Field Study 5 (Learning Assessment Strategies)

Learning Assessment Strategies

 

A Portfolio Presented To: Teacher Education Department Northern Negros State College of Science

 And Technology Old Sagay, Sagay

City Negros Occidental

 

In Partial Fulfillment of the Requirements in FS 5

Second Semester S.Y 2012-2013

 

 

Submitted By:  Ana Lou Muralla, Ether Ofilan, Preslene Palmos, Schwein Mae Tan and Jay Ar Aspero

BSED III-A

 

                                                                 Submitted To: Mrs. Mary Grace Ofqueria

                                                                                    Subject Instructor

 

 

 Acknowledgement

            We just want to express our heartfelt gratitude to those who were so generous with their time and expertise:

            To our Almighty God for the knowledge, strength and wisdom. His guidance leads us to select the most desirable way to success.

            To our parents who provided us their financial support, love, moral values and advices.

            To Mrs. Mary Grace Ofqueria as our mentor for our Field Study 5. We really appreciate your utmost effort in facilitating and checking our errors. Thank you for molding us to be competent and knowledgeable Learning Assessment Strategies. We are so grateful to have you as our mentor and we feel so blessed.

            To Mrs. Maria Gargar for your cooperation and to your students who also gave their cooperation. We wish we could express our appreciation to them for their warm hospitality.

            Our classmates and friends who shared their brilliant ideas—-

            The expertise in this portfolio belongs to those listed above. Any errors are ours.

 

My Assessment List

Episode 1

 

Names of FS Students:  Ana Lou Muralla,  Ether Ofilan, Preslene Palmos,

Schwein Mae Tan and  Jay Ar Aspero

Course, Year & Section: BSEd III-A

Resource Teacher: Mrs. Maria Gargar

School: Sagay National High School

Target

            At the end of this activity, we will be keen at identifying and naming different assessment methods used in the classroom.

 

Tools

Name of the School Observed:  Sagay National High School

School Address: National Highway, Pob. 2, Sagay City, Negros Occidental

Date of Visit: January 17, 2013

Grade/Year Level: Fourth Year

Subject Area: Physics

 

Assessment Tools

Description

(Bulleted description of how the assessment method is used relative to subject matter, levels of learning behavior, length, etc.)

  1. 1.      Paper and Pencil Test

(Completion type)

 

Preslene S. Palmos

  • A traditional type of test, used to assess students understanding and how they will analyze and synthesize information. Through this assessment, students learn how to express or communicate their ideas and gained knowledge about the certain lesson in a writing manner.
  1. 2.      Paper and Pencil Test

(Completion Type)

 

Ether Ofilan

 

  • It was used to measure the understanding of students based on the situation given.
  • It was used as a short quiz to improve learning outcomes with regards to subject matter.
  • The results of the test will be used as a basis or standard for revision of instruction.
  1. 3.       (Problem Solving)

 

Schwien Mae Tan

  • It was used to determine students’ ability to solve problems related to real-life situation.
  • It was appropriate with the levels of learning of the students in a sense that it was used to develop and improve their logical and mathematical skills
  1. 4.      Problem Solving

 

 

Ana Lou Muralla

  • It was used as an assessment in order to have an idea what students know about a process to solve data regarding problem solving.
  • It is used in the discussion related to the subject matter which denotes the students to think critically and extent solutions to perform the task fully.
  1. 5.      Problem Solving

 

Jay Ar B. Aspero

  • Students are required to make a series of calculations.
  • It was used to apply their knowledge learned form a certain topic.
  • It was used in order for students to have a better understanding about the topic by analyzing the given problem.

 

 

 

 

 

 

Assessment Tools Classification Sheets

Name of the School Observed:  Sagay National High School

School Address: National Highway, Pob. 2, Sagay City, Negros Occidental

Date of Visit: January 17, 2013

Grade/Year Level: Fourth Year

Subject Area: Physics

Conventional Types

Description of How the Assessment Method was Used

  1. 1.      Paper and Pencil Test

(Completion type)

 

Preslene Palmos

           A traditional type of test, used to assess students understanding and how they will analyze and synthesize information. Through this assessment, students learn how to express or communicate their ideas and gained knowledge about the certain lesson in a writing manner.

  1. 2.      Paper and Pencil Test

(Completion type)

 

Ether Ofilan

             It is a form of traditional assessment that measures student’s ability in selecting and analyzing questions. It uses material that includes paper and pencil where there is a corresponding choice with only one corrects answer. It is an effective tool because it will help students how to analyze carefully the question by giving them corresponding choices and they will select the best answer. With these assessments, students will measure their mental abilities or how they understand and retain their previous lesson.

 

 

 

 

Authentic or Alternative Types

 

Description of How the Assessment Method was Used

  1. 1.      Process-Orinted Performance Assessment (Problem Solving)

 

Schwien Mae Tan

          It was used to determine students ability to solve problems related to real-life situation.

          It was appropriate with the levels of learning of the students in a sense that it was used to develop and improve their logical and mathematical

  1. 2.      Problem Solving

 

 

Ana Lou Muralla

           In this form of assessments the students think critically what should be the answer to a specific problem. With this students find solutions that will give way to motivate himself to finish the task, it can also develop his/her personality to explore that will help him nourish the skills in problem solving.

       3. Problem Solving

 

 

Jay Ar Aspero

           The students are engaged in series of higher order thinking skills to solve problems. It helps students develop and explore the problem, extend solutions, process and develop self reflection. The problem solving was used to challenge the students to think and it motivates the students to finish the task.

 

 

 Group Anlysis

 

Was there a variety of assessment methods used by the teacher? How relevant was/were the assessment method/s used?

                        There is a variety of assessment method used by the teacher because of the different kinds of assessment method so there are differences among the assessment methods with regards to their application to the students.

                        The assessment method use like interview and a paper and pencil test were relevant to the subject matter through their application. Every assessment method has its unique and specific purpose and focus upon the learning skills of students. They are also relevant to the learning objectives through ways of measuring or evaluating the students understanding. Through assessment method the learning objectives will be determined if it is accomplish or not in order for the teacher to have a basis or standards to the revision of the instruction. The point is the assessment method must be appropriate to the subject matter and to the learning objectives in order to have effectiveness in assessing the students.

Do you think the expected students’ learning behaviors indicated in the objectives were properly and appropriately assessed through those assessment methods?

                        The appropriateness of assessment method means that the purpose of assessment must match with the learning objectives being measured, it simply means that they are anchored to each other. Without this assessment method the learning behaviors that are indicated in the objectives will not be tested whether it is accomplished or not. In our point of view the expected students’ learning behaviors indicated in the objectives were properly and appropriately assessed through those assessment methods.

 

               

 Group Reflection

Write your group reflection of thoughts and feelings about the importance in the use of appropriate assessment methods in the classroom, including what students and teachers can gain from appropriate assessment tools.

 

                        The appropriateness of assessment method is highly needed inside the classroom so as to find out what students know, what they can do, how students go about the task of doing their work and how they feel about their work. Both teachers and students can benefit upon their appropriateness of assessment method by assessing themselves that will provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.

                        We believe when these assessment methods will be utilized effectively, future teachers like us will have a basis or standards for the students’ ability that will enable us to act more appropriately and effectively promote learning.

 

 

 

 

Episode 2

My Atm Card 

(Available Test & Measures)

 

Names of FS Students: Ana Lou Muralla,  Ether Ofilan, Preslene Palmos,

Schwein Mae Tan and  Jay Ar Aspero

Course, Year & Section: BSEd III-A

Resource Teacher: Mrs. Maria Gargar

School: Sagay National High School

Target

            At the end of this activity, we will be adept in designing, using and interpreting results of objective test.

 

 

Initial Notes

Name of the School Observed: Sagay National High School

School Address: National Highway, Pob 2, Sagay City         Date of Visit: January 17, 2013

Year Level: Fourth Year                                                         Subject Area: Science

Subject Matter: Centrifugal Effect                                                     

Teacher’s Learning Objective:

                                                 To describe the centrifugal effect.

Desired Condition and Criterion Level of the Learning Objectives:

            The purpose of this learning objective is to determine the behavioral attitude of the students when it comes to understanding the subject matter. Motivation to learn a particular lesson in order for the enhancement of learning. The learning objective should be based on the topic and student level of understanding is determined by assessment. In that way, I can be able to measure students learning whether they truly understand the topic or not. When assessing them, make sure that a certain activity is always suited to the learning objective and subject matter. This will help them improve their learning skills that drive them to contextualize their learning into a real life experience.

Other Notes:

            Based on my observation I learned that, when making learning objective I should always put in mind that the assessment should be linked in the learning objectives. In that way, I can make judgment that my student understand the lesson presented. In designing learning objective, preciseness is important because it will help the student perform the task effectively.

 

Prepared by: Ether Ofilan  

 

Name of the School Observed: Sagay National High School

School Address: National Highway, Pob 2, Sagay City        Date of Visit: January  24, 2013

Year Level: Fourth Year                                                         Subject Area: Science

Subject Matter: Centripetal effect

Teacher’s Learning Objective:

                                                To describe the centripetal effect.

Desired Condition and Criterion Level of the Learning Objectives:

                         Classroom activities occur every day and these activities cannot be done without the formulation of objectives, it’s the very first thing a teacher must do, this learning objectives will be their basis in their one day activity. This learning objectives must be with accordance to the subject matter, must be consistent on the certain topic, must apply the necessary application a student should gain, and it must be observable to the learners.

Other Notes:

                        These conditions must be observed in making learning objective. Making learning objective is not just a thing or a written report; it is a procedure that is necessary to develop proper learning process. Making proper learning objective come up high quality assessment, where in you can immediately find the appropriate and consistent assessment tool to reflect your learning objectives. Through the use of learning objectives you can derive such criteria’s and standards to be reach by the students and also you as a teacher on your current day activity.

