EPISODE 4: Work Me On

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 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 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 need to consider in your assessment planning. Use the activity form provided for you. You may use the 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 School Observed: Isabela National High School School Address: Claravall St., San Vicente, Ilagan, Isabela                                          Date of Visit: February 05, 2015 Grade / Year Level: 4 th Year - Ilang-Ilang Subject Area: Mathematics

Describe bullets in the performance-based activity you observe.     A.      Quiz -        The teacher asked her students to prepare for their scheduled test and told them to keep away everything except their pen, paper and notes for basis. -           She then wrote four problems on the blackboard. -          After writing the problems, she asked them to count from 1-4. Later on, she instructed them to answer only the number which they'd count on. -       The performance-based activity is effective for it prevents them from copying with their seatmates and gets to work independently. -           The teacher roams around and sees to it that they were doing what they're told. -           The activity went well.     B.      Discussion Board Work -           The teacher discussed about the angles of depression and elevation. -      She then gave examples in which open-ended response questions were asked and the students willingly answer them orally. -         After presenting some examples, another set of problems were given. This time the students will have to work with it on themselves. -         The students, who volunteered, showed their solutions on the board and those students who were not called tries to solve the problem on their seats. -     The performance-based activity is quite effective for it kept the students focused and attentive. -           The activity went well.

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

MY CHECKLIST Directions: On a scale of 1-4 (1-very satisfactory; 2, satisfactory, unsatisfactory 3, 4-very unsatisfactory), decide how well the performance-based assessment go. CRITERIA 1 2 3 4       1.   The students were able to understand and follow the steps on problem solving.       2.   The students were able to answer open-ended response questions given orally by the teacher.       3.  They were able to discuss it with their seat mates.       4.  The students understood the lesson well.       5.  They were able to show their solutions on the board.       6.  The students were able to work independently.       7.  The students show enthusiasm in performing the task.       8.  The performance-based assessments kept the students focused and attentive.

NOTES ON MY ASSESSMENT PROCESS-ORIENTED PLAN

Name of School Observed: Isabela National High School School Address:  Claravall St., San Vicente, Ilagan, Isabela                                                      Date of Visit: February 05, 2015 Grade / Year Level: 4 th Year - Ilang-Ilang Subject Area: Mathematics

What are the best features of my performance assessment process-oriented design?         The best feature of my process-oriented performance assessment design effectively evaluates the actual and observable demonstration of essential skills of the students. It has a clear and appropriate learning targets; It considers all domains of learning; it measures what it intends to measure, it is fair and reliable to effectively assess the students' performance.

What specific conditions are necessary for a successful use of my performance assessment process-oriented design?         Process-oriented performance assessment design should always have instructions which are appropriately and clearly stated for the students to easily understand how the task should be performed and a scoring rubric that will serve as a basis for students to know what is to be judge and guideline to make sure that our judgments of students' performances are fair, accurate and consistent necessary for a successful assessment.

What are the basic points should consider user of this product?         The user of this product should consider what to test, carefully plan the assessment context with which the whole assessment effectiveness depends, specify scoring rubrics and its limitations.

ANALYSIS

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

        Teachers need to give attention to students' process-oriented tasks to see how well the students perform the given task and how they behave upon doing them. Process-oriented performance based assessment does not just assess the knowledge which has been acquired by the students, but it also shows behaviors.They learning they need to assess them to know what a person undergoes processes when given a task.

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

        Process-oriented performance-based assessments can be used appropriately through actual performance tasks in which the process and the students behavior upon performing the activity is assessed and a scoring rubric is used as a standard for judging the students to evaluate performance.

REFLECTION

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

        During my observation in the class of 4 ^th year Ilang-Ilang under Miss Eliza de Leon, I noticed that all of the things needed for instruction were present inside the classroom. Projects and portfolios were well-organized on shelves and the room was well-ventilated. It is conducive to learning.

        Field Study 5's all about Learning Assessment and Strategies. We were assigned to observe the modes of assessment and the teacher's strategies in teaching. Their teacher in Trigonometry throws open-ended response questions during discussion. Some of the students participate and gladly answer the questions asked by the instructor. After the discussion and presentation of the steps on how to solve the problem, they spend the remaining time for the board works. Another set of problems were given and the teacher calls for volunteers to show their solution on the board. Those who were not called to try to solve the problems on their seats while some of them tend to do unnecessary things. I think it'd be best to draw from the list of their names and let them solve the problems on the board instead of calling the names of those who volunteered. They will be more focused and attentive if they knew their names will be called any minute. The thrill of being called will force them to make an effort to listen and take part during assessment.

       During quizzes, Ma'am de Leon sees to it that no one copy anyone's work and that they have to work in. She'll give a set of problem and make them count from 1-4. All those who counted 1, 2, 3 or 4 will have to answer the problem which correspond to the number they'd count on. The mode of assessment is quite effective but their basis (notebooks) should not be opened. The students will have to practice how to solve the problems without Relying on their notes most of the time. They have to learn to review and take their subject seriously because they can not always depend on their copies for the rest of the school year.

        I learned that a classroom which is free from distractions and is well-managed by the teacher-in-charge can create an environment that is conducive to learning. It promotes focus and interest which can encourage students to perform well inside the classroom.

       The teacher should use a variety of assessment tools in in assessing the students' helps the teacher to have comparative data that provides valuable information on how well the students are meeting the learning outcomes.  She examines the students' ability to use their knowledge in applying what they have learned in Mathematics in a real-world context. Open-response questions are conducted during discussions, activities that shows what they have learned like solving and working in groups are administered, compiling of their works throughout the school year and performing tasks that will help them assess themselves and their work objectively.

        P erformance-based assessments should provide opportunity to all students to demonstrate achievement , should have a clear and appropriate learning targets considering all the domains of learning (cognitive, affective and psychomotor), and should be planned carefully to get fair, reliable and valid results for evaluation of students' performances .

DOCUMENTATION