Learning Assessment Strategies

Field Study

EPISODE 5

BUILD ME UP

Name of FS student:  Jenalyn T. Lumauig
Course: BSE
Resource Teacher: Lauro C. Limon
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: Claraval Street San Vicente City of Ilagan Date Visited:  February 16 2015 Grade/Year Level: Grade 9 Subject Area:  Carpentry

Describe in bullets the product-oriented activity you observe.                                         ● The teacher asked the students to bring their own materials to be needed for the activity.                           ● The teacher gave the activity after the students bring out their materials to see who are                  those students who did not comply.                ● The students work on the activity individually.         ● The teacher watched each student as they are working on their activity.            He also gave suggestions to the students on how they can improve their project.         ● The students consumed the allotted time so the teacher allowed his students to take            home their project and submit it on time.        ● The teacher also show to his students how they will be graded base on the output that           they will submit.

MY PLAN

Learning Objectives:     Using the wood students are expected to create different wood joints.

General Product-oriented performance Task:    The desired output  is to make a 5 different kinds of  wood joints which is finished  with natural varnish.

Target Skills:  application and mastery skills

Learning Activities (Specific tasks):    The desired output must:                                          - well nailed joints                                          -use valid wood and well polish                                          -free from roughness

Assessment Tasks: The making of the product will be evaluated through the following criteria: \                          Appearance                                40%                            Workmanship                             35%                            Efficiency                                   25%                            ( 2 points will be                             Deducted each day                            Of delay)

NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN

Name of the School Observed: Isabela National High School School Address: Claravall street San Vicente Ilagan City, Isabela Date Visited:  February 16, 2015 Grade/Year Level: Grade 9 Subject Area:  Carpentry

What are the best features of my product-oriented performance assessment design?   The best features of my product-oriented performance assessment design is that it does not focus alone on the intellect  of the students on how to do such but also it provides my students to have a good workmanship and  skills in making the activity.

What specific conditions are necessary for a successful use of my product-oriented performance assessment design?       For it to be successfully used, first the teacher should discuss the topic well and make sure that each students can follow the process on how to do such. Then the teacher should give clear directions and instructions before conducting the activity and also the rubric so that the students know what the things they should be aware of.

What basic points should the user of this design consider?     The user should make sure that each student already know the process and the materials to be needed so that students will not be mislead.  The teacher should also consider the awareness of the students in the materials to be needed, some students does not know how to use some materials and equipment  example in dress making, teacher should first teach on how to manipulate a sewing machine before giving the activity.

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 activity that is given to the students required the cognitive, behaviour and skills of the student to the said activity .

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

The teacher should give attention to this because this will serve as a basis for judgement.

The teacher needs to assess the students so that he will know the progress of the students and how they behave on such task also this will serve as a guide for the teacher to know who are those students failed to understand the  lesson. Example in our major TLE, our teacher asked us to make a product out of recycled  materials. There is this one student who failed to have a grade because she did not use a recycled one.   Now our teacher discussed again to her the meaning of recycling and later asks again her student to submit another one. This example clearly shows that we really need to assess our students learning. 

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

Product-oriented assessment be need more appropriately in terms of having a specific and tangible evidence of the students understanding about the topic. It is more needed especially in our field TLE.

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.

     My personal insights about this episode is that we should guide our students as they work on their activity so that no one will be mislead in making the activity. Also, as a future educator i should carefully design my task for my students because this task will measure my students learning. i have to give extra effort on observing my students progress and behaviour. I should give them grades base on the submitted output. I have to be fair  enough so that bias will be avoided. The criteria should be applicable to all the students without considering the excuses of the others due to fail of comply (the students will tell the teacher he is absent the day that the activity is given, the students will tell that he forgot the project, etc.)

    After all of this episode, i understand that being a teacher, he should not just stay at the back or at the chair and just let the students copy and write what is written on the board. Because base on my understanding, the students will understand well and appreciate what they are doing inside the class once the teacher knows how to include the real world setting, once the teacher uses authentic method. I also learned that we have to carefully plan the task for our students that this task should matched at the learning objectives to meet our target which is to have a basis for the students progress. So that we could reach back again those students who cannot follow the lesson. Another thing is that, giving grades to our students should be fair and have no bias. That before grading them in their activity the teacher should show the criteria on how the students will be graded.