 

Prepared by: Preslene S. Palmos                    

 

Name of the School Observed: Sagay National High School

School Address: National Highway, Pob 2, Sagay City        Date of Visit: January 18, 2013

Year Level: Fourth Year                                                         Subject Area: Science

Subject Matter: Ohm’s Law

Teacher’s Learning Objective:

                                  Determine the interrelationship among current, voltage and its resistance.

 

Desired Condition and Criterion Level of the Learning Objectives:

            The purpose of learning objectives is to assist teachers in identifying the focus of instruction and assessment. Learning objectives are important in designing a task or activities that students ought to learn or perform connected to real-life situation. In that way, teacher can measure student’s performance by constructing an objective through clear and established behavioral terms which could be measurable.

 

Other Notes:

            Teachers should formulate learning objectives in order to have a basis to be followed when discussing a lesson. Learning objectives are important when it comes in designing an instruction and direction for the assessment to be tested. Learning objectives are the basis if the students meet the required criteria in order to gain higher grade.

 

Prepared by: Schwien Mae Tan         

 

           

Name of the School Observed: Sagay National High School

School Address: National Highway, Pob 2, Sagay City        Date of Visit: January 28, 2013

Year Level: Fourth Year                                                         Subject Area: Science

Subject Matter: Series Circuit

Teacher’s Learning Objective:

                                                  Apply Ohm’s Law in series circuit.

Desired Condition and Criterion Level of the Learning Objectives:

            The learning objectives is important to teachers because the purpose of it to assist them to identify the focus of their subject matter and assessment. For a teacher it is not necessary to teach directly the lesson to the students without formulation of learning objectives in a way that it can cause cramming to a teacher. She must have a guide so that she can manage well the discussion and the flow of the learning objectives is easily to catch up and it must be stated in behavioral term so that it can be measured.

 

Other Notes:

            When formulating a learning a learning objective as teachers we must bear in mind that the learning objectives must be congruent to the skills and content so that it could be observed through the behavior of the learning if he/she is learning or not. With this we can achieve a high quality assessment.

 

 

Prepares by: Analou Muralla              

 

 

Name of the School Observed: Sagay National High School

School Address: National Highway, Pob 2, Sagay City        Date of Visit: January 29, 2013

Year Level: Fourth Year                                                         Subject Area: Science

Subject Matter: Parallel Circuit\

Teacher’s Learning Objective:

                                                  Apply Ohm’s Law in parallel circuit

Desired Condition and Criterion Level of the Learning Objectives:

            The purpose of learning objective is to assist the teacher in identifying the focus of the subject matter and assessment. It is not possible for a teacher to teach without a formulated learning objective because it can jeopardize the learning intended for the students. The learning objectives must consist of essential skills and concepts that students need to master during the learning process and it must be stated in behavioral terms so that it can be measured.

 

Other Notes:

            The learning objectives must involve knowledge, reasoning, skills, products and affects that are needed to be stated in behavioral terms which denote something that can be observed through the behavior of the students. As much as possible the learning objectives must be specific, measurable, attainable, and relevant and time bounded in order to achieve a high quality assessment that is precise, accurate and dependable.

 

Prepared by: Jay Ar B. Aspero          

 

 Group Analysis

                Do you think the teacher’s learning objective was appropriately assessed by your test items? Why? / Why not?

                        The teacher’s learning objectives were appropriately assessed by our test items because there was a congruency between the learning objectives and assessment tool that we used. We follow the guidelines and tips in constructing test items in order to have a good result and this good result indicates that the learning objectives were achieved. In constructing test items we follow the principles of high quality assessment in order for our test items to have a validity, reliability, fairness, practicality and efficiency.

            Why did you have to study the teacher’s learning objectives prior to developing an assessment tool?

                        Studying the teacher’s learning objective prior to develop an assessment tool is a must in order to have relevance. The assessment tool to be used must always be consistent to the learning objectives because they are always related to each other in terms of improving the learning outcomes. The objectives in the assessment must be stated in behavioral terms which can be observed on the behavior students in order for the objectives to be measurable. Through the use of assessment tool we can determine if the learning objectives are achieved or not and we can have a basis or standards for the revision of the instruction if the learning objectives are not achieved.

 

 Group Refelction

            Assessment is a way to evaluate the understanding and learning of students. The assessment to be used must be fair, appropriate, valid and reliable in order to have a high quality assessment.

            The coverage of the test must be already taught so as to have fairness in assessment. It makes student capable of passing the test because everything on the test are already learned and the checking of the test must have a criteria especially if it is an authentic test to give the students ideas on how to improve the learning on the next time around and there is reflection and metacognition because of the criteria.

            The appropriateness of assessment tool with regards to the learning objectives will bring relevance and good learning outcomes. The validity of assessment tool talks about the purpose of the test. To improve the learning outcome is always the purpose of the assessments. The content of the test determines whether the number of items is adequate regarding the result of the test to give basis for the decision-making. The adequacy of the items to be included in the test can be reviewed based on the learning targets that are intended to be included in the test. There must be a table of specification so that we are guided in making the number of items adequate.

            A reliable test would show similar performance at different times and different conditions. Just like for example: the same set of the test questions are given to two different sections at different time and if the result of the test are almost the same then that’s the time that we can say test is consistent or reliable.

            We fully understand that we must be skillful in designing a test and interpreting results of objective test so as to achieve a high quality assessment

 

 

Episode 3

 Log Me

Names of FS Students: Ana Lou Muralla, Ether Ofilan, Preslene Palmos,

Schwein Mae Tan and Jay Ar Aspero

Course, Year & Section: BSEd III-A

Resource Teacher: Mrs. Maria Gargar

School: Sagay National High School

Target

            At the end of this activity, we well informed on the principles of authentic assessment and its usefulness in the classrooms.

 

 Tools

 

Searched Article By: Analou Muralla

Date Retrieve: February 18, 2013

The Ethical & Moral Dilemmas of Classroom Assessments

Classroom assessments assess student skill and direct further instruction.

The main purposes of classroom assessments are to assess the degree to which students have grasped material and to provide feedback to teachers to guide further instruction. Classroom assessments involve several moral and ethical dilemmas concerning assessment validity, classroom equity and the degree to which high-stakes assessments should impact a student’s education opportunities and progress. As more and more states develop mandated standardized assessments, teachers are under more pressure to evaluate the ethical dilemmas in classroom assessments.

Other People Are Reading

  1. History
  • Though moral and ethical dilemmas in classroom assessments have been present since the foundations of public schools, public concern of ethical conflicts in assessment wasn’t widespread until the Civil Rights movement in the 1960s. Discussions of education equity largely focused on equal access to educational resources, but concerns about cultural biases within assessment were also including in the dialogue of desegregated education. In 1974, the Buckley Amendment was passed, which prohibited the disclosure of a student’s academic records to outside institutions; some scholars felt that limiting access to assessments of student achievement decreased the validity of assessments and reduced academic competitiveness. The more recent passage of the No Child Left Behind Act of 2001 reignited the debate between the value of summative and formative assessments as well as called into question the ethical conflicts associated with high-stakes standardized testing.

Significance

  • Assessments are a valuable tool in education and learning. Assessments serve two significant functions. The primary significance of classroom assessments is to assess a student’s level of achievement in regard to a particular subject or topic. The second function of classroom assessments is to provide instructors with feedback about the effectiveness of their teaching. Because the significance of assessments is so high, ethical dilemmas concerning assessment can have a serious impact on the quality of education a student receives. If an assessment is deemed invalid or unreliable, then it cannot be used to determine student success or develop further instruction. Discussing the ethical conflicts of classroom assessments ensures that assessments continue to serve as a valid means of providing performance feedback to students and teachers alike.
  • There are several types of ethical dilemmas associated with classroom assessments. The most frequent dilemma concerns the role and value of high-stakes tests and assessments. The No Child Left Behind Act mandates that standardized high-stakes exams be given to students at regular intervals; the tests are used to evaluate the overall performance of a school system. Opponents believe that using a single measuring instrument to evaluate schools is unethical, especially because the results of such tests are used to determine future funding to school districts. Teachers must balance preparing students for the exam while including additional forms of formative assessments in classrooms.

Another concern of classroom assessments is the need to provide quantitative data for statistical purposes despite the fact that many assessments are qualitative in nature. Modern education research largely endorses qualitative or holistic assessments that provide clear, written feedback to students about performance; school districts and local governments, however, require schools to report quantified data that does not always paint a clear picture of student achievement.

A major ethical dilemma of classroom assessments is the distinction between standards-based assessments and growth-based assessments. Most districts require standards-based assessments in which all students are assessed on their ability to achieve specific learning benchmarks. However, teachers often believe that students should instead be assessed based on their growth from the beginning of a lesson to the end, regardless of whether the student achieved the specific benchmark or not. Because all students begin at different levels of ability, some scholars believe it is not equitable to require all students to achieve the same level of skill at the end of the year.

Effects

  • Ethical conflicts about assessments can have a serious impact on the quality of education in a school district. Unanswered ethical conflicts about cultural biases or language inequities result in lower grades for non-native English speakers or immigrants. Teachers report feeling pressure to teach to a high-stakes test rather than teaching topics that may be relevant to specific student groups; the result is a manufactured education experience for students and a limited scope of potential teaching material for teachers. Discussion about ethical dilemmas has, however, lead to more scrutiny of test materials in the search for an equitable assessment that holds districts accountable while allowing all students equal access to opportunities for demonstrating knowledge.

