Monday, March 16, 2015

EPISODE 5: BUILD ME UP


FS 5
LEARNING ASSESSMENT STRATEGIES

EPISODE 5
BUILD ME UP


Name of FS Student:   Donna Mae M. Balao

Course:                                    BSE III-A
                                                                  
Resource Teacher:      Mrs. Yolanda J. Sales

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 School
School Address:Claravall St., San Vicente, Ilagan City
Date Visited: March 12, 2015
Grade/Year Level: Grade 7- Tanguile
Subject Area: Mathematics


Describe in bullets the product-oriented activity you observe.

*      The teacher asked her students to find their partner to do the task.
*      The teacher explains the task which is the tessellation.
*      Then give the materials needed in making the task.
*      Then she said when it will be passed.
*      And give the criteria in judging the task.






















MY PLAN


Learning Objectives:

           




For the end of grading period students should able to enhance their creativity and measuring skill tied to the objective.







General Product-oriented performance Task:

          Given the procedures, students will create a tessellation.





Target Skills:

         Grade 7- Tanguile






Learning Activities (Specific tasks):

The tessellation created by the students must:

*      The combination of the color used was appropriate.
*      Contain at least two or more geometric shapes.
*      Has no gaps and overlaps
*      Measured perfectly.
*      Clean and presentable.
*      Covered in plastic cover.
*      Generate output as a result of group effort.







Assessment Tasks:
The making of the product will be evaluated through the following criteria:


CRITERIA
OUTSTANDING
4
SATISFACTORY
3
DEVELOPING
2
BEGINNING
1
RATING
Explanation of the proposal (20%)
Explanations and presentation of the lay-out is detailed and clear.
Explanations and presentations of lay-out is clear
Explanations and presentations of lay-out is a little difficult to understand but includes critical components.
Explanations and presentations of lay-out is difficult to understand and is missing several components.

Accuracy of computation (30%)
The computations done are accurate and show understanding of the concept of special products and factoring
The computations done are accurate and show a wise use of the concepts of special products and factoring.
The computations done areerrorneous and show some use of the concept of special products and factoring.
The computations done are errorneous and do not show wise use of the concept of special products and factoring.

Utilization of resources (20%)
Resources are efficiently utilized with less than 10% excess.
Resources are fully utilized with less than 10-25% excess.
Resources are utiluzed but a lot of excess.
Resources are not utilized properly.

Appropriateness of the model (30%)
The models are well-crafted and useful for understanding the design proposal. They showcase the desired product and are artistically done.
The models are well-craffted and useful for understanding the design proposal. They showcase the desired product.
The models are less useful in understanding and design proposal.
Themodels re not useful in understanding the design proposal.






Overall rating











NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN


Name of the School Observed: Isabela National School
School Address:Claravall St., San Vicente, Ilagan City
Date Visited: March 12, 2015
Grade/Year Level: Grade 7- Tanguile
Subject Area: Mathematics



What are the best features of my product-oriented performance assessment design?

The best feature of this assessment is it is align in the learning objectives and can able to enhance the ability and skills of the students. In task given by the teacher, she want to enhance the creativity and measuring skills of her students



What specific conditions are necessary for a successful use of my product-oriented performance assessment design?

*      The students can able to find a partner wherein he ir she’s comfortable.
*      The students must follow the instruction in this task.
*      The teacher must inform her students in the scoring scheme.
*      The students must enhance thier skills.
*      The students must met the set competencies.
*      The students must pass the product on time.



What basic points should the user of this design consider?

*      The students as the prime source of the task must involve in making the given task.
*      The set learning objectives must align and achivable.
*      The teacher must give the shoring scheme for the learners’ be aware.
*      The task must enhance the ability, capability and skills of each learne





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 I consult it to my resource teacher ang give me some pieces of advice in creating an assessment plan. Yhe learning objective that i made is appropriate in the lesson of the class that i’m observing



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

The teacher must give attention to the student’s product-oriented assessment because if not, the learning objectives and competencies might commit error in evaluating it. They must assess them because the students might not create a task given. The teacher must guide the students in the task even it is the product will assess alone is because teacher is a second parent and a parent guide her child to do what is right.

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

In Math subject, the product-oriented  assessment can use properly trough giving a task which make them enhance their skills like creativity, measuring skill, etc. Like in this assessment plan, the teacher can able to give a task that which she gave an opportunity to the learners to enhance their creativity and measuring skill.




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.

After answering this field study 5, episode 5 I realized how important to make an assessmant plan and create an appropriate criteria in judging a task and as a future educator it will be set as my guide when i’m in field of teaching. i understand how must a teacher deal with his or her students. I had learned how much importand assessment methods, tools and strategies in learning environment. And in terms of making an assessment plan, the learning objectives must allign in the subject matter and enhance the skills of the students.

