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