 

 

 

The Ethical and Moral Dilemmas of Classroom Assessment

 

  1. History
  2. Significance
    1. The Primary Significance
    2. The secondary Significance
  3. Types of major Dilemmas
    1. Standard Based Assessments
    2. Growth Based Assessments
  4. Effects
  5. Solutions

 

 

Prepared by:    Analou Muralla

 

 

 

 

 

 

 

What were your personal strategies in choosing relevant articles to read?

            My personal strategies in choosing relevant articles to read is that I search some site related to the new trend in assessment, with this I found my article. With this new trend in assessment method it presented a valuable tool to be used in education and learning. It also provides feedback to teaching and for the students.

What are your insights and feelings about the new trends in classroom assessment?

            With this new trend I found out some problem with regards to assessment in the classroom and its application. As a student I feel overwhelmed and also happy for the reason that it can greatly help us with our assessment and it provide us more information on how assessment could be apply simply and accordingly in the classroom.

What is your most meaningful learning from this activity?

            My most meaningful learning in this activity is that assessment is used to assess the degree to which students have grasped materials in which is provide feedback to teachers to guide further instruction. Discussing assessments also serves as a valid means of providing performance to students and teachers. Classroom assessment gives also an essence on how to address ethical conflicts assessment about cultural biases or language inequalities.

 

Prepared by:    Analou Muralla

 

 

Searched Article By: Ether Ofilan

Date Retrieved: February 15, 2013

Performance assessment is a viable alternative to norm-referenced tests. Teachers can use performance assessment to obtain a much richer and more complete picture of what students know and are able to do.

DEFINING PERFORMANCE ASSESSMENT

Defined by the U.S. Congress, Office of Technology Assessment (OTA) (1992), as “testing methods that require students to create an answer or product that demonstrates their knowledge and skills,” performance assessment can take many forms including:

*Conducting experiments.

*Writing extended essays.

*Doing mathematical computations.

Performance assessment is best understood as a continuum of assessment formats ranging from the simplest student-constructed responses to comprehensive demonstrations or collections of work over time. Whatever format, common features of performance assessment involve:

1. Students’ construction rather than selection of a response.

2. Direct observation of student behavior on tasks resembling those commonly required for functioning in the world outside school.

3. Illumination of students’ learning and thinking processes along with their answers (OTA, 1992).

Performance assessments measure what is taught in the curriculum. There are two terms that are core to depicting performance assessment:

1. Performance: A student’s active generation of a response that is observable either directly or indirectly via a permanent product.

2. Authentic: The nature of the task and context in which the assessment occurs is relevant and represents “real world” problems or issues.

HOW DO YOU ADDRESS VALIDITY IN PERFORMANCE ASSESSMENTS?

The validity of an assessment depends on the degree to which the interpretations and uses of assessment results are supported by empirical evidence and logical analysis.

According to Baker and her associates (1993), there are five internal characteristics that valid performance assessments should exhibit:

1. Have meaning for students and teachers and motivate high performance.

2. Require the demonstration of complex cognition, applicable to important problem areas.

3. Exemplify current standards of content or subject matter quality.

4. Minimize the effects of ancillary skills that are irrelevant to the focus of assessment.

5. Possess explicit standards for rating or judgment.

When considering the validity of a performance test, it is important to first consider how the test or instrument “behaves” given the content covered. Questions should be asked such as:

*Can the measure predict future performances?

*Does the assessment adequately cover the content domain?

It is also important to review the intended effects of using the assessment instrument. Questions about the use of a test typically focus on the test’s ability to reliably differentiate individuals into groups and guide the methods teachers use to teach the subject matter covered by the test. A word of caution: Unintended uses of assessments can have precarious effects. To prevent the misuse of assessments, the following questions should be considered:

*Does use of the instrument result in discriminatory practices against various groups of individuals?

*Is it used to evaluate others (e.g., parents or teachers) who are not directly assessed the test?

PROVIDING EVIDENCE FOR THE RELIABILITY AND VALIDITY OF PERFORMANCE ASSESSMENT The technical qualities and scoring procedures of performance assessments must meet high standards for reliability and validity. To ensure that sufficient evidence exists for a measure, the following four issues should be addressed:

1. Assessment as a Curriculum Event. Externally mandated assessments that bear little, if any, resemblance to subject area domain and pedagogy cannot provide a valid or reliable indication of what a student knows and is able to do. The assessment should reflect what is taught and how it is taught. Making an assessment a curriculum event means reconceptualizing it as a series of theoretically and practically coherent learning activities that are structured in such a way that they lead to a single predetermined end. When planning for assessment as a curriculum event, the following factors should be considered:

2. Task Content Alignment with Curriculum. Content alignment between what is tested and what is taught is essential. What is taught should be linked to valued outcomes for students in the district.

3. Scoring and Subsequent Communications with Consumers. In large scale assessment systems, the scoring and interpretation of performance assessment instruments is akin to a criterion-referenced approach to testing. A student’s performance is evaluated by a trained rater who compares the student’s responses to multitrait descriptions of performances and then gives the student a single number corresponding to the description that best characterizes the performance. Students are compared directly to scoring criteria and only indirectly to each other. In the classroom, every student needs feedback when the purpose of performance assessment is diagnosis and monitoring of student progress. Students can be shown how to assess their own performances when:

 

 

 

 

 

 

 

 

Performance assessment is a Viable Alternative to Norm-Referenced Test

  1. Defining Performance Assessment
    1. Conducting Experiments
    2. Writing Extended Essays
    3. Doing Mathematical Computation
  2. Features of Performance Assessment (OTA, 1942)
    1. Students construction Rather that Selection of a Response
    2. Direct Observation of Students Behavior on Task
    3. Illuminating of Students Learning and Thinking Processes.
  3. Creating Meaningful Performance Assessment
    1. Internal Characteristics of Verbal Performance
      1. Have meaning for students and teachers and motivate high performance
      2. Require the demonstration of complex cognition, applications to important problem areas
      3. Exemplify current standards of content
      4. Minimize the effects of ancillary skills that are irrelevant to the focus of assessment
      5. Possess explicit standards for rating judgment
  4. Providing Evidence for the Reliability and Validity of Performance Assessment
    1. Assessment as a Curriculum Event
      1. The content of the instrument
      2. The length of activities required to complete the assessment
      3. The type of activities required to complete the assessment
      4. The number of items in the assessment instrument
      5. The scoring rubric
    2. Task Content Alignment with Curriculum
    3. Scoring and Subsequent Communication with Consumers
    4. Linking and Comparing Results Over Time
      1. Statistical moderation
      2. Social moderation

 

 

Prepared by:    Ether Ofilan

 

 

 

 

What were your personal strategies in choosing relevant articles to read?

            It is necessary for us a future teacher to become aware of the new trends of assessment in the classroom because It will help us not only with our own creativeness of making meaningful assessment but the benefits for students, showing their different learning skills. Teacher can make rubrics as their criteria in assessing authentic task. Through this, they can make an evaluation on how students made the task.

 

 

 

What are your insights and feeling about the new trends in classroom assessment?

            The new trends in classroom assessment will help to perceive a better learning outcome. In that way, students will become motivated in developing their skills and abilities. One good thing about this authentic assessment is that, Multiple Intelligences will be developed and enhanced because it does not focus on the cognitive development of the student rather demonstrates learning. I have learned that creating meaningful performance of assessment is necessary and essential to achieve and to obtain a much richer and more complete image of what students know and are able to do.

 

What is your most meaningful learning from this activity?

            With this activity I have learned that, a great and effective teacher can provide anything for the sake of students learning. With this article I have learned more that what I’ve learned before, making an assessment that covers the cognitive development will not fit in various types of leaning and abilities of individual learner. If we try to change the system of assessment, Authentic based assessment will be the best way of acquiring the multiple intelligences of the learner by providing such criteria as an instrument to gather the evaluation for making grades and scores. In that way, students encourage themselves to do their unique abilities and skills that will arose their interests.

 

 

Prepared by:    Ether Ofilan

 

Searched Article By: Preslene S. Palmos

Date Retrieve: March 25, 2013

Ethical Issues Regarding Classroom Assessments

By Erick Kristian, eHow Contributor

Classroom assessments can place pressure on students and teachers to perform.

Classroom assessments are done to determine how well students have assimilated the course material. Classroom assessments can be local, statewide or national. The results of the assessment could have bearing on funding for the school and the teacher’s career. Classroom assessments can take many forms but the most common is a standardized test.

Other People Are Reading

  1. Socioeconomic Factors

Students vary greatly in many respects. Students who come from poor socioeconomic circumstances may have different priorities from those from more privileged backgrounds. In economically depressed areas, the priorities of the students may not favor such tests. For example, students who are abused at home and struggle to find food may not care about their education at all. The teacher’s primary concern may be to simply teach basic skills, even though the students should technically be at a higher level.

Cultural Bias

Classroom assessments have been criticized for being culturally biased. Students from foreign countries or non-American families may be at a severe disadvantage. If English is not the student’s first language she is even more disadvantaged. The test may be designed for all students but all students are not the same.

Impact

The classroom assessment may have an impact on the amount of funding the school receives and also reflect on teachers unfairly. Teachers who are teaching with limited resources in overcrowded classrooms are at a significant disadvantage. The test may not address the real educational needs of a particular classroom.

Preparation

Some schools dedicate a disproportionate amount of time to preparing for the test in order to have students perform well. The educators may want to make their school look good so they teach the test and not the material. Students learn how to successfully pass the test but may not come away with any significant understanding.

 

My freshman-year introductory psychology course was designed like most courses one finds not just at the college level, but from middle school onward. The main means of teaching was lecture, and the main assessment of performance was a set of tests that measured our recall and basic understanding of the facts taught in the course. I got a C. My professor commented to me, “There is a famous Sternberg in psychology, and it looks like there won’t be another one.” I got discouraged, left psychology, and came back only when I was failing my introductory course for math majors and decided a C was better than an F.

