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.€