THURSDAY, FEBRUARY 26, 2015
Learning Assessment Strategies
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Field Study
EPISODE 4
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My Target
At the end of this activity, you will be skillful 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
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Name of the School Observed: Isabela National High School
School Address: Claravall St., San Vicente, Ilagan, Isabela
Date Visited: February 17, 2015
Grade/Year Level: Grade- 9 (Temperance)
Subject Area: Science(Physics)
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Describe in bullets the performance-based activity you observe.
· Students were given activity entitled “Roll, roll, and away”.
· In this activity the students are tasked to determine the acceleration of a rolling object by recording the time to travel different distances on an inclined plane.
· The students were group into six (6), each consists of five (5) members.
· The teacher makes sure that each member has a part in the activity.
· Student 1 holds the timing device and accurately starts and stops the timing device (cell phone with stopwatch application),
· Student 2 records the time in the table provided in the activity sheet,
· Student 3, 4 and 5 releases the tin can in each position.
· The teacher asked the students to plot in the graph the distance vs time and then distance vs time square.
· And then she also instructed each group to repeat the experiment on different angles of inclination.
· After gathering the data’s, the teacher asked them to write the results on a manila paper before presenting it in front ,on how did they come up with their answers.
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Based on your observation, make a checklist of the important things you wish to consider in your performance-based assessment plan.
.jpg) MY CHECKLIST
ü Objectives should be communicated to the students.
ü Determine what skills and outcomes the assessment will cover including the three (3) domains of learning.
ü The task should be illustrative and that calls for the behavior specified in the outcomes.
ü The task direction should be clearly indicated.
ü Performance expectation should also be communicated to students in terms of the criteria by which the performance will be judge.
ü Know the strength and weaknesses of the students
ü The activity should be well- planned and that the instructional materials should be well-prepared.
ü The time allotment in this activity should also be considered.
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NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN
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Name of the School Observed: Isabela National High School
School Address: Claravall St., San Vicente, Ilagan, Isabela
Date Visited: February 17, 2015
Grade/Year Level: Grade-9 (Temperance)
Subject Area: Science(Physics)
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What are the best features of my process-oriented performance assessment design?
The learning target is suited to the interest of the students. There are specific skills that will be developed. It is collaborative in which each member of the group will participate. Task directions are clearly stated and performance expectations are clearly communicated in terms of the criteria by which the performance will be judge
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What specific conditions are necessary for a successful use of my process-oriented performance assessment design?
Students were group and task to present the outcome of the activity. The students must perform the activity and follow the steps correctly. Each group must fill the table and answer the following questions provided on the activity sheet. Students must cooperate among their group mates. They must write the outcome/results on a manila paper before presenting it in front, on how they came up with their answer.
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What basic points should the user of this design consider?
· Determine the purpose of the assessment
· Identify students’ needs
· Set instructional goals and this should be communicated to the students
· What skills will be develop
· Knowing the strength and weaknesses of the learners
· The materials to be used should be well- planned for the success of this design.
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ANALYSIS
1. Why do teachers need to give attention to the students’ process-oriented tasks? Why do they need to assess them?
In some instances products/outcomes are useless if the process was not attained. There’s a saying that “product is the reflection of the process” which means if the product was successfully made or achieved it means that the process was followed correctly. Teachers should give attention to the students’ process oriented task because it shows us how the students perform a task.
1. In what conditions can the process-oriented performance assessment be used appropriately?
The process –oriented assessment can only be used appropriately if the instructional goals, materials, judging criteria/scoring scheme are well-planned by the teacher. The process – oriented assessment should be based on an observation of behaviors of a task, rather than the quality of the actual completed objects.
My Reflections
Make reflections on your feelings and thoughts about the observations made in this FS.
Teaching is quiet not easy to do, you need to exert full time and effort just to make sure that your students are learning. Using Performance-Based Assessments is not easy as we think. As I observed, the teacher were using a number of techniques to get results. And this results/ information were being used to determine how her students perform inside the classroom. In Performance-Based Assessments, it takes time to plan as well as to carry out the assessment process. But this doesn't matter, what matter is “the students”, on how they will acquire learning to the most and what they feel when they have a lot of opportunities to explore learning. In the Performance-Based Activity that I observe, the teacher facilitates and observes her students on how they will execute and perform the activity. In this activity the teacher told her students to be precise and accurate in following the steps because once they missed even just a single step, it will ruin everything.
In this FS, I have gathered a lot of ideas, techniques/strategies on how best to educate students. I am fortunate because knowing these things will surely help me in my chosen career which is in the field of teaching. One thing more that I learned is that, being a teacher you must give the “whole you” it may be hard but it doesn't matter what’s important is the “students to learn” they should always be given priority if they are enjoying and at the same time if they are acquiring knowledge to the most.
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