Thirty-five years later, I became president of the American Psychological Association, which, with a membership of 155,000, is the largest professional organization of psychologists in the world. In some ways, it is the best position one can get in the field of psychology. I cracked to my predecessor that it was ironic that I, who had gotten a C in my introductory course, was now president of the association. He looked me straight in the eye and admitted that he, too, had gotten a C.

This vignette points out in microcosm what may be wrong with the assessments to which we, as a society, have committed ourselves. As a teacher or administrator, how many times have you had to take a multiple-choice or fill-in-the-blank test except perhaps, when you needed to show that you were supposedly qualified for your job? When I look at the skills and concepts I have needed to succeed in my own field, I find a number that are crucial: creativity, common sense, wisdom, ethics, dedication, honesty, teamwork, hard work, knowing how to win and how to lose, a sense of fair play, and lifelong learning. But memorizing books is certainly not one of them.

One can argue, with justification, that one cannot think without content to think with and about. This is indisputable. But when we teach only for facts, rather than for how to go beyond facts, we teach students how to get out of date. For example, the facts that I learned in my introductory psychology course matter little today. An introductory text today contains almost entirely different facts. I know: I am the author of one of those textbooks (Sternberg, 2004). Other fields, such as the hard sciences, political science, economics, and so forth, change at least as rapidly. Even the humanities change: A set of classic works remains, but the interpretations—and even what constitutes such interpretations—change.

So what should we assess? We should assess what students need to become active and engaged citizens of the world in which they will live—in a sense, what it takes to be “expert” citizens. Oddly enough, a lot of models can prepare students for the roles they will play in their world. Traditional schooling just does not happen to be one of them. We should also assess in ways that can help students develop the skills they need for success in school and life.

Consider students on an athletic team. They learn declarative knowledge about the sport. But learning the rules of the game will no more help them in playing the game than memorizing a book of rules on driving will help someone drive. The students also need to learn how to play the sport.

But the most important skills they learn have nothing to do with one sort or another. These skills are very much like those I mentioned previously: dedication, honesty, teamwork, common sense, and the wisdom to distinguish right from wrong. Athletics is not the only model for such learning. Consider the members of an orchestra or of a dance ensemble. They, too, must learn to work together and must develop similar skills.

How might assessments better reflect the kinds of skills that matter—not just in school, but also in life beyond school? This is a question that we in the Center for the Psychology of Abilities, Competencies, and Expertise, formerly at Yale and now at Tufts University, have posed for ourselves. It is a challenge that we have, to some extent, taken as our life work.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ethical Issues Regarding Classroom Assessments

 

  1. Socioeconomic Factors
    1. Cultural Bias
    2. Impact
    3. Preparation
  2. Skills and Concept
    1. Creativity
    2. Common Sense
    3. Wisdom
    4. Ethics
    5. Teamwork
    6. Hardwork
    7. Memorizing
  3. Means of Education
    1. Teaching
    2. Assessment

                                                                                                                    

Prepared by:    Preslene S. Palmos

 

 

 

What were you personal strategies in choosing relevant articles to read?

            I finding relevant articles to read the first thing to consider is that you must find an articles which correlates to the topic you’re looking for, bear in mind that this article must give satisfaction on your target.

What are your insights and feelings about the new trends in classroom assessment?

            The new classroom assessment nowadays recommends an assessment in which students can perform the learning they have learned in a specific subject matter. This assessment is somehow perfect for it really comply the students level of understanding. This new type of assessment seems to give more lively experience to all learners, because of this, students can use what they have learned. This type of assessment give emphasis to what a child really needs to know they will surely use in the real life situation.

What is your most meaningful learning from this activity?

            My most meaningful learning from this activity is that making and giving assessment, you must be knowledgeable enough about the different types of assessment, so that you as a teacher will be able to give your students the appropriate assessment tool in order for you to know the strength and weakness of your students and therefore you could also give feedback which can brighten up students misconception.

 

Prepared by:    Preslene S. Palmos

 

 

Searched Article By: Schwien Mae Tan

Date Retrieve:

Writing Effective Test Items

            How good are test? As a teacher, you assume that test scores are based only on student ability and that they provide accurate information about student’s performance. Research has shown, however, that under certain conditions these assumptions are wrong. The adage, “if it isn’t broken, don’t fix it” obviously applies to testing. However, if you are a typical teacher, you may not be aware of some of the pitfalls that regularly occur in testing. The following then will help you determine if your test need improvement and will provide suggestions for making your test more effective.

  1. Decide Purpose
  • Formative-need to cover basic principles.
  • Summative – need to cover a wide range of concepts and be designed to discriminate among abilities.
  1. List content areas and how many questions you need.
  • Should be based on objectives and what was taught.
  • Include information on levels of learning if you want to examine various levels of understanding.
  1. Create items
  • Decide format/type of items.
  • Subjective formats – typically requires less time to construct, more to evaluate.

 

Essay, Short Answer, Fill In

  • Objective formats – typically requires more time to construct, less to evaluate.

 

Multiple Choices, True/False, Matching

      Whether the whole test is of one format or contains multiple formats, items collectively should cover what was taught and be capable of assessing extent to which objectives are met.

 

  1. Create Key Answers.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Writing Effective Test Items

 

  1. Decide Purpose
    1. Formative
      1. Basic Principles
    2. Summative
      1. Wide Range of Concepts
  2. List Content Areas and How Many Questions you Need
    1. Based on the Objectives and What Has Taught
    2. Include information on Levels of Learning
  3. Create Items
    1. Decide Format/ Type of Items
    2. Subjective Formats
      1. Essay, Short Answer, Fill in
        1. Objective Formats
        2. Multiple Choices, True/ False, Matching
  4. Create Key Answers

 

 

 

Prepared by:    Schwien Mae Tan

 

 

What were your personal strategies in choosing relevant articles to read?

            In order to choose article wisely that is relevant to my topic. I searched from books on the library and I found out that there are lots of related-assessment articles in “The Modern Teacher” magazines. As I noticed the title, there is a possession of relevance to the assessment on how to create or write an effective assessment for the right level of understanding and suited to the diverse types of learners. As a future teacher, it could be more helpful for it provides information that are applicable in real-life situation in the field of teaching.

What are your insights and feelings about the new trends in classroom assessment?

            Nowadays, classroom assessment alters as more scientific, interactive and communicative process that undergo by both students and teachers. Educators find themselves faced with the task of creating classrooms that will serve their students well. Instead of traditional assessment, teachers prefer to use authentic assessment as a modern way of evaluation, for it addresses many purposes; one of these is to obtain feedback that will guide teacher in making modifications.

What is your most meaningful learning from this activity?

            My most meaningful learning from this activity is that assessment could be in many forms but a teacher must choose that best describes your subject matter and learning objectives in order to attain meaningful goals.

 

Prepared by:    Schwien Mae Tan

 

 

 

Searched Article By: Jay Ar B. Aspero

Date Retrieve: February 14, 2013

Using Classroom Assessment to Improve Teaching

One cause for assessment anxiety is confusion about what assessment means and about its purpose. In the minds of many community members and parents, assessment means test—especially a high-stakes state test. For students, assessment often is perceived as a means of competing with classmates for the highest grade instead of as a mile marker on the journey to increased knowledge and understanding.
             All assessments are created to serve some purpose, whether to diagnose a learning disability, to identify a student who needs remediation, or to determine whether a school district has met its achievement goals. However, no one assessment serves all of these purposes well. Standardized, summative assessments—those high-stakes tests—are designed to provide information on the performance of districts and schools so resources and support can be well targeted. But for classroom teachers, that information is incomplete. The results might tell teachers which students in their classes have not mastered a reading comprehension objective, but they do not tell what kind of instruction those students need to master the objective or what errors in thinking led to the incorrect answers. To get that kind of information, teachers need the results provided by the consistent use of classroom-based formative assessments.

This month’s newsletter explains why ongoing, high-quality classroom assessments are so important and provides some suggestions for how they can be developed and used.

 

 

Why Classroom Assessment Matters

Collecting data on student understanding is an essential step in moving students toward full understanding of important concepts and standards. “Instruction and formative assessment are indivisible,” say authors Paul Black and Dylan Wiliam (1998, p. 143). “Assessment… refer[s] to all those activities undertaken by teachers—and by their students in assessing themselves—that provide information to be used as feedback to modify teaching and learning activities…. [It is] formative assessment when the evidence is actually used to adapt the teaching to meet student needs” (p. 140). The researchers found that strengthening formative assessments can raise student achievement overall and be especially helpful to low-achieving students (Black & Wiliam, 1998).
Using Assessment in the Classroom

Creating and using effective classroom assessments require skill and practice; however, the following guidelines can help teachers explore the practice of using assessment to improve instruction. Offering professional development in the design of high-quality classroom assessments is one way that schools and districts can support the application of these practices.

Start With the Standards

All assessments, whether devised in the classroom or administered by the state accountability office, should be tied to a curriculum based on state academic content standards. As a first step, teachers should determine which state standards are assessed on the large-scale tests. Next, as author W. James Popham (2006) points out, there should be a careful analysis of the subskills and knowledge within those standards that students are supposed to master. This step is important if formative assessments are going to provide instructionally relevant information. Once this analysis is complete, teachers can work together to develop a “bank” of locally relevant lessons and formative assessment tasks that draw on different learning modalities.

Involve Learners in the Assessment Process

Involving the learner is at the heart of the shift from assessment that measures learning to assessment that promotes learning. Learners can be involved in assessment in several ways. They can be provided with rubrics or checklists that clearly explain the standard against which their work will be evaluated. Students also can be shown work that is excellent and work that needs improvement and can be given help analyzing the differences between them. Stiggins envisions “environments in which students use assessments to understand what success looks like and how to do better next time” (2004, p. 25).

