EPISODE 5

EPISODE 5

“BUILD ME UP”

ARLENE A. MARIANO	FREDERICO NACINO
BSE-Student	Cooperating Teacher

ISABELA NATIONAL HIGH SCHOOL

Cooperating 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 the School Observed: Isabela National High School School Address: : St. Claravall,Ilagan City, Isabela Date Visited:   March 3, 2015 Grade/Year Level: Grade 9 Patience Subject Area:  TLE

Describe in bullets the product-oriented activity you observe.     v Product-oriented activity is used by the teacher to assess students’ performance or output.     v  It is the output of students’ accomplishment.     v  Students perform their tasks according to the teacher’s instruction.     v  This activity provides the teacher to assess students’ psychomotor skills.     v This is used in formative and summative assessment.     v This engages students themselves to work creatively.     v  Product-oriented activity focuses on the student’s output.

MY PLAN

Learning Objectives:     Ø Students are expected to make a poster which portrays the proper disposal of chemical substances used in agriculture.

General Product-oriented performance Task:     Ø    Creativity in poster making

Target Skills:      Ø     Creativity and self-confidence      Ø     Originality

Learning Activities (Specific tasks):      Ø   Students should prepare all the materials needed in poster making.       Ø   Should draw or create a poster which depicts the proper disposal of chemical substances in agriculture.       Ø Students should pass their output (project) in a given period of time.

Assessment Tasks: The making of the product will be evaluated through the following criteria: CRITERIA Creativity   30% Speed           15% Neatness      25% Originality   30%

Analysis

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

   

v  Yes, because this design is merely based from the result and this result was based from the teacher’s learning objectives which is stated specifically and clearly in behavioral terms.

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

v                              v      Teachers need to give attention to student’s product-oriented tasks to monitor their achievement and assist students by giving specific and necessary instructions for them.

Teachers’ attention is important to be able for the students to do their task properly and       appropriately. They need to assess students’ performance to determine their level of skills in doing their tasks

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

v  Product-oriented performance assessment can be more appropriate in assessing the outcome or the result of students’ accomplishments to determine if there is a need for improvement.

                      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 based it on the learners and the learning objectives for it to be successfully done.

            Authentic assessment under product-oriented performance design is necessary in determining the outcome or the result of students’ accomplishment. In dealing with this kind of assessment, a teacher must be knowledgeable in giving specific and clear directions to attain the desired outcome based from students’ ability, strengths and weaknesses.

            After going through this episode, I learned a vital understanding about using the product-oriented design. A teacher should give more focus and attention to the process which comprises the product or the result.

            There is a need for the teacher to use authentic assessment which can promote more active classroom environment to develop students’ learning skills. A teacher can also help students to accomplish great and desirable things and to build more their capacity engaging themselves in a more creative and active classroom tasks.

PEACE CONCEPT ON FOCUS: EQUITY

In assessment strategies, equity should be considered because learning can be more meaningful for the students who are eager to accomplish the teacher’s learning objectives.

Equity in assessment denotes balance which targets all the domains of learning such as cognitive, affective and psychomotor. At the same time, it also targets the domains of multiple intelligences. Students’ performance will surely be developed much better when there is equity which promotes fairness in individuals’ learning styles and individual differences.

Equity in assessment leads to authenticity which students would attain meaningful learning performances. There is also good interaction between the teacher and the students which they learn from each other and they could find that learning changes one behavior and attitude for the betterment.

FS 5 EPISODE 1-5 PHOTO GALLERY

As we can see on these pictures, Mr.Nacino used traditional materials in conducting his lesson. He used visual aids and chalkboard. He also used the actual multi-tester in able for the students to understand well the topic being discussed by him. Students are listening well to Mr.Nacino and while he is discussing the lesson, students are taking note every important detail.

Mr.Nacino used ORAL RECITATION STRATEGY in assessing his student’s ability and to test their listening skills.

EPISODE 4

EPISODE 4

“WORK ME ON”

ARLENE A. MARIANO	FREDERICO NACINO
BSE-Student	Cooperating Teacher

ISABELA NATIONAL HIGH SCHOOL

Cooperating School

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 School Address: St. Claravall,Ilagan City, Isabela       Date Visited: January 26, 2015 Grade/Year Level: Subject Area: TLE

Describe in bullets the performance-based activity you observe. v  The performance-based I observed requires students to demonstrate a skill. v  Students perform specific tasks through hands-on activities. v  The activity enables learners to show their abilities, skills, attitudes and behaviors. v  This provides students to test their affective, cognitive and psychomotor domains. v  Performance – based activity is used in diagnostic, formative and summative assessment. v  This provides opportunities for learners to work individually or even in a small group to develop their strong relationship. v  This focuses on the process as well as the product.

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

MY CHECKLIST Direction: Check 10 if the performance is excellent 8 if the performance is very good and 6 if the performance is good. “BASIC REFRIGERATION WIRINGS” EXCELLENT (10) VERY GOOD (8) GOOD (6) 1.)     The students were able to follow the diagrams in connecting wirings. 2.)     The students were able to finish the connections within the specified time. 3.)     The students were able to operate the compressor appropriately. 4.)     The students were able to explain the connections in the class.

NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN

Name of the School Observed: Isabela National High School School Address: St. Claravall ,Ilagan City, Isabela Date Visited: January 26,2015 Grade/Year Level: Grade 7- Honesty    Subject Area: TLE

What are the best features of my process-oriented performance assessment design? v  There is organization in my performance assessment design. It is reliable because it is consistent and dependable in itself wherein it measures student’s ability. It intends to measure student’s performance specifically their ability in doing such classroom tasks or projects. v  It emphasizes how to learn and not what to learn. v  It stresses the need for functional or relevant transfer of knowledge. v  It is concerned with the development of one’s intellect.

What specific conditions are necessary for a successful use of my process-oriented performance assessment design? v Process-oriented performance assessment design is useful when there is good collaboration among the students and between the teachers. It is necessary to an agreement between them in order for this design obtain unity and organization. v This is used in skill-oriented subjects

What basic points should the user of this design consider? v The user of this design should be specific and express his/her objectives in a behavioural manner in able for the students not to be confused during the actual performance. v The teacher should set clear objectives for evaluation and give the activity according to the interest and ability of the students

ANALYSIS

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

                        Teachers must give attention to the students tasks in able for them to monitor their             achievement and assist them in doing such activity. By giving their attention, teachers       could develop students’ interests and abilities. On the other hand, teachers need to assess             students I able for them to measure students’ performance, capabilities, their strengths and weaknesses in a particular task.

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

                        Process-oriented performance assessment can be used appropriately in skill-            oriented subjects specifically when the subject uses project method which requires     students to construct individual project relevant to the topic.

Reflection

            Techniques and strategies in teaching are very essential in the classroom setting. The teacher can use a variety of learning assessment to assess students in their abilities to do their tasks but he/she should determine the use of this kind of assessment method and its applicability to make learning very effectively.

I learned from this episode that a teacher should use alternative assessment to develop student’s cognitive, affective and psychomotor learning skills. Using this authentic assessment, a teacher could attain his/her learning objectives and he/she can achieve a desirable outcome during the evaluation. Students can also actively engage themselves in a certain task. They can learn a lot of things and discover things out of the activity being assigned for them.