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.