Author Marilyn Burns (2005) advocates questioning as a formative assessment that involves students. Whether verbal or written, thoughtful questions can be used to probe student responses and elicit student reasoning. Flawed reasoning, she points out, can be found in both correct and incorrect student answers. This questioning strategy provides teachers with insights into student thinking that can guide their refinement of future lessons. It also helps students reflect on their own thought processes, a practice called metacognition.

Provide High-Level Instructional Feedback

Although teacher feedback can be observed in almost every classroom, its use does not always serve as an effective classroom assessment tool. “There are clearly recorded examples… in which teachers have, quite unconsciously, responded in ways that would inhibit the future learning of a pupil. What the examples have in common is that the teacher is looking for a particular response and lacks the flexibility or the confidence to deal with the unexpected. So the teacher tries to direct the pupil toward giving the expected answer” (Black & Wiliam, 1998, p. 143).
In contrast, high-quality instructional feedback is timely, useful, and appropriate. Timely feedback—given as soon as possible after the assessment occurs—can influence the next steps in the learning process. Useful feedback, says author Thomas Guskey (2005), is “both diagnostic and prescriptive. It reinforces precisely what students were expected to learn, identifies what was learned well, and describes what needs to be learned better” (p. 6). Whether verbal or written, instructional feedback should go beyond indicating the degree of right and wrong to include advice on how the learner can improve next time.

Compile and Analyze Assessment Results

Data that result from a regularly administered variety of formative assessments can provide teachers with reams of information about their instruction, what worked, what did not, and what to do next. Neither the formative assessment nor the data need to be elaborate. Teachers can compile student responses to find out which students are missing achievement targets and how. Often patterns or trends will emerge when teachers ask and answer questions, such as “Are all of my students making the same kind of error?”; “Do their mistakes show that they don’t have the background knowledge they need to understand this

Differentiate Corrective Instruction

Perhaps the most challenging aspect of using formative assessments is knowing what to do with the results. Results that indicate a student has not learned an important concept or skill call for corrective instruction and additional opportunities for the student to demonstrate learning.

Reference: http://www.education.com/reference/article/Ref_Using_Classroom/

 

 

 

Using Classroom Assessment to Improve Teaching

  1. Use of the Assessment in the Classroom
    1. Creating and Using Effective Classroom Assessment
      1. Skill
      2. Practice
  2. Start with the Standards
    1. Curriculum Based
      1. Derived in the classroom
      2. Administered by the state accountability office
    2. Standards are Assessed
      1. Careful analysis of subskills and knowledge
  3. Involvement of Learners in the Assessment Process
    1. Student Thinking
    2. Student Reasoning
    3. Student Reflection
  4. Providing High-Level Instructional Feedback
    1. Written or Verbal Instructional Feedback
      1. Positive
      2. Negative
    2. Timely Feedback
    3. Useful Feedback
    4. Appropriate Feedback
  5. Compiling and Analyzing Assessment Results
    1. High/ Positive Result
    2. Low/ Negative Result
  6.  Differentiate Corrective Instruction
    1. Corrective Lesson
      1. Manipulative activity
    2. Cooperative Activity
      1. High achieving student
        1. Enrichment activities
        2. Low achieving student
          1. Follow-up instruction

 

 

Prepared by:    Jay Ar Aspero

 

 

 

 

 

 

 

 

 

 

 

 

What were your personal strategies in choosing relevant articles to read?

            I just simply log on to the websites that were educational that made my search faster and reliable. Before I chose certain articles, I examined first the title if it was related to the topic that I am looking for then I read the content of each article to make sure that it was relevant or not. I became objective in choosing relevant articles in such a way that I chose an article that was a more knowledgeable and had useful information.

What are your insights and feelings about the new trends in classroom assessment?

            All assessment are created to serve some purpose, whether to diagnose a learning disability or to identify a student who needs remediation. Gathering data through the results of students’ understanding is an essential step in lifting students toward full understanding of important concepts. This new trends in classroom assessment are very interesting and challenging because there is a technology that is accompanied. There will be enjoyment on the fart of students and teacher however there are adjustments on the part of the teacher to be made for the sake of students’ learning.

What is your most meaningful learning from this activity?

            My most meaningful learning from this activity is that I gained a clear understanding that classroom assessment is dynamic as the changes that occur in the society. It is important that a an prepared to make some adjustments no matter how difficult it is because there is no room for any mistakes when it comes to the learning of students.

 

Prepared by:    Jay Ar Aspero

 

 

 

 

 

How did you feel about the teacher’s experience in the use of authentic assessment?

            We are so glad and thankful that we were able to observe a teacher that uses authentic assessment. We learned that the teacher’s role was to assist or facilitate the students during the activity. They teacher gives feedback to the students with regards to the activity that they are performing. In a process based assessment specifically the problem solving, we learned that we must consider the utmost effort of students in solving the problem though the final answer is not correct because it is the process of the solution that we are ought to assess.

 

What do you think have been the gains enjoyed by the teacher and his/ her students from using authentic assessment?

            The teacher gains convenience because her role was to assist the students in order for them to be guided and not to deviate on the procedure of the activity.

            The students gain enjoyment during activities because they actively interact to each other. There was a discussion and cooperative learning that happens, because each of them are sharing their ideas though some ideas were not relevant but still they were able to perform the activity.

 

 

 

 

Which part of the teacher’s use of authentic assessment do you feel like improving or revising?

 

            There is no criteria presented during the activity which should not be because students may deviate the expectations of the teacher with regards to the activity. There will be no negotiations that will happen between the teacher and students if there will be no criteria. Essential criteria’s are highly needed in order to have a set of standards or basis on what we are going to evaluate.

 

Episode 4

 

 

Names of FS Students: Ana Lou Muralla,  Ether Ofilan, Preslene Palmos,

Schwein Mae Tan and  Jay Ar Aspero

Course, Year & Section: BSEd III-A

Resource Teacher: Mrs. Maria Gargar

School: Sagay National High School

 

Target

            At the end of this activity, we will be skillful in designing process-oriented performance assessment.

 

 

 

 

 

 

Name of School Observed: Sagay National High School

School Address: Pob. 2, National Highway, Sagay City

Date of Visit: January 17, 2013

Grade/ Year Level: Fourth Year

Subject Area: Physics

Subject Matter: Centrifugal Effect

 

Describe in bullets the performance-based activity you  have observe

      The use of PBA is clear and effective

      The task is clearly demonstrated

      The use of PBA in a certain lesson is appropriate and reliable

      Works effectively with students multiple intelligences

      The task is in line with the topic

      It connects with the learning objectives

      The task was done individually

      It uses guidelines and procedure in doing the activity

 

 

Observed by: Ether Ofilan

 

 

 

 

                   Demonstrate the learning process effectively

Possess and utilize effective performance

Correlates with the learning objective

Creates meaningful learning

Arose students interest

Successfully caters the multiple intelligences

Improving the learning outcome

 

 

Prepared by: Ether Ofilan

 

 

 

Observation Notes

Name of School Observed: Sagay National High Schoo

School Address: Pob. 2, National Highway, Sagay City

Date of Visit: January 18, 2013

Grade/ Year Level: Fourth Year

Subject Matter: Ohm’s Law

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

            The best features of my process-oriented performance are that efficiency of student behavior on how they come up the output effectively. Finding a task that would be interesting and enjoyable for the student where they activity involved.

 

What specific conditions are necessary for a successful use of my process-oriented performance assessment design?

            A successful use of PBA can be achieved in a way that, it correlates with the learning objectives. It is necessary to be linked with the learning objective; this will help in guiding a particular task. When making a particular activity (e.g. Cooking), a teacher should prepare a criteria/ rubric as basis for evaluating students performance. Thus, it serves as a guide on what students need to develop a performance.

What basic points should the user of this design consider?

            The user of this design should consider that the learning objective is relevant in the process-oriented performance. The user should keep in mind the process-oriented performance is not suited and appropriate in all kinds of subject matter.

 

 

 

Prepared by: Ether Ofilan

 

 

 

 

 

 

 

 

 

Subject Matter: Centrifugal Force

Learning Objective:

To study the forces involved in uniform circular motion and apply central force equation.

General Performance Task:

                        The students will able to measure the angular speed, mass and radius of rotation.

Learning Episodes:

                        The students are going to observe and find out the forces involved in uniform circular motion measuring the angular speed, mass and radius of motion.

Assessment Task:

      I will evaluate and rate their work based on the rubric I have given.

      Asking them to explain on how they arrive the process of their solution.

      Judging their work using the criteria while they are presenting their activity.

Procedure:     A ball is made to swing horizontally in a circular path at such speed that it just supports a body of known mass hanging vertically at the center of the path. The central force equation is checked by measuring the angular speed, mass and radius of rotation.

Equipment Required:

                        Central-force apparatus, 1pcs             Alternative Apparatus

                        Mass, 5-500 g                                      glass/ hard plastic tubes, 1 pcs

                        String                                                  mass, 5-500 g

                        Hooked mass, 5-500 g

 

Criteria

Excellent

95%

Very Good

90%

Good

85%

Fair

80%

Poor

75%

Process of the solution

Over all solutions are complete, correct and exact

Most of the solutions are correct, complete and exact

Some of the solutions are exact and correct

Most of the solution are not exact and correct

All of the solutions are not correct

Organization

Overall solutions are organized

Most of the solutions are organized

50% of the solutions are organized

The solution is slightly organized

All the solutions was not organized

Presentation

All the process are systematically present and explain very well

Most of the process are systematically present and explain very well

Half of the process is systematically organized and presented

Most of the solution is not presented and explain correctly

All the solution is not presented and explained correctly

 

 

Prepared by:    Ether Ofilan

 

 

 

 

 

 

 

Name of School Observed: Sagay National High Schoo

School Address: Pob. 2, National Highway, Sagay City

Date of Visit: January 24, 2013

Grade/ Year Level: Fourth Year

Subject Area: Physics

Subject Matter: Centripetal Force

 

Describe in bullets the performance-based activity you observe.

