Field study 5:Episode 5

FS:5 Learning Assessment Strategies
Episode 5: Build Me Up

Name: HAROLD A. CABILDO
Course: BSE- 3A
Resource Teacher: Maam Juvy Malana
Cooperating School: Isabela National High School

My Target

     At the end of this activity, you will be skilful in designing product-oriented performance assessment.

My 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

Describe in bullets the product-oriented activity you observe. -the product-based activity was all about to build and manipulate representations of 2-dimensional isosceles triangle into a tree-dimensional figure and perceive an object from different perspectives. -the teacher gave the instructions to students on what they will do. -the students will work individually. -during the activity, the students are busy on their work while the teacher roams around to see students work.

MY PLAN

Learning Objectives: -to build and manipulate representations of two-dimensional isosceles triangle into three-dimensional figure and perceive an object from different  perspectives.

General Product-oriented performance Task: -Build and manipulat representations ofv two-dimensional isosceles triangle into three-dimensional figure.

Target Skills: - Build and manipulate representations of two-dimensional isosceles triangle into three-dimensional figure and perceive an object from different  perspectives. - Analyze properties and relationship of geometric shapes and structures. - Apply and adapt a variety of appropriate strategies to solve problem - Build new mathematical knowledge through problem solving. - Recognize and apply the knowledge in geometry in a real world context.

Learning Activities (Specific tasks): - Drawing of 3 isoscles triangle and a square in drawing paper - Construction of 3-dimensional figure of pyramid. - Compute for the volume,perimeter and area of the formed 3-dimensional pyramid. - Real world application of the activity.

Assessment Tasks: Criteria for rubrics for assesing learning      Drawing of Geometric Figure      Forming 3D Figure                    Measuring and computation                    Problem Solving

NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN

What are the best features of my product-oriented performance assessment design? -The best feature of my process-oriented performance assessment design is the building and manipulation of the representaionsof two-dimensional isosceles triangle into three-dimensional figure and perceive an object from different  perspectives such as top, side, rear and bottom views of figure.

What specific conditions are necessary for a successful use of my product-oriented performance assessment design? - The student must have the basic knowldege on geometry and geometric figures and be able to draw the isosceles traingle based on the specification provided. - The students must be able to solve problems involving real-world application as provided in the activity.

What basic points should the user of this design consider? - What type of geometric figure do you expect after constructing 2 dimensional isosceles triangle into 3-dimensional one? - What do you expect to learn from this activity?

Analysis

1.       Do you think your originally design product-oriented performance assessment can appropriately assess the teacher’s learning objective? Why? Why not?

Yes, because my product-oriented perfromance assessment design focuses on the product or the outcome of the activity which is to build a 3-dimensional figure from a 2-dimensional one. In line with teacher's objectives, the student are expected to create a 3-dimensional figure to enable them correctly

determine its volume, perimeter and area and to see the object in all perspectives, whether it may be the top, rear, front or bottom views.

2.       Why do teachers need to give attention to the students’ product-oriented tasks? Why do they need to assess them?

Because the product of the activity,is the reflection of the studentd understandings to the lesson and one way to gauge that understanding is through the product-oriented assessment, where the teacher measures the output of the students based on the preset criterions.

3.       In what conditions can the product-oriented performance assessment be used more appropriately?

When the product of the activity is more important than the performance of the student in the process of learning.

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 all the observations done in this FS 5, I have learned in this activity is that, it is imperative for a teacher to recognize that the classroom consists of diverse individuals that must be assessed in a neutral way and understand the different alternative assessment.

Field study 5: EPISODE 4

FIELD STUDY 5:

Learning Assessment Strategies

Field Study

EPISODE 4

WORK ME ON

Name of FS Student:                   HAROLD A. CABILDO    Course:                                           BSE 3-A                                                                                 Resource Teacher:                    MAAM JUVY MALANA   Cooperating School:       ISABELA NATIONAL HIGH SCHOOL (INHS)

 

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 (INHS) School Address:  Claravall St. San Vicente, City of Ilagan, Isabela Date Visited:     February 12, 2015 Grade/Year Level:  Grade 7- Molave Subject Area:   Mathematics

Describe in bullets the performance-based activity you observe. -The task is all about the applications of linear and systems of linear equations using the number problems. -The students follow the step/ direction in order to get the correct solution of the problem. -The class are group into 5 groups. -During the activity, they have positive interaction between the teacher and the students. -The activity has clear standard and public criteria.

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

MY CHECKLIST SCORING RUBRICS     CRITERIA                                             PERCENTAGE  COOPERATION                                            15%                                               FOLLOW THE STEP                                                   35% CORRECT SOLUTION                                                 30% PRESENTATION                                           20% TOTAL                                                    100%

NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN

Name of the School Observed: ISABELA NATIONAL HIGH SCHOOL (INHS) School Address:   Claravall st., San Vicente, City of Ilagan, Isabela Date Visited:        February 12 & 26, 2015 Grade/Year Level: Grade 7- Molave Subject Area:     Mathematics

What are the best features of my process-oriented performance assessment design? -          The best features of my process-oriented performance assessment design is where the students participate to each other to finished their tasks to measure behaviour and student growth.

