Name: Camille Frances M. Luis
Course: Bachelor of Secondary Education
Resource Teacher: Mrs. Eliza De Leon
Cooperating School: Isabela National High School
My Target
At
the end of this activity, you will be skillful 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
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Name of School Observed: Isabela National High School
School Address: Claravall St., San Vicente, Ilagan, Isabela
Date of Visit: February 12, 2015
Grade / Year Level: 4 th Year - Ilang-Ilang
Subject Area: Mathematics
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Describe in
bullets the product-oriented activity you observe.
A. Writing their own word problem
- The teacher asked the students to count from 1-5.
- After counting of, she then asked all of the students to group themselves according to the number they have counted.
- She then presented an activity in relation to the trigonometric functions which is to be presented in class on the next day.
- The teacher asks them to create 5 answerable real-word problems that use 6 trigonometric functions – the sine, cosine, tangent, cotangent, secant and cosecant in a collaborative group.
- They were tasked to talk about the activity and how they are going to present it in class.
- The activity went well for it kept the students focus and assess their ability in creating their own real-world problem with their collective efforts.
B. Making a Portfolio
-
-
-
- After giving the specific tasks, she then informed the students about the criteria on judging their portfolios.
- She then gave them chances to ask questions and time for them to start preparing their requirement.
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MY
PLAN
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Learning
Objectives:
-
The
students will be able to provide reflections on their performances in
Trigonometry for the assessment of their progress for the whole school year.
-
They will
be able to develop process skills such as self-evaluation and goal-setting.
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General Product-oriented performance Task:
The task lets the students compile their activity sheets, quizzes and
test papers in Trigonometry and reflect on their performances for the whole
school year.
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Target Skills:
Self-reflection and
goal-setting.
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Learning
Activities (Specific tasks):
The portfolio of the students must:
1.
Contain
all of their activity sheets, quizzes and test papers in Trigonometry.
2.
Be
creative upon presenting the contents of the portfolio.
3.
Reflect
on their performances.
4.
Submit
their portfolios on or before the deadline.
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Assessment Tasks:
The making of the product will be
evaluated through the following criteria:
Visual
Appeal………………………………………………………………………15%
Organization………………………………………..………………………………15%
Content…………………………………………..…………………………………30%
Reflections…………………………………………………………………………30%
Promptness in the submission……………………………………………………10%
RUBRICS:
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NOTES ON MY
PRODUCT-ORIENTED ASSESSMENT PLAN
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Name of School Observed: Isabela National High School
School Address: Claravall St., San Vicente, Ilagan, Isabela
Date of Visit: February 12, 2015
Grade / Year Level: 4 th Year - Ilang-Ilang
Subject Area: Mathematics
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What are the best features of my
product-oriented performance assessment design?
The best
features of my product-oriented performance assessment design are: (a) it
shows the students’ progress over time; (b) it identifies their strengths and
weaknesses and; (3) it will help them provide reflections on their performances
in Mathematics for the whole school year.
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What specific conditions are
necessary for a successful use of my product-oriented performance assessment
design?
For my
product-oriented assessment design to be successfully used – learning targets
must be clearly stated, specific and it must center on what is truly
important. Then the task directions must be clearly discussed for students to
be able to know what should be done and criteria must be specified to be used
in rating their performance tasks to get a fair, valid and reliable measurement
of the students’ growth and development over the whole school year.
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What basic points should the user of
this design consider?
The user of
this design must consider: (a) what to test; (b) if the assessment is relevant in the
learning process; (c) the students’ readiness for the assessment; (d) the students’ awareness of the materials to
be utilized, and; (e) what criteria are to be used for judging the
students’ performance.
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ANALYSIS
1.
Do you think your
originally design product-oriented performance assessment can appropriately
assess the teacher’s learning objective? Why? Why not?
Yes, this product-oriented performance
assessment can appropriately assess the teacher’s learning objective because
the design was based on the teacher’s goal which is to develop their process
skills such as self-evaluation and goal setting.
2.
Why do teachers need
to give attention to the students’ product-oriented tasks? Why do they need to
assess them?
Teachers need to assess the
students’ product-oriented tasks to know if the students are meeting the learning
objectives and if they can assess their own learning skills in the
teaching-learning process.
3.
In what conditions
can the product-oriented performance assessment be need more appropriately?
Product-oriented performance
assessment can be used more appropriately when the teacher’s assessment aims
for authenticity and it requires the use of complex procedural skills and techniques
for making the product wherein the assessment is more concern to the outcome or
the performance of the learner.
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 base it on the learners and the learning objectives for
it to be successfully done.
Students learn in different ways and
vary in their abilities to perform certain tasks. Understanding that each
student has unique strengths and weaknesses related to the ways in which they
approach learning is an important component of effective education. A teacher
is able to choose the most appropriate and effective learning assessments and strategies
to be able to recognize students varying background knowledge, readiness,
preferences in learning, interest, strengths and weaknesses, and to assist them
in the learning process.
Product-oriented assessment is also sometimes referred to as authentic
assessment. I learned that authentic assessment moves beyond learning by rote and memorization of
traditional methods and allows students to construct responses. It is an
assessment wherein students gets to evaluate their own works and think about
their own thinking (metacognition) and develops their abilities throughout the
learning process. It comes in different forms; (a) open-response questions
where the teacher asks an open-ended question and the students will have to
answer it the way they understand it; (b) demonstration of what they have
learned through solving complex problem, and brainstorm what they individually
acquired to benefit the whole; (c) portfolios – compilation of their works with
reflections on their performance throughout the school year. It is scored
through the use of standardized scoring rubrics in gathering accurate,
consistent and fair judgement on students’ performances.
Assessors use authentic assessments in
evaluating students’ abilities upon applying what they have learned that is
likened to what is encountered in real-life setting. Open-response questions
are conducted during discussions, activities that demonstrate what they have
learned like solving and group works are administered, portfolios and other
tasks that promote self-assessment. Assessors assess the students through the use
of rubrics.