 

      It was given after the instruction

      It uses procedure in doing the activity

      The activity given correlates to the topic

      The activity uses materials which makes the activity experiential for the students

      The activity uses proper measurements

      The activity was conducted by group

 

 

Observed by: Preslene Palmos

 

 

 

 

 

 

 

 

 

 

 

 

 

It must relate to the learning objective

It must cover important skills and knowledge on the certain activity.

Students can develop their HOTS through engaging to experiential activities and learning.

In giving this assessment I must give a standard which guides me as a teacher in giving fair rating to my students.

 

 

 

 

 

Prepared by: Preslene Palmos

 

                                                                             

                                                              

Name of School Observed: Sagay National High School

School Address: Pob. 2, National Highway, Sagay City

Grade/ Year Level: Fourth Year

Subject Area: Physics

Subject Matter: Centripetal Effect

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

              The best features of my process-oriented performance assessment design is that it shows up the actual performance of the students wherein me as a teacher/ facilitator can observe their doings for me to determine how they come up an output, and because it shows the actual performance of the students I can also observe their behavior towards the task, if they perform it well in accordance to the procedure or not.

What specific conditions are necessary for successful use of my process-oriented performance assessment design?

                To have a successful use of process-oriented performance design, first and foremost thing to consider is that it must be based on the learning objective, so that you as a teacher is guided on the task you are necessary to give. Second, make sure that the task you give will make students actually perform.

 

What specific conditions are necessary for successful use of my process-oriented performance assessment design?

                To have a successful use of process-oriented performance design, first and foremost thing to consider is that it must be based on the learning objective, so that you as a teacher is guided on the task you are necessary to give. Second, make sure that the task you give will make students actually perform.

What basic points should the user of this design consider?

                In making this kind of design, as a facilitator, I must make sure that I can develop their metacognition through the use of process-oriented performance design. I should also consider the use of the learning target wherein it will serve as a guide if my design is relevant on the specific topic, for it is necessary that the assessment tool is connected to the learning target.

 

 

Subject Matter: Centripetal Effect

Learning Objectives:

                        To draw and apply circular motions to different situation

General Performance Task:

                        To solve word problems using the centripetal force equation

Learning Episodes:

      Perform the task activity

      Record the following measurement and observations

      Calculate the recorded observation using centripetal force equation

            Materials

                        Rubber Stopper                                               Washers

                        String                                                  Paper Clip

                        Ball pen case/ tube

            Procedure

  1. 1.      Set up the materials as shown above.
  2. 2.      Hold the pen tube with one hand and the string with the other hand.
  3. 3.      Whirl the stopper over your head.
  4. 4.      Repeat the procedure using with six washers on the clip but this time do not hold the string whirl the stopper at a rate which keeps the clip in the same position.
  5. 5.      Have a group mate measure 30 seconds with a stopwatch  while you count the number of revolutions. Calculate the period of revolutions using the formula P=time/# of revolution.
  6. 6.      Repeat the procedure using 3 and 9 washers. Record the period for 3,6,9 washers
  7. 7.      Repeat procedures 4-6 as you vary the length of the string
  8. 8.      Draw  a graph plotting the periods and the number of washers
  9. 9.      Solve the given problems
    1. A.     What is the centripetal force needed to keep a 3.0 kg object moving in a circle of 2.0 m radius at a speed of 4.0 m/s?
    2. B.     A string 0.5 m long is used to whirl a 1 kg stone in a circle at a uniform velocity of 5 m/s what is the centripetal force needed to keep the stone moving?
    3. C.     A 5000 kg airplane makes a horizontal turn 1 km (1000m) in radius at a velocity of 50 m/s. how much is the centripetal force required?

Assessment Task:

      Identify given

      Show clear process of the solution

      Formulate the correct equation of centripetal force

 

 

Criteria

Excellent

100%

 

Very Satisfactory

90%

Satisfactory

80%

Fair

75%

Poor

70%

Material Used

All of the materials needed in the activity is present and is relevant to the activity conducted

1 of the needed material in the activity is lacking

2 of the needed material in the activity was not used

Most of the materials were not used properly

No materials presented at all

Procedure/process of the activity

The process/ procedure was all followed correctly

There’s a 1 process not followed

There are two process being neglected

Some of the procedures were not

All the procedures were not followed

Group Cooperation

All the members of the group work together. Each member has its own task

There are members who’s not cooperating well

There’s no organize distribution of task in the group

Only few members are working

No sign of cooperation at all.

 

Prepared by:    Preslene S. Palmos

 

 

 

Name of School Observed: Sagay National High Schoo

School Address: Pob. 2, National Highway, Sagay City

Date of Visit: January 18, 2013

Grade/ Year Level: Fourth Year

Subject Area: Physics

Subject Matter: Ohm’s Law

Describe in Bullets the performance-Based Activity You Observe

 

      It was a problem solving kind of performance-based assessment.

      It was a process-oriented performance-based assessment.

      Given after instruction.

      It was an authentic or alternative assessment. It was used to evaluate levels of understanding of the students.

      Requires process of the solution on how students derive their answers.

      Both process-oriented and product-oriented performance-based assessment involves.

      It requires prerequisite knowledge and skills.

 

 

Observed by: Schwien Mae Tan

 

 

 

 

 

 

Clearness of the given instruction.

Clear and appropriate learning targets.

Assessment methods match with the learning targets that are used in instruction and in assessment.

Criteria for judging students performance based on the learning targets.

Validity of the assessment.

Reliability of the assessment.

Fairness of the assessment.

 

 

Prepared by: Schwien Mae Tan

 

 

                                                                                       

Name of School Observed: Sagay National High School

School Address: Pob. 2, National Highway, Sagay City

Date of Visit: January 18, 2013

Grade/ Year Level: Fourth Year

Subject Area: Physics

Subject Matter: Ohm’s Law

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

Problem solving is my process-oriented performance assessment design that used to evaluate the process which the student did while performing their tasks. My process-oriented performance assessment has the best features as what the principles of high quality assessment stated. Problem solving could be reliable, valid and fair enough to evaluate and to rate students level of performance.

What specific conditions are necessary for a successful use of my process-oriented performance assessment design?

            My process-oriented performance assessment design should have clear and specific instructions to avoid confusion when evaluating student’s performance. It should have a specific criteria as a  in rating students performance. There should be applicable concepts to real-life situation through problem solving in order to reflect student’s experiences. The topic should be presented in an ideal form and well-organized so it can be understood easily.

What basic points the users of this design consider?

            The established instructions must be clear and have specific goals to attain. The use of rubric or rating system must be known to all in order for them to be informed before taking up the test or before the teacher assesses student’s performance.

 

Prepared by: Schwien Mae Tan

 

 

 

 

 

 

 

 

 

Subject Matter: Ohm’s Law

Learning Objectives:

                                    To apply the formula of resistance in solving word problems.

General Performance Task:

The students will solve a word problem with a complete solution using the formula of resistance.

Leaning Episodes:

                        Students are going to find the minimum resistance of resistor that is required in a 25Ω loads whose minimum power rating is 10 W and is connected to a 26 V.

Assessment Task:

      I will ask the students about the process on how they solved and arrived to their solutions or answers.

      I will evaluate their work based on the criteria I had established.

      I will ask the students for their reaction regarding with the topic and the things that they do not understand.

 

 

 

 

 

 

 

 

Criteria

Very Satisfactory

(100%)

Satisfactory

(95%)

Average

(90%)

Fair

(85%)

Poor

(80%)

 

Process of the solution

All solutions are in step by step process and correct.

Some of the solutions are in step by step process and correct.

The solution is in step by step process but not correct.

The solution is incomplete.

There is no solution at all.

 

Organization

Solution is organized and clear.

Some of the solution is organized and clear.

The solution is organized but not clear.

The solution is not organized.

The solution is cannot be understood.

 

Presentation

Solution process is presented and explained correctly.

50% of the solution is presented and explained correctly.

Solution is presented unclearly.

The solution presented was not explained correctly.

The solution was not presented and explained at all.

 

Prepared by: Schwien Mae Tan

 

 

 

 

 

 

 

 

Describe in bullets the performance-based activity you observe.

 

      It was a process-oriented performance assessment.

      It was an authentic test.

      The students apply their previous knowledge to solve problem.

      There was/ were points given to the process of the solution as to how they arrived to the correct answer.

      The instruction was clear and easy to understand.

      The process of the solution is required.

      It was answered individually.

 

 

 

 

 

Observed by: Analou Muralla

 

 

 

 

 

 

 

 

 

The criteria to be used in giving grades.

The availability of material.

The fairness of the assessment method.

The validity of assessment.

The appropriateness of assessment tool.

Time management.

The relevance and consistency of the assessment tool used in the learning target.

The reliability of the assessment.

The clearness of the instruction.

 

 

 

Prepared by: Analou Muralla

 

 

Name of School Observed: Sagay National High School

School Address: Pob. 2, National Highway, Sagay City

Grade/ Year Level: Fourth Year

Subject Area: Physics

Subject Matter: Series Circuit

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

                 The best features of my process-oriented performance assessment design are the following.

  1. 1.      The instructions are clearly given, stated and easy to understand.
  2. 2.      It caters the needs and nature of the students.
  3. 3.      There is a criterion on how to give grade based on the performance of the students.
  4. 4.      The assessment is consistent and reliable.
  5. Time is enough to make student finish the task.

