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.

Episode 3: Log Me

EPISODE 3

LOG ME

Name of FS Student:    Mary Joy . Navarro       Course:                         Bachelor of Secondary Education                                                                                 Resource Teacher:       Mr. Federico Nacino       Cooperating School:      Isabela National High School

 

My Target

            At the end of this activity, you will be informed on the principles of authentic assessment and its usefulness in the classroom.

My Task   

       Authentic assessment is an alternative way of assessing students’ learning to be able to use it, you must have a deep understanding of it. To help you reach your goal, do the following task:

1.       Visit a classroom and interview the teacher on his/her experiences in using authentic assessment.

2.       Describe how the teacher uses the authentic assessment.

3.       Write a reflective journal on the activity.

 My Tools

           

            For this learning activity, please document the information gathered from the interview with the teacher on authentic assessment. Write your documentation using the activity form provided for you.

MY INTERVIEW NOTES                  Authentic assessment is important because this engage the process of learning of the students. In authentic assessment we are preparing our students to use their skills for the future use. In authentic assessment we are checking the performance of each students and the work or project that they have done. Working on authentic tasks is useful, engaging activity in itself; it becomes an “Episode of Learning” for the students. Teaching to such tasks guarantees that we are concentrating on worthwhile skills and strategies. Students are learning and practicing how to apply important knowledge and skills for authentic purposes. The student should not simply recall information, they should apply what they know to new tasks. Performance assessment is a term that is commonly used in place of authentic assessment. Performance assessment requires student to demonstrate their knowledge, skills, and strategies by creating a response or a product.

Analysis

•      What is Authentic Assessment?
  

               Authentic assessment refers to assessment that resembles reading and writing in the real world and in school (Hiebert, Valencia & Afflerbach, 1994; Wiggins, 1993). Authentic assessment values the thinking behind work, the process, as much as the finished products (Pearson & Valencia,1987; Wolf, 1989). In authentic assessment teachers not just want the students to know the content of the disciplines when they finished the lesson, they also want the students able to use the acquired knowledge and skills in the real world. In a simple word authentic assessment emphasizes the practical application of the task in real world setting.

Authenticity is providing realistic activities engaging students to learn something and for the betterment of their understanding. Authentic assessment helps in the production of the learning ability of each student. In my own simple word, authentic assessment is a meaningful learning process.

•            How was authentic assessment used? Was it used to measure learning through the product?
  

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Authentic assessment was used to assess many different kinds of literacy abilities in  context that closely resemble actual situations in which different abilities are used by the  students. In other words, students learn how to apply their skills to authentic tasks and  projects. Authentic assessment focuses on students analytical skills, ability to integrate  what they have learn, creativity, ability to work cooperatively, and written and oral  expression skills. It values the learning process but much in the finished product.  For example, authentic assessment asks students to read real text, to write for authentic  purposes about journals, writing letters, and revising a piece of writing until it works  for the reader. Reflection What are your insights and feelings about the use of authentic assessment? For me the use of authentic assessment is helpful for the students, because I believe in the saying that “experience is the best teacher”. With the help of this assessment strategy the students will be more efficient in doing such thing. Authentic assessment also helps to boost the self-confident of each student to do such activity, it also helps them to know the skills they have and improve it. With the help of authentic assessment the students will be able to understand better the lesson and it helps them also to become a creative thinkers. Describe how the teacher used the authentic assessment? The teacher used authentic assessment by giving students some activities and project that is based on their lesson. The teacher also let the student perform in the class to see if they have learned something. The activities or projects made by the student help them better understand the lesson, and help the teacher know if the student really understand what have been taught to them. With this assessment the student will have opportunity to explore learning, discover how they acquire learning to the most and try out different approaches to solving problems,work independently to determine the relevance of what they are learning in their lives. How did you feel about the teacher’s experience in the use of authentic assessment? . I can say that authentic assessment was quite effective in the learning process of each student. Authentic assessment helps the teacher to make the student better understand the lesson. Authentic assessment contributes a lot in learning, it helps the student be more expressive, and it helps them to know their own capabilities and skills. Authentic assessment also helps the teacher to identify those students who really understand the lesson and not. In simple word authentic assessment is sometimes the basis of the teacher. What could be the gains of the students and teachers in using authentic assessment? In authentic assessment,real life learning from the learners perspective is often playful, recursive and non-linear,engaging, self-directed and meaningful.School learning experiences should prepare learners to be knowledge producers,knowledge users,and socially responsible citizen. And it is assumed that these are enough reason to prove that authenticity is performance-based tasks is of great significance, in learning. Providing realistic context can make problems more engaging for students,and help the teacher evaluatewhether a student who can solve a problem in one context can solve it in another. Hence, it is desirable to increase the authentic of tasks to whatever extent possible.

Which part of the teacher’s use of authentic assessment do you feel like improving or revising? In authentic assessment teachers should not only know the subject matter they are teaching, they also need to understand their students’ individual differences. For me I don’t need to improve or revise how my cooperating teacher used the authentic assessment, because teachers have their own strategies on how to make their students learn, and in the way he teach I can say that his assessment strategy is effective because you can see the improvement in the part of the students. Every teacher has different approach on how to prepare their students for the future, and I will respect their own way of doing it. As a teacher we should provide equal opportunity in our students to explore learning, we should let them discover how they will acquire learning, and we should let them work independently to determine the relevance of what they are learning and improve their hidden skills.