What specific conditions are necessary for a successful use of my process-oriented performance assessment design? Process-oriented performance assessment design must be well prepared.  The Procedures, materials, and criteria needed in the tasks must be communicated to the students. It has also clear standard and public criteria.

What basic points should the user of this design consider? The design considered the 3 domain (cognitive, psychomotor and affective). The design should be applicable to the tasks and  teacher must also  know how their students  engage to the activity for being an effective assessor.

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 the students process-oriented tasks because it is more concerned in the process or procedures used in the tasks that teacher must judged and observed in order to know if the students follow the correct direction/instruction given in the tasks.

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

The process-oriented performance assessment could use appropriately by the ff:

-the materials needed are available

-contains 3 domain (cognitive, psychomotor and affective).

-students know that they are being assessed.

-the assessment context is settled.

-the teacher is in good condition.

Reflection

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

Process-oriented performance based assessment are one way to engage our students in different activities. It should be playful, engaging, self-directed and meaningful. The criteria must be communicated to the students. In Process-oriented tasks it is more concerned to the procedure not the outcome. Being future educator, I used this performance-based assessment not only for myself but most of all to my students to measure their behaviour, student’s growth and development. This performance based assessment emphasis on metacognition and self-evaluation. As assessor also, positive interaction between the assessor and student is important especially during the assessment process

FIELD STUDY 5: Learning Assessment Strategies EPISODE 3 LOG ME

FIELD STUDY 5:

Learning Assessment Strategies

EPISODE 3

Name of FS Student:     ___HAROLD A. CABILDO______________

   Course:                         _                 BSE 3-A____________________  

                                                                           

   Resource Teacher:        _____MAAM JUVY MALANA___________

   Cooperating School:       ISABELA NATIONAL HIGH SCHOOL__(INHS) 

My Target

            At the end of this activity, you will be informed on the principles of authentic assessment and its usefulness in the classroom.

My Task

            Authentic assessment is an alternative way of assessing students’ learning to be able to use it, you must have a deep understanding of it. To help you reach your goal, do the following task:

1.       Visit a classroom and interview the teacher on his/her experiences in using authentic assessment.

2.       Describe how the teacher uses the authentic assessment.

3.       Write a reflective journal on the activity.

My Tools

            For this learning activity, please document the information gathered from the interview with the teacher on authentic assessment. Write your documentation using the activity form provided for you.

MY INTERVIEW NOTES                              Based on what I interviewed to my cooperating teacher,using authentic assessment is one way to develop not only the knowledge but also includes the skills and the behavior of the learner. The teacher say that if we conduct an authentic assessment be sure that is used on 3 domain the knowledge, psychomotor and most especially the affective. When we say authentic assessment is a test that reflect real-life situation.It is on how the learners apply all their learning he/she learned in a given topic.The activity that she used the authentic assessment which is to solve the word problem using linear equation,there are following steps before you arrived to the correct solution and second one is the desired product is a representation of a cubic prism made out of cardboard in  geometry class.                             Working on authentic tasks is a useful, engaging activity in itself; it becomes an "episode of learning" for the student

Analysis

      1.       What is Authentic Assessment?

Authentic assessment captures aspects of students’ knowledge, deep understanding, problem-solving skills, social skills, and attitudes that are used in a real-world, or simulation of a real-world situation.  Authentic assessments set meaningful and engaging tasks, in a rich context, where the learner applies knowledge and skills, and performs the task in a new situation. Authentic tasks help students rehearse for the complex ambiguities of adult and professional life.

2.       How was authentic assessment used? Was it used to measure learning through the product?

The authentic assessment was also used by the teacher to measure students' learning through the products through representation of a cubic prism made out of cardboard in geometry class.

REFLECTION

What are your insights and feelings about the use of authentic assessment? Authentic assessment is a test that reflects real life situation or experiences and it also emphasizes the practical application of tasks in real-world setting. Describe how the teacher used the authentic assessment? Teacher used authentic assessment by asking an open ended question in order to participate  the learner in class discussion that can relate to real life-setting.Teacher also used performance tasks like on how to solve word problem using linear equation and make an essay about the mathematics theme. How did you feel about the teacher’s experience in the use of authentic assessment? I felt interested,actively participate in the class, engage to learn and listen and to do task properly and correctly. What could be the gains of the students and teachers in using authentic assessment? The gains of the student and teachers in using authentic assessment are positive interaction between the assessee and assessor,emphasis on metacognition and self-evaluate and learning that can transfer. Which part of the teacher’s use of authentic assessment do you feel like improving or revising?              The part of the teacher's used of authentic assessment do I feel like improving or revising is the strategy and method she used in teaching especially when she conduct an authentic assessment to the student.