EPISODE 4

WORK ME ON

Name of FS Student:    Jenalyn T. Lumauig Course:                        BSE                                                                             Resource Teacher:       Mr. Lauro C. Limon Cooperating School:    Isabela National High School

 

MY TARGET    

    At the end of this activity, you will be skilful 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 class. The rubrics are part and parcel of this assessment plan.

OBSERVATION NOTES

Name of the School Observed: Isabela National High School School Address:  San Vicente Ilagan City, Isabela Date Visited: February 09, 2015 Grade/Year Level: Grade 9 Subject Area: T.L.E (Carpentry)

Describe in bullets the performance-base activity you observed.             -the teacher prepared a filler paste and wood.             -the teacher asked the students individually to put a filler paste on the wood.             -each student will do the activity and should make it properly.             -the student will prepare the filler paste before applying it on the wood.             -the teacher observes on the back while the students are performing.

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

MY CHECKLIST    As a teacher I want to make sure that before conducting an assessment I would assure that I already discussed the topic well and make sure that they understood and learned a lot of things from it not only knowledge but also skills. I also want to make sure that from the things they learned from me they will be able to defend things as I ask about their work.    Another thing about this is that my performance based assessment will always come at its best because with this assessment, I will have my feedback about my students standing. My assessment should be conducted on time because I know some of students have no patient on reading back their notes. I will also assure that each student will work independently and do on their own depending upon the activity given. The assessment can also come in collaborative work.

NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN

Name of the School Observed: Isabela National High School School Address: San Vicente Ilagan City, Isabela Date Visited:  Februry 09, 2015 Grade/Year Level: Grade 9 Subject Area: T.L.E (Carpentry)

What are the best features of my process-oriented performance assessment design?    The best feature of my process-oriented performance assessment design is that it will help my student to develop their full potentials on working independently and learned how to maximize their ideas. Another thing is that I will make sure that they are enjoying on what they are doing.

What specific conditions are necessary for a successful use of my process-oriented performance assessment design?                     The teacher must plan the assessment very well before conducting it to the students so that failure of feedback will be avoided. Secondly the teacher must prepare a rubric that is parallel to the performance and activity of the students. The teacher should give a clear direction about the activity before conducting the activity to the students.  The teacher must guide the students well while they are working so he/she can take note about the performance of is/her students.

What basic points should the user of this design consider?          The teacher should first consider the availability of resource especially the equipments and materials to be use, secondly, the authenticity and level of assessment. This would help the teacher to make his/her assessment matched in the topic. He/she should plan his assessment carefully in order to meet his target. The teacher should consider the learning target and what specific and meaningful design he/she will use to help him/her.

ANALYSIS

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

                      

                   Students performance always give us the right feedback. As they work on their activity and as we observe them this will help us to know how much ideas they learned from us and how they manipulate or use their knowledge appropriately on the given activity.

                        We need to assess them for us to know if they really learned or not. With the use of proper assessment this will help us to reach our students and make things clear from the things that they don’t get.

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

      

        We can use this design appropriately by making an activity for our students wherein direct observation is present. Were our activities will have process that is to be examined by the teacher. The teacher will stand and look on the students as they work individually or in group. It is also appropriately use if the teacher have his/her rubric to give a score on the students. The teacher should also write down the things he/she observed as the students are working.

REFLECTION

 

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

                        As a teacher we should give our students an activity that would make them realize what they are doing on the things that we are giving on them and what is the significance of it on their lives. Giving a good activity and have a positive interaction between the student and the teacher will help them both to meet their goals. In giving an assessment we should consider the practicality, availability and level of our assessment.

Direct observation on students will help us know their abilities in manipulating and answering the given activity.  We also have to be aware on who are we assessing and what are we assessing, we have to carefully plan for our assessment and make sure that we will reach our goal for our students. Have to be careful on choosing assessment design because if it is not appropriately use, we might have an error feedback on our students progress. We should know the proper assessment that is to be conducted on our students and watch or observe them well while they are trying to do the given activity. Also we have to prepare a good rubric so that we can avoid bias.