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.