FIELD STUDY 5:

 Learning Assessment STRATEGIES

EPISODE 5

BUILD ME UP

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 City, Isabela Date Visited: March 03, 2015 Grade/Year Level: Grade 9 Prudence Subject Area: Physics

Describe in bullets the product-oriented activity you observe. Making a series, parallel connection circuit board         ·         The teacher asked the students to count from 1-5         ·         Each group, consist of six members will make their an activity regarding their electricity lesson.         ·         After telling the students what they will do, she explained the purpose of the task.        ·         The teacher asked her students to bring materials for they will make a circuit board for their topic, electricity        ·         She wrote the criteria that will be the basis for judging the student’s work.       ·          Then she gave the students time for the students to discuss with their group mates what will they do and who will bring the materials needed for the activity.

MY PLAN

Learning Objectives: The students should be able to make a series and parallel connection circuit board. The students should know what is the difference of series and parallel connection

General Product-oriented performance Task: The activity is to make a series and parallel connection circuit board using the materials said by the teacher.

Target Skills:       ·         Self Evaluation       ·         Creativity       ·         Teamwork

Learning Activities (Specific tasks):                      -          The materials needed in making a circuit board should be present, and those are:                           Lamp holder, Bulbs, Switch, Male plug, Wires and Plywood.       -          In making a series parallel circuit board, the students should make sure that the materials they use are appropriate and safe        -          The circuit board should be presentable and works well when plugged to a source        -          The light bulbs should lit after turning on, or plugged to the source        Here are some pictures of the product of the students:

Assessment Tasks: The making of the product will be evaluated through the following criteria: CRITERIA Percentage Score Teacher’s Grade CREATIVITY 20% ACCURACY 15% ON TIME SUBMISSION 15% TEAMWORK 10% MATERIAL FUNCTIONALITY 25% PROJECT APPEARANCE 15% 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 City, Isabela Date Visited: March 3, 2015 Grade/Year Level: Grade 9 Prudence Subject Area: Physics

What are the best features of my product-oriented performance assessment design? The features that made my product oriented performance assessment design efficient is that it is aligned to the learning targets of the teacher, there are rubrics to avoid teacher subjectivity in grading the outputs of the students, it enhances students skills in different ways, and it let students develop skills and competencies and let them work together as a team, collaborative learning.

What specific conditions are necessary for a successful use of my product-oriented performance assessment design?        -          The students should follow teacher’s instruction for them to be successful in making the set activity        -          The students should align their work to the intended rubric used to grade them        -          The students should do the activity on their own for them to understand the concept of electricity and the difference between the two connection (series and parallel)        -          The students should use the appropriate materials for the circuit board to work well.

What basic points should the user of this design consider?        -          The task should be aligned to the set objectives        -          Students should be informed and guided in making the activity        -          The instructor should provide enough time and affordable resources to the learners        -          The task should measure what it intends to measure        -          The learning targets should be specified and monitored by the teacher        -          Students should be presented a rubric that is away from subjectivity

Analysis 1. Do you think your originally design product-oriented performance assessment can appropriately assess the teacher’s learning objective? Why? Why not? Definitely yes, the set design of the product oriented performance assessment I’ve made can appropriately assess the teacher’s learning objectives mainly because it is based on the set objective, it measures what it intends to measure, the skills, knowledge, and competency of the learners. It focuses on the learning targets set by the teacher for the student to attain. 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 task because it is the evidence that the students understood the lesson discussed by the teacher, and it is a proof that the instruction is effective, and that the students learned something from the teacher, it also tells the teacher how much did the students gain for them to apply their knowledge in real life situation, by producing  a product aligned to the lesson they’ve discussed. 3. In what conditions can the product-oriented performance assessment be need more appropriately? Product-oriented  performance based assessment is needed more  when you want to know exactly if the skills from the objectives can be met with the strategies, if you want to know how your student respond to class discussion, especially and when you are using experimental learning methods.

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. They say, experience is the best teacher, which is really true. In many years of studying, experiencing the use of authentic assessment whenever our teacher evaluates us, I feel excited with the given activities, there is when I have to experience working with my friends and gaining extra points. Indeed, the use of authentic assessment is a big help in instruction, and as we study learning assessment strategies, I already knew the principle in making an effective authentic assessment or the assessment that relates lesson to real life situation, it is best to use it to see the tangible result of instruction.

Learning Assessment Strategies

Field Study 5

EPISODE 4

WORK ME ON

Name of FS Student:         Judyan P. Macalling___________ Course:                             Bachelor of Secondary Education Resource Teacher:            Mr. Melchor Abu______________ 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: Claravall St. San Vicente, Ilagan City, Isabela                         Date Visited: February 17, 2015 Grade/Year Level: Grade 7 Tanguile Subject Area: Physics

