BUILD ME UP
Name of FS Student: Ivy Marie RomualdoAlcaraz
Course: Bachelor of Secondary Education
Resource Teacher: Mrs.LuzBalao
Cooperating School: Isabela National High School
My Target
At the end of this activity, you will be skilful in designing product-oriented performance assessment.
Your 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.
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OBSERVATION NOTES
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Name of the School Observed: Isabela National High School
School Address: Claravall St., San Vicente, Ilagan,
Isabela
Date Visited: March 03, 2015
Grade/Year Level: Grade 7 - Banaba
Subject Area: Science
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Describe in
bullets the product-oriented activity you observe.
Making a schematic diagram about
the sources and effects of air pollution is the only product-oriented
activity required by my resource teacher in her class that I observed in this
episode of this field study. These are my observations:
·
The activity is a take-home
activity, and individually done by the students.
·
The teacher clearly explained to
the students what they are going to do in this activity.
·
This activity was given after
their discussion about Air which is their subtopic in The Philippine Environment
and Its Resources.
·
This is just a simple activity
that they will pass tomorrow after the day of their discussion in this topic.
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MY
PLAN
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Learning
Objectives:
In this activity the students shall
be able:
·
to identify the sources
and effects of air pollution;
·
to construct a
schematic diagram about the sources and effects of air pollution;
·
to know on how to
reduce air pollution; and
·
to understand and
appreciate the air in our life.
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General
Product-oriented performance Task:
The task of the students is to make a schematic diagram
about the sources and effects of air pollution.
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Target
Skills:
Graphing/Diagramming
and Organizing skills
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Learning
Activities (Specific tasks):
The schematic diagram created by the
students about sources and effects of air pollution must:
·
be put in a long
bond paper;
·
be organized;
·
contain appropriate
informations to the targeted content; and
·
be submitted on the
given time allotment.
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Assessment
Tasks:
The
making of the product will be evaluated through the following criteria:
Content
-------------------------------------------- 50%
Organization -------------------------------------
30%
Promptness in the submission -----------
20%
Total -------------------------------------------------
100%
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NOTES ON MY
PRODUCT-ORIENTED ASSESSMENT PLAN
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Name of the School Observed: Isabela National High School
School Address: Claravall St., San Vicente, Ilagan,
Isabela
Date Visited: March 03, 2015
Grade/Year Level: Grade 7 - Banaba
Subject Area: Science
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What are the best features of my
product-oriented performance assessment design?
These are the best features of my
product-oriented performance assessment design:
·
It has appropriate learning
targets and learning skills.
·
It is justifiable matched for the
targeted content and behaviours.
·
It considers the three (3) domains
of learning.
·
It has clear instructions in order
for the students to meet the desirable output or simply the product.
·
Scoring Rubrics or criteria were
considered to have a systematic judgement in the students’ output and also to
motivate them.
·
Time and materials are also
considered.
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What specific conditions are
necessary for a successful use of my product-oriented performance assessment
design?
These are the specific conditions necessary
for a successful use of my product-oriented performance assessment design:
the learning targets or objectives should be appropriate for the specific
task required for the students; the instructions need to be specified and
clearly stated to the students for them to understand and meet the desirable
output or product of the given task; the domains of learning must be
considered also as their learning outcomes; and scoring rubrics as my
standards must be considered as my guidelines to assess and evaluate their
outputs to ensure that my judgement are accurate, consistent, and fair , and
it should be stated also to the students for them to be motivated.
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What basic points should the user of
this design consider?
Like in the process-oriented
performance assessment, in designing product-oriented
performance assessment the basic points should the user must consider are
to determine the purpose for where the results will be used, who will be the
target of this assessment, what must be assessed, and what are the learning
competencies or objectives of this assessment considering the three (3)
domains of learning (cognitive, psychomotor and affective). Instructions must
be clearly stated to the students for them to meet the desirable output of
the product-oriented task given. Also, the user must consider the scoring
rubrics or standards as basic points in this method of assessment to have a
basis in fair, accurate, consistent and systematic judgement in the students
output. Time and materials must be considered also as basic points in this
method of assessment.
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Analysis
1.
Do you think your
originally design product-oriented performance assessment can appropriately
assess the teacher’s learning objective? Why? Why not?
Yes, my originally design
product-oriented performance assessment can appropriately assess the teacher’s
learning objective because the General Product-oriented performance Task,
Target Skills, Learning Activities, and Assessment Tasks were parallel to the
Learning Objectives of this design.
2.
Why do teachers need
to give attention to the students’ product-oriented tasks? Why do they need to
assess them?
Teachers need to give attention to the
students’ product-oriented tasks because this method of assessment can measure
the ability of the students to perform the task given to them that corresponds
to the given learning objectives.
Teachers need to assess the students in
this method of assessment because it emphasis on the students’ ability which is
expressed through the final output or product. And, in this method of
assessment teachers can also know if the students can follow instructions.
3.
In what conditions
can the product-oriented performance assessment be need more appropriately?
The product-oriented performance
assessment is used appropriately in the following conditions: the learning
objectives must consider the domains of learning, instructions must be clearly
stated to the students, there must be a complex target skills, and have a
scoring rubrics to have an accurate, consistent and fair judgement and this
must be stated to the students in order for them to know the standards of the
task given and also to motivate them. Also, it is desirable to judge the
product rather than the process.
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.
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.
Authentic assessment in a classroom is a method of assessing the learners or
students applying with them the certain tasks in a real-world or real-life
setting. It involves a direct examination of student’s ability to use their cognitive
and skills on how they will behave in real-life situations. There are two
orientations of this assessment the PROCESS-ORIENTED and PRODUCT-ORIENTED
Performance-based assessment. Performance-based assessment is one in which the
teacher observes and makes a judgement about student’s demonstration of a skill
or competency in creating a product. When we say PROCESS-ORIENTED
Performance-based assessment it assess the actual behaviours, performances, and
demonstrations of the students as these are occur during this assessment. In PRODUCT-ORIENTED
Performance-based assessment it is frequently more desirable to judge the
product rather than the process. These two methods or orientations of
performance-based assessment measure how the students understand and follow the
important instructional objectives.
Authentic
assessment or performance-based assessment is very important to use in the
learning of the students. You as a teacher, with this method of assessment you
are helping your students to prepare them in real life situations because of
their experiences in this assessment they can easily relates their selves in
real life setting. They can learn better using this method of assessment because
it is more on experiences, it is better to learned through experiences. Also,
in this method of assessment the students will learn how to work with unity and
cooperation. In authentic assessment students can be actively involved in the
interaction of assessment and instruction. For the teacher, through the use of
authentic assessment they can also improve their teaching strategies. Also,
through this method of assessment it can provides valuable information to the
teachers on student progress as well as the success of instruction.
To use the authentic assessment
appropriately we need to consider the criteria as the standards and guidelines
to judge the performances of the students accurately, consistently, and fairly.
These standards must be clearly stated to the students in order for them to
motivate.
As a future teacher my experiences
in this field study will help me when I will become a teacher in assessing my
students. In this field study I learned more about the authentic assessment. I
also learned different learning assessment strategies to be used in measuring,
assessing and evaluating the achievements of the students.
