EPISODE 5

“BUILD ME UP”

Name of FS Student:  Jasmin B. Del Rosario

Course:                            BSE 3A                                                                  

Resource Teacher:      Mrs. Lorna Obedoza

Cooperating School:  Isabela National High 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: Claravall St. San Vicente Ilagan City Date Visited: Grade/Year Level: Grade 8-SPA Aquino Subject Area: Science

Describe in bullets the product-oriented activity you observe. §  The task is done individually §  Before doing the task, the teacher present the criteria on how they will be assessed §  Students are given two hours to do the task §  The teacher showed a sample project of her previous students as their basis

MY PLAN

Learning Objectives: Ø To identify the components of food web Ø To analyze the interrelationship of organisms in food web Ø To create a poster showing their relationship

General Product-oriented performance Task:         Make a poster illustrating the relationship of organisms in food web.

Target Skills:     Drawing and analysis skills

Learning Activities (Specific tasks): §  In a ¼ illustration board, draw a food chain. §  Label the organisms present in the poster. §  Determine which among the organisms are producers and which are consumers. §  Explain the relationship of the organisms

Assessment Tasks: The making of the product will be evaluated through the following criteria:   CATEGORY 4 3 2 1   Originality Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display. One or two of the graphics used on the poster reflect student creativity in their creation and/or display. The graphics are made by the student, but are based on the designs or ideas of others. No graphics made by the student are included.  Required Elements The poster includes all required elements as well as additional information. All required elements are included on the poster. All but 1 of the required elements are included on the poster. Several required elements were missing.  Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness. The poster is attractive in terms of design, layout and neatness. The poster is acceptably attractive though it may be a bit messy. The poster is distractingly messy or very poorly designed. It is not attractive.  Grammar There are no grammatical mistakes on the poster. There is 1 grammatical mistake on the poster. There are 2 grammatical mistakes on the poster. There are more than 2 grammatical mistakes on the poster.  Time Spent Used time well during each class period. Focused on getting the project done. Never distracted others. Used time well during each class period. Usually focused on getting the project done and never distracted others. Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. Did not use class time to focus on the project or often distracted others.

NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN

Name of the School Observed:  Isabela National High School  School Address: Claravall St. San Vicente Ilagan City  Date Visited:  Grade/Year Level: Grade 8-SPA Aquino  Subject Area: Science

What are the best features of my product-oriented performance assessment design?      My product-oriented performance assessment design is detailed. The steps in doing the task are well-presented, as well as the characteristics and behaviour expected from the product. In this way, students will understand what they are required to do. Also, the criteria set identify what really counts in the final output.

What specific conditions are necessary for a successful use of my product-oriented performance assessment design?      For one to successfully use this performance assessment design, the user should remember the length of time they will give the students in doing the task. It must be within the duration of their class hour, so that the teacher can assess if the required competencies are successfully attained.

What basic points should the user of this design consider?      In using this design, the user should consider the degree of authenticity of the task to be assessed. The criteria set in this design must be aligned with the task, to attain validity and reliability of the results.

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

Yes, because the task employed is paralleled in with the objectives. It can be attained by following the leaning activities indicated. Also, the criteria set are also based on the product-oriented                                                      activity.

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

Product-oriented task is an important part of the students’ learning experience which allows them to display or show cast their ability to create, construct or produce something. Teachers need to assess them because it will serve as evidence that students have achieved the competence required of the submitted products.

  

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

Product-oriented performance assessment can be used if the teacher wants to judge the quality of the product itself.

It can be used for long term tasks such as research or investigatory project. It can also be used in assessing output from certain activity conducted in the classroom.

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 conducting this field study 5, I gained insights on what an authentic assessment is, its relevance in the leaning of the students and how it can be used in the class.

Authentic assessment is a form of assessment which refers to the use of assessment methods that simulate true-to-life situations. With the leaning objectives in mind, teachers employ meaningful performance tasks that are similar to what students might encounter in the real world. It demonstrates what the students know in ways that encompass their personal leaning styles and multiple intelligence.

Performance-based assessment are often varying in authenticity, and teachers must give the most authentic task possible, because the more authentic the task is, the more engaging it will be, the more that students learn. By participating in the activity.

Using authentic assessment can sometimes be risky given that some task is a dynamic and on-going process, but I think it will be all worth it specially if you see a great development in your students’ abilities. This is a very effective way of assessing your students’ innate skills and abilities.