EPISODE 5: BUILD ME UP

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

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

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 -            The teacher announced their requirement which is to make a portfolio in their subject Trigonometry. -           She then explained the purpose of the tasks. -           After presenting the objectives, she then told the students what they are about to do. -      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.

MY PLAN

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.

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.

Target Skills:              Self-reflection and goal-setting.

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.

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: CRITERIA 5 4 3 2 1   Visual Appeal Organization Content Reflections Promptness in the submission. Description Range of Rating 5 (outstanding) 100% - 94% 4 (very satisfactory) 93 - 87 3 (satisfactory) 86 - 80 2 (fair) 79 - 75 1 (needs improvement) 74 - 60

NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN

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

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.

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.

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.

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.