What specific conditions are necessary for a successful use of my process oriented performance assessment design?

                   The necessary specific conditions to make my process-oriented performance based assessment design successful is that when giving this assessment to student example, experiment, making portfolios and other, we teachers should provide criteria/ standards so that students know how to improve their learning on a specific task. With this criteria we can easily judged the performance of the students and we can easily give grades to their performance.

What basic points should the user of this design consider?

                     The basic points the user must consider is that the relevance and consistency of the learning target, the learning target must be congruent to the content and skills so that learning may occur individually. They subject matter, in which anchored on the learning objectives/ targets must administer so as student can understand and performed well the task.

 

Prepared by: Analou Muralla

 

 

 

 

 

 

Subject Matter: Series Circuit

Learning Objectives:

                                    Applying Ohm’s Law in Series Circuit

General Performance Task:

The student will solve the given problems about series circuit applying Ohm’s Law with a solution presented.

Learning Episodes:

                        The students are going to find the equivalent resistance of a circuit and the current that flows in a 10Ω resister and 30Ω resistor that are connected in series circuit and a potential difference of 120V across it.

Assessment Task:

      The students will have to explain the process in solving problems in series circuit and how they come up with their final answer.

      Students will raise some questions about the activity presented.

      In order to judge their work, rubrics may in giving appropriate grade.

 

 

 

 

 

Criteria

Excellent

100%

Very-satisfactory

95%

Satisfactory

90%

Fair

85%

Poor

80%

Correctness of the solution

100% of the solution are correct and complete

95% of the solution are correct and complete

90% of the solution are correct and complete

85% of the solution are correct and complete

Only 80% of the solution are correct and complete

Organization

100% of the solution made in a step by step process

95% of the solution made in a step by step process

90% of the solution are made in a step by step process

85% of the solution are made in a step by step process

Only 80% of the solution are made in a step by step process

Presentation

100% of the presentation is good and all of the data are explain and elaborate well to the class

95% of the presentation is good and the data is explain and elaborate well the class

90% of the presentation is good and it is explain and elaborate to the class

85% of the presentation is good and it is explain and elaborate to the class

Only 80% of the presentation is good and it is explain and elaborate to the class

 

Prepared by: Analou Muralla

 

 

 

Name of School Observed: Sagay National High School

School Address: Pob. 2, National Highway, Sagay City

Date of Visit: January 29, 2013

Grade/ Year Level: Fourth Year

Subject Area: Physics

Subject Matter: Parallel Circuit

Describe in bullets the performance-based activity you observe.

      It was given after the instruction

      It was a problem solving type of test

      It was answered individually

      It was a process-oriented performance assessment

      It was an alternative test or authentic test

      Students apply their previous knowledge to solve the problem.

      The process of the solution was required

      There were points given to the process of the solution as to how they arrived to the correct answer

      The instruction was clear and easy to understand

 

 

Observed by: Jay Ar Aspero

 

 

 

 

 

Needs and nature of the students

Time to be consumed

Criteria to be used as basis for giving grades

The consistency and relevance of the assessment tool to be used to the learning target

The appropriateness of the assessment tool to be used

The fairness of the assessment

The validity of the assessment

The reliability of the assessment

The availability of the material

The legibility of the text in the material

The clearness of the instruction

 

Prepared by: Jay Ar Aspero

 

 

Name of School Observed: Sagay National High School

School Address: Pob. 2, National Highway, Sagay City

Grade/ Year Level: Fourth Year

Subject Area: Physics

Subject Matter: Parallel Circuit

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

                The best features in my process-oriented performance assessment design are the following:

  1. 1.      The instructions are clear and easy to understand
  2. 2.      There is enough time for the students to finish the task
  3. 3.      Students will recall their previous knowledge and apply it on the task
  4. 4.      It caters the needs and nature of the students
  5. 5.      There is a criteria on how to check the process and it served as basis for giving grades
  6. 6.      The process-oriented task is consistent and relevant to the learning target

What specific conditions are necessary for a successful use of my process-oriented performance assessment design?

                The process-oriented performance assessment design is necessary to use when I am assessing the process on how the students come up with a correct product or output. It is very appropriate and effective to use in a problem solving, steps in dancing or cooking, also in research works, showing the process of carbon-oxygen cycle, water cycle, nitrogen cycle and photosynthesis. It can also be used in laboratory activity just like experiments. It is important that there are criteria’s that will serve as standards in giving grades so that students will be guided on how to improve their performance.

What basic points should the user of this design consider?

                 The user of this process-oriented performance assessment design should consider the learning target if it is consistent or relevant because the learning target and the assessment tool are dependent to each other. The user should also consider the subject matter if it is appropriate or suited because not all subject matter are applicable for a process-oriented performance assessment.

 

Prepared by: Jay Ar Aspero

 

 

Subject Matter: Parallel Circuit

Learning Objectives:

                                    Apply Ohm’s Law  in Parallel Circuit

General Performance Task:

                        The students will solve the given problems about parallel circuit applying Ohm’s Law with a solution presented.

Learning Episodes:

                        The students are going to find the equivalent resistance of a circuit and the current that flows in a 5Ω resistor and 20Ω resistor that are connected in parallel circuit and potential difference of 120V across it by a generator. They are going to present it in class.

Assessment Task:

      I will ask each group to explain the process of their solutions as to how they come up with their final answer.

      I will judge their work using the rubric while they are presenting.

      I will ask their classmates if they have any comments or reactions on the answers of the presentor before proceeding to the next presentor.

 

 

 

 

Criteria

Excellent

100%

Very Satisfactory

95%

Satisfactory

90%

Fair

85%

Poor

80%

Solution process

All solutions are correct and complete

Most of the solutions are correct and complete

Some of the solutions are correct and complete

Most of the solutions are not correct and complete

All solutions are not correct and complete

Organization of the solution

All solutions are presented in a step-by-step process

Most of the solutions are presented in a step-by-step process

Some of the solutions are deviating in a step-by-step process

Most of the solutions are deviating in a step-by-step process

All solutions are not presented in a step-by-step process

presentation

All process of the solutions are explained correctly

Most of the process of the solution are explained correctly

Some of the process of the solutions are not explained correctly

Most of the process of the solutions are not explained correctly

All process of the solutions are not explained correctly.

 

Prepared by: Jay Ar Aspero

 

 

 

 

 

 Group Analysis

                Do you think your originally designed process-oriented performance assessment can appropriately assess the teacher’s learning objective? Why? / Why not?

                        There were five topics that we had observed namely: Centripetal force, Centrifugal Force, Ohm’s Law, series circuit and parallel circuit. This process-oriented performance assessment is only applicable for the three topics such as Ohm’s Law, series circuit and parallel circuit. We conclude that the process-oriented performance assessment can appropriately assess the teacher’s learning objective for the three said topics because there were there were problem solving involved. Process of the solution was required, and there were points given for every correct solution. The learning objective of the two remaining topics cannot be assessed By a process-oriented performance assessment.

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

            Teachers need to give a full attention to the students’ process-oriented tasks because students exert their utmost effort just to give a correct solution. That effort of the students must be given points because it is a way of motivating students to exert more effort and to increase their level of interest. The students will recall their previous knowledge and apply it on the task and since there is application, there is also understanding and retention.

 

            It is important that teachers need to assess them because the process or steps is highly prioritized in a process-oriented performance assessment. It also gives a sort of justice to the efforts of students. Some students may come up with a correct answer but the process was wrong and it is very suspicious or doubtful, that’s why assessing them will give a justice for those students who really did their job.

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

            It is very appropriate and effective to use in a laboratory activity such as experiments, also in problem solving, steps in dancing or cooking, in research works, showing the process of water cycle, carbon-oxygen cycle, nitrogen cycle and photosynthesis. This process-oriented performance assessment is necessary to use when we are assessing the process or steps upon how the students arrive with a correct product or output.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 Group Reflection

There is a cooperative and collaborative learning that happens in this part of FS.  Two heads are better than one; it means that all of us are helping each other to accomplish the coal. Through cooperation we are able to finish our task successfully and it makes our task more easier. It is important that each of us is responsible for every task that we are ought to finish in for us to meet the target.

We set a goal that is specific measurable attainable relevant and time bound in order for us to become more adept in making and designing a plan especially this process-oriented performance assessment.   

 

Episode 5

 

 

Names of FS Students: Ana Lou Muralla,  Ether Ofilan, Preslene Palmos,

Schwein Mae Tan and  Jay Ar Aspero

Course, Year & Section: BSEd III-A

Resource Teacher: Mrs. Maria Gargar

School: Sagay National High School

 

Target

            At the end of this activity, we will be skillful in designing process-oriented performance assessment.

 

 

 

                      

 

      I will discuss the procedure of the activity

      I will divide the students into groups of two or more

      I will give each group a set of materials – (activity sheets)

      I will let the group to do the activity on their own

      After the activity each of the leader will explain and demonstrate the said experiment

      I will grade their performance based on my made-criteria

      After the demonstration I will give them an output regarding with the recent activity

      I will grade their work based on the creativity and the relevance of their work in the subject matter

 

Prepared by: Ether Ofilan

 

 

 

 

 

 

 

 

 

Subject Matter:  Centrifugal Force

Learning Objective: 

      Demonstrate how forces can work against gravity

      Explain that gravity is a force that pull things towards the center of the Earth

      Apply the centrifugal force by making small loop-the-loop roller coaster

General Product-Oriented Performance Task:

      Demonstration of the experiment and making a final output

Target Skills:

      Recognize and apply the knowledge of centrifugal force in a real context

      Build new understanding, knowledge by making an output regarding with the topic centrifugal force

      Develop communication skills through explaining the effect of this force

Learning Activities (Specific Tasks):

      Experiment using a small bucket, penny and rope

      Present and explain the given activity

      Demonstration of the activity (centrifugal force)

      Making a final output (small loop-the loop roller coaster)

Assessment Tasks:

Criteria for Rubrics for Assessing Learning

      Presentation of the activity

      Organization of the activity

      Creativity and relevance of the output

 

Criteria

Excellent

(95%)

Very Good

(90%)

Good

(85%)

Fair

(80%)

Poor

(75%)

Presentation of the Activity

The activity is presented very well and it has a clear presentation.