Describe in bullets the performance-based activity you observe. A. Quiz ·         The teacher asked the students to bring out ¼ sheet of paper. ·         The teacher instructed the students to keep away everything except for their pen and paper. ·         The teacher asked the students to arrange themselves one seat apart to avoid comparing answers of each other. ·         The teacher then dictates the questions to be answered. ·         This kind of performance based activity is said to be traditional but in the way the teacher conducts it, it is still effective and efficient in assessing the students performance in class. ·         While the teacher is dictating, he roams around to make sure no one will copy the answers of their seatmates. ·         The activity went well, and the students pass the short quiz the teacher have prepared. (note: I asked my cooperating teacher, Mr. Melchor Abu a copy of the given short quiz for the students, Grade 7 Tanguile, so here is the format of the short quiz given to the students.) IDENTIFICATION 1. Is the set of physical phenomena associated with the presence and flow of electric charge. 2.  is the physical property of matter that causes it to experience a force when placed in an electromagnetic field. TRUE OR FALSE 1. Electricity, phenomenon associated with  moving electric charges only.  2. Charges can be either positive or negative.  3. The charging process for flooded cells involves three steps: bulk, absorption, and equalization.  PROBLEM SOLVING 4. An emf source of 6.0V is connected to a purely resistive lamp and a current of 2.0 amperes flows. All the wires are resistance-free. What is the resistance of the lamp? 5. If 0.6A current flows through a resistor shown in figure. Voltage of two points of resistor is 12V. What is the resistance of the resistor?  ESSAY 6.  Describe the different types of charging processes.  7. Why is electricity important in our life? B. Question and Answer (Recitation) ·         After the teacher discussed the lesson about electricity, the teacher asked the students one by one to check if they understand the lesson. ·         The teacher picked randomly to see if the students are ready to answer the questions. ·         The students enjoyed the way the teacher conducted a surprise activity, although not all of them answered well, at least they all participated actively and it’s obvious that they understand the lesson discussed.

  

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

MY CHECKLIST             ·         The students should clearly understand the concept of the lesson.             ·         The students should be given a clear instruction before doing the assessment             ·         The performance based assessment should be aligned to the set objectives of the teacher.        ·         The activity should bring out and enhance not only the cognitive skills of the students but their affective and psychomotor domain also             ·         Rubrics should be presented in the class so the evaluation of students performance will be fair            ·         The time required for the activity to be done should be enough for the students to avoid conflict and lessen mistakes.

NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN

Name of the School Observed: Isabela National High School School Address: Claravall St. San Vicente, Ilagan City, Isabela                                                            Date Visited: February 17, 2015 Grade/Year Level: Grade 7 Tanguile Subject Area: Physics

What are the best features of my process-oriented performance assessment design?       The best feature of my process-oriented performance assessment design is, it evaluates not only the knowledge and skills of the learners but also how they behave while doing a given activity, it enhances their behaviour by teaching them to work independently, for them to improve their study habits, and I also included criteria for judging, so their activity will be judged fairly, it also has the appropriate learning targets which considers the competencies the students should have, it measures what it needs to be measured and it is effective and efficient.

What specific conditions are necessary for a successful use of my process-oriented performance assessment design?        Process-oriented performance assessment design should always have criteria for judging the students performance, for the evaluation to be fair and it serves as a basis for the students to know if what particular skill are they being judged or graded, it must also have a clear and appropriate instruction for the students to not be confused on what are they going to do with the given task

ANALYSIS   1.       Why do teachers need to give attention to the students’ process-oriented tasks? Why do they need to assess them?            Teachers should be aware on how the students work; it is not only about the general performance of the students, about them ending up to such thing, it is very crucial to know how they end up with that thing on the process, and how they behaved while they are in the process, and for a teachers to be able to improve outcomes, he/she should know the students experience in doing the task, through assessment we can determine where the students learn best, their weaknesses and strength, their capabilities and how they think about things, and how work on their own, for teachers to be able to lead learners in the improvement of their academic performance. 2.       In what conditions can the process-oriented performance assessment be used appropriately?               Process oriented performance assessment can be used appropriately into actual performance of task by the students individually or as a group, and for the assessment to be valid and reliable, using a scoring rubric as a standard for judging students performance and behaviour in doing the task is a must to be fair in grading the learners.

REFLECTION   Make reflections on your feelings and thoughts about the observations made in this FS.          While observing the class of grade 7 Tanguile, I noticed that even if they lack resources in the classroom, the teacher makes way for the students to perform such activities using improvised instructional materials and sometimes by administering a simple activity that has the concept of the topic of the week. We are observing about the teachers strategies in imparting knowledge and skills to his students, and about the modes of assessment that he uses in evaluating students’ learning outcomes, and by using varied techniques in instruction, and different types of assessment to assess learning, the teacher does not only assess what the students know, but the insights of the students on the concept of electricity and charge, giving the importance of the two gives the teacher the chance to see if how critical the students think, and by giving worded problem to be answered, the teacher will know how they think analytically, and by asking the importance of the lesson is the way the teacher will know if they can relate the topic in real life situation, by these process-oriented performance assessment, the teacher can well assess all the domains of learning, how the students learn, hoe they feel, and how they respond in the given task. By the use of scoring rubric, the teacher can well and properly assess the learners fairly, and by the use of scoring rubric, the scoring scheme will be smoothly evaluated. Process-oriented performance assessment provides a big opportunity to the learners to learn on their own, and to enhance the skills and competencies they have inside them, it also make them interact with their peers and follow instructions intelligently, and for them to know the importance of how to make a thing, in a well organized process, and by this process, they will learn to explore things that will let them discover their strengths.