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EPISODE 4: Work Me On

Name:

Course:

Resource Teacher:

Cooperating School:

Camille Frances M. Luis

Bachelor of Secondary Education

Mrs. Eliza De Leon

Isabela National High School

MY TARGET

At the end of this activity, you will be skillful 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 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 need to consider in your assessment planning. Use the activity form
provided for you. You may use the 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 School Observed: Isabela National High School


School Address: Claravall St., San Vicente, Ilagan, Isabela
Date of Visit: February 05, 2015
Grade / Year Level: 4 th Year - Ilang-Ilang

Subject Area: Mathematics

Describe bullets in the performance-based activity you observe.

A.

Quiz

The teacher asked her students to prepare for their scheduled test and told
them to keep away everything except their pen, paper and notes for basis.
-

She then wrote four problems on the blackboard.

After writing the problems, she asked them to count from 1-4. Later on, she
instructed them to answer only the number which they'd count on.
The performance-based activity is effective for it prevents them from copying
with their seatmates and gets to work independently.
told.

The teacher roams around and sees to it that they were doing what they're

The activity went well.

B.
-

Discussion Board Work


The teacher discussed about the angles of depression and elevation.

She then gave examples in which open-ended response questions were asked
and the students willingly answer them orally.
After presenting some examples, another set of problems were given. This
time the students will have to work with it on themselves.
The students, who volunteered, showed their solutions on the board and
those students who were not called tries to solve the problem on their seats.
The performance-based activity is quite effective for it kept the students
focused and attentive.
-

The activity went well.

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

MY CHECKLIST

Directions: On a scale of 1-4 (1-very satisfactory; 2, satisfactory, unsatisfactory 3, 4very unsatisfactory), decide how well the performance-based assessment go.

CRITERIA
1
2
3
4
1. The students were able to understand and follow the steps on problem
solving.

2. The students were able to answer open-ended response questions given


orally by the teacher.

3. They were able to discuss it with their seat mates.

4. The students understood the lesson well.

5. They were able to show their solutions on the board.

6. The students were able to work independently.

7. The students show enthusiasm in performing the task.

8. The performance-based assessments kept the students focused and


attentive.

NOTES ON MY ASSESSMENT PROCESS-ORIENTED PLAN

Name of School Observed: Isabela National High School


School Address: Claravall St., San Vicente, Ilagan, Isabela
Date of Visit: February 05, 2015
Grade / Year Level: 4 th Year - Ilang-Ilang
Subject Area: Mathematics

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

The best feature of my process-oriented performance assessment design


effectively evaluates the actual and observable demonstration of essential skills of
the students. It has a clear and appropriate learning targets; It considers all
domains of learning; it measures what it intends to measure, it is fair and reliable to
effectively assess the students' performance.

What specific conditions are necessary for a successful use of my performance


assessment process-oriented design?

Process-oriented performance assessment design should always have


instructions which are appropriately and clearly stated for the students to easily
understand how the task should be performed and a scoring rubric that will serve as
a basis for students to know what is to be judge and guideline to make sure that our
judgments of students' performances are fair, accurate and consistent necessary for
a successful assessment.

What are the basic points should consider user of this product?

The user of this product should consider what to test, carefully plan the
assessment context with which the whole assessment effectiveness depends,
specify scoring rubrics and its limitations.

ANALYSIS

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

Teachers need to give attention to students' process-oriented tasks to see how


well the students perform the given task and how they behave upon doing them.
Process-oriented performance based assessment does not just assess the
knowledge which has been acquired by the students, but it also shows
behaviors.They learning they need to assess them to know what a person
undergoes processes when given a task.

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

Process-oriented performance-based assessments can be used appropriately


through actual performance tasks in which the process and the students behavior
upon performing the activity is assessed and a scoring rubric is used as a standard
for judging the students to evaluate performance.

REFLECTION

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

During my observation in the class of 4 th year Ilang-Ilang under Miss Eliza de


Leon, I noticed that all of the things needed for instruction were present inside the
classroom. Projects and portfolios were well-organized on shelves and the room was
well-ventilated. It is conducive to learning.

Field Study 5's all about Learning Assessment and Strategies. We were
assigned to observe the modes of assessment and the teacher's strategies in
teaching. Their teacher in Trigonometry throws open-ended response questions
during discussion. Some of the students participate and gladly answer the questions

asked by the instructor. After the discussion and presentation of the steps on how to
solve the problem, they spend the remaining time for the board works. Another set
of problems were given and the teacher calls for volunteers to show their solution
on the board. Those who were not called to try to solve the problems on their seats
while some of them tend to do unnecessary things. I think it'd be best to draw from
the list of their names and let them solve the problems on the board instead of
calling the names of those who volunteered. They will be more focused and
attentive if they knew their names will be called any minute. The thrill of being
called will force them to make an effort to listen and take part during assessment.

During quizzes, Ma'am de Leon sees to it that no one copy anyone's work and
that they have to work in. She'll give a set of problem and make them count from 14. All those who counted 1, 2, 3 or 4 will have to answer the problem which
correspond to the number they'd count on. The mode of assessment is quite
effective but their basis (notebooks) should not be opened. The students will have
to practice how to solve the problems without Relying on their notes most of the
time. They have to learn to review and take their subject seriously because they can
not always depend on their copies for the rest of the school year.

I learned that a classroom which is free from distractions and is well-managed


by the teacher-in-charge can create an environment that is conducive to learning. It
promotes focus and interest which can encourage students to perform well inside
the classroom.

The teacher should use a variety of assessment tools in in assessing the


students' helps the teacher to have comparative data that provides valuable
information on how well the students are meeting the learning outcomes. She
examines the students' ability to use their knowledge in applying what they have
learned in Mathematics in a real-world context. Open-response questions are
conducted during discussions, activities that shows what they have learned like
solving and working in groups are administered, compiling of their works throughout
the school year and performing tasks that will help them assess themselves and
their work objectively.

P erformance-based assessments should provide opportunity to all students to


demonstrate achievement , should have a clear and appropriate learning targets
considering all the domains of learning (cognitive, affective and psychomotor), and
should be planned carefully to get fair, reliable and valid results for evaluation of
students' performances .