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Field Study
EPISODE 4
WORK ME ON
Name of FS Student: Vanessa Joy B. Nera
Course: Bachelor
of Secondary Education
Resource Teacher: Mrs.
Irene Alamon
Cooperating School: 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 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
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Name of the School Observed: Isabela National High School
School Address: Claravall St. San Vicente Ilagan Isabela
Date Visited: February
5,2015
Grade/Year Level: Grade VII- Ipil
Subject Area: Polygons(Mathematics)
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Describe in
bullets the performance-based activity you observe.
As I observed
to Grade VII-Ipil Class
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Based on your
observation, make a checklist of the important things you wish to consider in
your performance-based assessment plan.
MY CHECKLIST
Geometrical skills
and abilities
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NOTES ON MY
PROCESS-ORIENTED ASSESSMENT PLAN
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Name of the School Observed: Isabela National High School
School Address: Claravall St. San Vicente Ilagan Isabela
Date Visited: February
,2015
Grade/Year Level: Grade VII- Ipil
Subject Area: Polygons(Mathematics)
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What are the best features of my
process-oriented performance assessment design?
The best features of my
process-oriented performance assessment design effectively evaluate complex
cognitive skills and students’ behavior/ performance.
It has a clear and specific learning
target, competencies that consider the different domains of learning,
it measures the intended to measure and specific set of criteria.
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What specific conditions are
necessary for a successful use of my process-oriented performance assessment
design?
The conditions would be they do the
task individually ,should always have a clear instructions for students to
understand how the task should be done and a fair scoring rubric that will
serve as a guidelines for a accurate, consistent, fair judgment for the task
outcome/product.
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What basic points should the user of
this design consider?
The user of this design should
consider first is the assessment
objective or what to assess, followed by the competencies to be evaluated,
careful planning for the assessment context with which the task effectiveness
depends, specific scoring rubric and its limitation.
In addition we need also to consider
the LEARNERS because the accomplishment of a task is on their hands whether
it is effective on their part or not.
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ANALYSIS
1.
Why do teachers need to give attention
to the students’ process-oriented tasks? Why do they need to assess them?
To monitor the ability and behavior of the students in a given
task. This can be used in actual performance, knowing the behavior of the
learners with regards to their character which is in the form of checklist. The
teachers need to give attention to the students’ Process-oriented task to see
how students perform the given task and if they need assistance or questions
about the given task.
They need to assess their students not only to assess what they
learned or knowledge they acquired but also the behavior of the students
during the assessment.
2.
In what conditions can the
process-oriented performance assessment be used appropriately?
Process Oriented
Performance task is used appropriately by applying what the students learned or
the knowledge they acquired.Clear defined
instruction outcomes (objective)
Assessment is more appropriately if the
conditions are settled enough like the environment and assessment tools used by
the teacher and also the mood of the teacher. And if the interest of students
were attain
Reflection
Make reflections on your feelings and thoughts about the
observations made in this FS.
During my observation in the class to
Grade VII-Ipil Class
The teacher gave a task to her students
through an activity entitled” Sum Interior Angles of a Polygon.
In the activity sheet the instruction or
procedures and materials are specified for students needs to follow properly
the given task.
As the teacher explained what to do the
students start the task given.
Some are distracted because that time
the class environment is not effective and conducive to learners because they
held the discussion in the gymnasium because
The teacher goes around act a
facilitator and assists the learners to help if they do not know to do.
Because they are Grade VII they act like
still elementary.
The students show the eagerness and
enjoyment in doing the task, while the teacher acts as a facilitator and
assists the learners to help if they have question and quires.
I learned that learning environment
takes big role in learning of students that day the classroom because the
athletes for CAVRAA stayed there.
They stayed at gymnasium, the place is
not effective and conducive for learning because it is open field, too noisy
and they are lot of distractions.the teacher tried to cope up with the students and the
surroundings.
The teacher should use different variety
of assessment tools in assessing the students help the teacher to have valuable
information that provides data on how the learners reached the set assessment
objectives/learning competencies.
Performance-based Assessment should be
plan carefully for an accurate, consistent and fair judgement. Should provide
opportunity t all students to demonstrate, applied and perform the task. Should
have a clear instruction for the students follow and understand how the task
should be done.
