EPISODE 5

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.

OBSERVATION NOTES

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

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.

MY PLAN

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.

General Product-oriented performance Task:         The task of the students is to make a schematic diagram about the sources and effects of air pollution.

Target Skills:         Graphing/Diagramming and Organizing skills

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.

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%

NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN

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

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.

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.

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.

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.