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.