Friday, February 27, 2015

episode 4: work on me

FS 5
LEARNING ASSESSMENT STRATEGIES

EPISODE 4
WORK ON ME




Name of FS Student:   Donna Mae M. Balao

Course:                        BSE 3
                                                                            
Resource Teacher:         Mrs. Yolanda J. Sales

Cooperating School:    Isabela National High 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: Claravall Street San Vicente, Ilagan City, Isabela
Date Visited:  February 12, 2015                                 
Grade/Year Level: Grade 7- tanguile
Subject Area: Mathematics

Describe in bullets the performance-based activity you observe.


v  The teacher group the students into five then give a task.
v  The task is to students identify if the given measures can form a triangle.
v  The teacher gives the instruction.
v  The students will measure the straws in given measurement, and then cut it.
v  In this task, the teacher wants to test on how the students work with their group mates and on how the students measure and cut the straws properly.
v  And then the students will identify if it can form a triangle or not.
v  The teacher will grade the students through the cooperation of the member and on how the students perform the task properly.

(My cooperating teacher give this work sheet)

Check “YES” if the given measurement can form a triangle and check “NO” if not.
Measurement
Yes
No
8 cm., 5cm., 4cm.


3cm., 5cm., 9cm.


10cm., 6cm., 3cm.


6cm., 6cm., 9cm.


3cm., 3cm., 6cm.


12cm., 5cm., 2cm.


4cm., 4cm., 7cm.


8cm., 5cm., 3cm.


9cm., 4cm., 2cm.


5cm., 3cm., 11cm.




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


MY CHECKLIST


YES
NO
Have the materials (straws, scissor and ruler).


Measure the straws correctly.


Cut the straws properly.


Can able to identify if it can form a triangle or not.



ASSESSMENT PLAN
Subject Matter: Identifying if the given measurement can form a triangle
Assessment Purpose: for
          To provide feedback that is necessary for interpretation of students’ progress in measuring and cooperating skills.
Target:
          Grade 7- Tanguile
Construct:
          Measuring and cooperating skills
General objective:
          The activity aims to enable the students to progress and enhance their measuring and cooperating skills needed for identifying if the given measurements can form a triangle or not.
Specific objectives:
          Given the list of the measurement of the leg of the triangle, the students will:
v  Cooperate in their group mates.
v  Measure the straws correctly.
v  Cut the straws properly.
v  Try to make a triangle from the measured cut straws.
v  Identify if it can form a triangle or not.
Equipment:
v  Straws
v  Scissor
v  Ruler
v  Ball pen
Students’ instruction:
1. Count 1-5 then go in the perspective groups.
2. Prepare the materials.
3. Measure the straws in the given measurement.
4. Cut the straws.
5. After cutting the straws, try to form a triangle.
6. And then identify if it can form a triangle or not.
Scoring scheme:
Cooperation (30)
·         The members cooperate in their group mates
·         Not creating unnecessary noise
Following the instruction properly (60)
Accuracy (10)
·         Can able to finish the task on time.


NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN

Name of the School Observed: Isabela National High School
School Address: Claravall Street San Vicente, Ilagan City, Isabela
Date Visited:  February 12, 2015                                 
Grade/Year Level: Grade 7- tanguile
Subject Area: Mathematics

What are the best features of my process-oriented performance assessment design?
         
The best feature of my process-oriented performance assessment design is it aligns in the subject matter and in my assessment purpose. It will enhance the measuring skill and cooperating skill of the target.


What specific conditions are necessary for a successful use of my process-oriented performance assessment design?
·         The students must follow the students’ instruction.
·         The students must be aware in the rubric given in the task.
·         The students must be attaining the set competencies.
·         The students must perform the given task.



What basic points should the user of this design consider?

·         Students as the performer of the given task, must everyone involve in this task to make the task possible.
·         The set assessment purposes must be attainable.
·         The students’ instruction must clearly state.
·         The teacher must tell the criteria in judging the task so students will be aware.
·         The assessment purposes must be aligning in the subject matter.
·         The task will enhance the abilities of the target.





ANALYSIS


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

The teacher needs to give attention to the students’ process-oriented tasks because this is a process-oriented and the one that will assess is the performance or the process on how the students do the task, on how they follow the instruction. They must assess because for them to guide in their task.



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

In math, process-oriented performance assessment can used because in math, it deals in enhancing the skills of the target like higher thinking skills in explaining how they arrive in the certain answer, the problem solving skills where the teacher give a problem and ask students to answer it. The teacher will assess on how the students arrive in that answer. And the cooperating skill, group the target and perform the task.




Make reflections on your feelings and thoughts about the observations made in this FS.

In this episode, I learned that process-oriented performance based assessment is important in learning environment, it will assess the process on how the students do the task. In this assessment it will enhance the skills and the abilities of the target. Without process-oriented performance based assessment in classroom, the class will be boring and the teacher can’t able to know better the students since it will assess also the behaviour of the target. The teacher must need to give attention on the behaviour of the students while doing the task. In giving a task it must have a rubric to avoid subjectivity in giving grades. And the students must be aware in the set criteria. This will set as my guideline in the near future.€