TOTAL 100%

NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN

Name of the School Observed: Isabela National High School School Address: Claravall St. San Vicente, City of Ilagan, Isabela Date Visited:      March 9, 2015 Grade/Year Level: Grade 8-Aquamarine Subject Area:   Handicraft

What are the best features of my product-oriented performance assessment design?   ü  The students learn by doing because they apply the task in real world setting.   ü  The multiple criteria or a standard of excellence is pre-specified and public.

What specific conditions are necessary for a successful use of my product-oriented performance assessment design?   ü  The students are required to perform a task through product.   ü  The teacher should provide necessary scaffolding for students so that they will understand the task easily. S/he should provide feedback and coaching or it’s simply s/he needs to monitor student’s progress.   ü  We should follow the steps in planning for product-performance based assessment «    Set the competency to be assessed. «    Set the task to be performed by the students. «    Set the criteria in scoring the task.   ü  The task should have complexity of skills.

What basic points should the user of this design consider?   ü  The task should focus on what really to be assessed. It should follow the SMART pattern.   ü  The competency should suitable for student’s interests and level of intelligences.   ü  The assessment should authentic of every student.   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 scoring rubrics should be presented in public and pre-specified. It should be clearly and understood. “The targets should be comprehensive, covering all major dimensions that require change and feedback.”

ANALYSIS

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

Yes, because the product-oriented performance assessment design is align to the learning targets for the students. The plan focuses on what to assess that reflects to the learning targets. It is appropriate because it covers all domain from cognitive to psychomotor.

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

Teacher needs to give attention to the students’ product-oriented assessment because it provides evidence that they can use or transferred their learning to real life situation and an evidence of students learning or understanding. It determines whether or not his/her students can perform a task through product or having an output. It also tests if students can do a task on their own. It develops student’s extra-ordinary skills like creativity; being artistic that reflects their personality or identity.

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

There are many conditions to be considered in product-oriented performance assessment but always depend in the learning target you want to assess. It should provide complexity of cognitive and skills for students and authentic for students.

REFLECTION

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.

After answering all the questions in this field study I realized that as a future teacher we should be more observant and give more attention to our pupils/students because all of them have a different characteristics and capabilities that we should enhance through the use of different methods, strategies and assessment tools. Also, after answering this field study I understand how a teacher should be in dealing his/her pupils. And through this I have learned many things that I can use when I am already in the field of teaching. That in giving assessment is a task that we need to think and examine carefully and we should based it on the learners and the learning objectives for it to be successfully done.

                Using authentic assessment, students learn by themselves because they experience the task in firsthand, they apply their knowledge and understanding in real world application or setting. It is simply students learn by doing. It is very essential to use authentic assessment because it measures student’s ability, skills or proficiencies of students depending on what the intended to assess. It develops their extra-ordinary skills and will encourage and motivate them to do a complex task on their own. Nowadays, both process-and-product performance based assessment are very important; it tells not only what students know but how they can do through actual demonstration and produce a product/output.

            As future teacher, we should be skilled in choosing and developing assessment methods appropriate instructional decision. In this field of study, it’s clear for me the importance of having an assessment inside the classroom form traditional, performance-based to authentic assessment. There’s a lots of methods in assessing students but it always depends on what we assessed. 

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.