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.