Field Study

EPISODE 4

WORK ME ON

Name of FS Student:     Mary Joy F. Navarro

Course:             Bachelor  of Secondary Education                      

                                                                                   

Resource Teacher: Federico Nacino       

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 St. San Vicente Ilagan City, Isabela Date Visited: February 02, 09, 16 2015 Grade/Year Level: Grade 9 -Patience Subject Area: Electronics

Describe in bullets the performance-based activity you observe. The topic I have observed in this episode is “Identifying Series and Parallel Circuit”. ·        In the activity made by the student they should know the difference between the Series and Parallel Circuit. ·        The teacher gives them different illustrations and they will tell whether it is connected in Series or Parallel Circuit. ·        The teacher will now pick one name of student and he will show one illustration. ·        After the students have answered it, he will now explain or define the meaning of his answer. ·        The student will be graded according to his answer and his explanation.

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

MY CHECKLIST Here are some lists of important things I wish to consider in my performance-based assessment plan: ·        There should be a specific purpose why you are teaching this lesson to your students. ·        You should know you’re learning target in teaching to know what kind of assessment will be used. ·        We should consider the different capabilities and skills of our students. ·        The objective should target the three (3) domains of learning. ·        Instruction and procedures must be clear. ·        Let the student know the criteria you will use.

NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN

Name of the School Observed: Isabela National High School School Address: : Claravall St. San Vicente Ilagan City, Isabela Date Visited: February 02, 09, 16 2015 Grade/Year Level: Grade 9 -Patience Subject Area: Electronics

What are the best features of my process-oriented performance assessment design? These are the best features of my process-oriented performance assessment design: ·         The assessment was used properly. ·         The objective set by the teacher was meet. ·         The instruction was clearly stated. ·         It builds up the student to learn most. ·         The learning was simple and meaningful.

What specific conditions are necessary for a successful use of my process-oriented performance assessment design? These are the conditions necessary for a successful use of my process-oriented performance assessment design: ·         Instruction must be clear and procedures should be followed properly. ·         The teacher must give the guidance needed by the student during and after activity. ·         Each member of the group should cooperate in the activity. ·         The three domains of learning should be considered. ·         The teacher should have scoring rubrics to be identified.

What basic points should the user of this design consider? The basic points the user should consider in this design are: ·         Who will be the learning target of this assessment. ·         The materials and tools should be provided. ·         We should consider the differences of each student in their acquired skills. ·         The teacher should guide the student well by giving clear instructions. ·         The teacher should give attention to the students to be assessed.

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 task to be able to evaluate both the effectiveness of the process or procedure used by the students. We also need to give attention to our students so that we will be able to identify what aspect they are in and what process they have a hard time dealing with. We need to assess our students so that we can measure the ability and skills of our students to perform such task and know whether they have understood the subject matter. We need to assess our students to provide hem opportunity to explore learning, to discover how they acquire learning to the most, and try out different approaches to solve problems, and work independently to determine the relevance of what they are learning in their lives.

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

The process-oriented performance assessment may be used appropriately if learning for the students is playful, recursive and non-linear, engaging, self-directed and provide meaningful experiences. Process-oriented performance assessment may be used appropriately when teachers first determine the purpose why they are teaching this lesson, next is to make your objectives for your learners and define instructional outcomes for the backbone of a good process-oriented performance-based assessment. This can also be used appropriately if the nature of the task and the scoring criteria used to judge the student is in fair manner.

Reflection

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

                        As I observed the class that was assigned to me, I have realize something good about teaching, in assessing our students of course we require them to do something, not simply know it or know how to do it. What’s important is that we should require our students to show what they can do, not simply tell what they know or should do. In the performance made by our students we should know how to appreciate their works, we should know that the emphasis here is on our students ability to use their knowledge and skills to produce their own work. In the other word we should give attention on how our students used such metacognitive strategies or the abilities with which learning reflect upon, evaluate and monitor their own learning process, as a necessary condition for learning and intellectual development. Someday as a future teacher we will also used this kind of assessment but in using it we need to consider things so that we will be able to use this kind of assessment appropriately and effectively.