The activity is presented very well.

The activity is presented clearly.

50% of the activity is not presented very well

Most of the activity is not presented very well

Organization of the Activity

All the activity is complete and organized.

The activity is organized and complete.

Half of the activity is well organized.

The activity is complete but not organized.

Overall activity is not complete and organized.

Correctness and Creativeness of the product/ output.

The overall product is correct and relevant to the objective with a very wise creativity.

The product is correct with a wise creativity.

The product is correct. However, it has no creativity.

The product is creative. However, it does not focus in correctness.

Overall product is not correct and do not use creativity.

 

Prepared by: Ether Ofilan

 

 

Name of School Observed: Sagay National High School

School Address: Pob. 2, National Highway, Sagay City

Grade/ Year Level: Fourth Year

Section: Gold

Subject Area: Physics

Subject Matter:  Centrifugal Force

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

      It contains best output of the students

      Build and solidifies own knowledge through experience

      Creates meaningful learning

      Shows correctness of the students answer

      Support the development of mental thinking that leads to the students creature learning

      Measure the amount of learning that the students obtained after the discussion

What specific conditions are necessary for a successful use of my product-oriented performance assessment design?

                  To have a successful use of my product-oriented design. It is necessary for me to based on the rubrics as a criteria for making evaluation. Focusing on the students product will serve as a guide for a successful use of this design, thus, it is necessary that the criterion I may use is not dealing with the learners rather than product. In that way, my criterion would be more focus on the organization of the materials itself and of the product.

What basic points should the user of this design to consider?

                 The user should consider that the criteria are all about the product of the learner. He must also consider that not all subject matter is suited with this design. The user should also keep in mind that this design is necessary for involving the higher order thinking skills which enables the student to make their work the best while students are learning, applying their knowledge through experience. In this case, the user should consider that the task made by the student were/are all acceptable it should be based on the criterion of the rubrics.

 

Prepared by:                            ETHER V. OFILAN                     

Signature of FS Student over Printed Name Rubrics

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

      I will orient my students on the activity I am requiring them to do

      We will make a rubric which is agreed by me and my students

      This assessment will be done home as a take home assessment

      On the following day, they must present their output

      Every students will evaluate each one’s output

Subject Matter: Centripetal Force

Learning Objectives:

To draw and apply circular motions to different situation

General Product-Oriented Performance Task:

Draw a situation wherein centripetal force is present

Target Skills:

      Draw situation that shows centripetal force

      Analyze properties and relationship of centripetal force

      Explain the occurrence regarding circular motions

      Distinguish centripetal force from centrifugal force

Learning Activities (Specific Tasks):

      Draw one situation that shows centripetal force

      Assign labels for measurements

      Solve the assign measurements using centripetal force equation.

Assessment Tasks:

      Everyone must produce an output

      Their work must be explained clearly in front of the class

Prepared by: Preslene Palmos

Criteria

 

Excellent

100%

Very-satisfactory

90%

Satisfactory

80%

Fair

75%

Poor

70%

Neatness & orderliness

The drawing is clear, clean and well arrange and 100%understandable

The drawing is not clean, but it is clear and well-arrange and 90% understandable

 

The drawing is clean but is unclear and not arrange accordingly.

80% understandable

The drawing is clean but is unclear and not arrange accordingly. Not so understandable

No neatness and orderliness at all.

Presentation

(confidence, information)

It presents the output of the whole necessary information/ details about his/her presentation

It presents the output and some necessary information/ details about his/ her presentation

It presents the drawing but lacking 50% of its important information/details needed about his/her presentation

 

 

It presents the output but is not able to present all the required information/details

No output at all

 

 

 

Appropriateness and congruency of the output

The output is very appropriate and congruent to the topic

The output is appropriate and congruent to the topic

The output shows congruency but a little not appropriate for the topic

The output shows a little congruency and appropriateness to the topic

The output shows no congruency and appropriateness to the topic

 

 

 

Name of School Observed: Sagay National High School

School Address: Pob. 2, National Highway, Sagay City

Grade/ Year Level: Fourth Year

Section: Gold

Subject Area: Physics

Subject Matter: Centripetal Force

 

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

                        The best features of my product oriented design are the output drawing of the students wherein it is their evidence on how they really learned the lesson centripetal force. Through the drawing they can apply the ideas and concept they learned through labels and measurement.

 

What specific conditions are necessary for a successful use of my product-oriented performance assessment design?

                         Firstly to consider to have a successful use of my product-oriented performance assessment design id that it must be relevant to the learning target. Second is that my students have basic knowledge on the 3 Laws of Newton and can draw the occurrence or situation that’s present in centripetal force. The students must be properly oriented on the nature of the activity. The students must be able to solve problem involving real-world applications as provided in the activity.

 

What basic points should the user of this design consider?

      What would be the knowledge that the students will gain after the activity?

      Are the students able to solve different equations involve in the centripetal force?

 

Prepared by:                        PRESLENE S. PALMOS

Signature of FS Student over Printed Name

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

      I will divide the class into 5 groups composed of 5 members

      The subject matter is “resistance.”

      Each group is tasked to draw series and parallel combination with attached four resistors in an entire branch of circuit.

      The materials are given/ provided; it’s up to them on how they are going to use their initiatives to accomplish their work.

      In an envelope the procedures, rules and guidelines can be found, as a basis for their activity.

      I will give each group enough time to do their specific task.

      While doing their work, I’ll be the one to visit and facilitate them to ensure that everybody is on task.

      After their allotted time, I will let them to select their presentor in order for their work to be recognized.

      As a basis for evaluation, there will be an assigned rubric/ criteria for judging their outputs/ performances.

      These drawings that each group had made, serves as their output/ project in a subject matter “resistance.”

 

Prepared by: Schwien Mae Tan

 

 

Subject Matter: Ohm’s Law

Learning Objectives:

                         Draw series and parallel combination with attached four resistors in an entire branch of circuit.

General Product-Oriented Performance Task:

                         The students will draw a parallel and series combination on with attached four resistors in an entire branch of circuit, this activity will serve as their product/ output.

Target Skills:

      Development of interpersonal skills.

      Improving the skill in drawing concepts.

      Analyzing procedures, rules and guidelines.

      Applying creativity and initiative.

Learning Activities (Specific tasks):

                            Through the use of provided materials, students will be able to draw series and parallel combination with attached four resistors in an entire branch of circuit that serves as their product in a specific subject matter.

Assessment Tasks:

      Every group should have a presentor to report their work.

      The exchange of feedback, reactions must be observable.

      Through the use of rubric, I’ll be able to rate them in accordance to the performance they had showed.

      Their work will serve as their product/ output in a subject matter “resistance.”

 

 

Criteria

Excellent

100%

Very Satisfactory

95%

Satisfactory

90%

Fair

85%

Poor

80%

 

Participation

All members of the group are cooperatively participating in their group work.

50% of the members of the group are cooperatively participating in their group work.

Few of the members of group are cooperatively participating in their group work.

Only the teacher is cooperatively participating in their group work.

None of the members is doing their group work.

Creativity

Group product is done correctly by using the provided materials.

Group product is slightly done correctly using the provided materials.

 Group product is not done correctly using the provided materials

Group product is done but not through the use of provided materials.

Group product is not done at all.

Presentation

The group product presented well by the reporter and explained all the important details

The group product is slightly presented well by the reporter and explained all important details.

The group is not presented well by the reporter and explained 50% of the important details

The group product is not presented well by the reporter and only few of the important details were explained.

The product is not presented and explained at all.

 

Prepared by: Schwien Mae Tan

 

 

Name of School Observed: Sagay National High School

School Address: Pob. 2, National Highway, Sagay City

Grade/ Year Level: Fourth Year

Section: Gold

Subject Area: Physics

Subject Matter: Ohm’s Law

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

 

      Students were divided among themselves in order to come up to an ideal and successful output and also to develop interpersonal relationship.

      It develops the learning style of a student.

      The evaluation was based on the criteria.

      Product-oriented assessment congruent to the topic taught.

      Te procedure/ guidelines are organized properly.

What specific conditions are necessary for a successful use of my product-oriented performance assessment design?

 

                          In order for a successful use of my design, the teacher should consider the set of standards as a basis for evaluation of students’ product/ output. Their output/ product will tell if they understand the specific task and the whole concept about the subject matter.

 

 

What basic points should the user of this design consider?

 

                          The skill and the content that has been taught must congruent. The concept of the subject matter must have an appropriate product-oriented performance assessment design in order to successfully attain the learning objectives of the  lesson. Criteria/ rubric must be considered also as a basis for evaluating students’ performance

 

 

 

Prepared by:                Schwien Mae Tan

Signature of FS Student over Printed Name

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

      The subject matter is series circuit.

      The students are tasked to assemble the series circuit.

      There will be a rubric to be followed which agreed by the teacher and students.

      The materials are provided.

      I will group them and each will select a leader for their group.

      I will give them enough time to finish the task.

      Procedures and guidelines on how to perform the task is provided.

      I will facilitate them time to time in performing their task in order to avoid accidents.

      Each group will present their works about series circuit.

      By using rubrics, I will judge their work.

      The assembled series circuit will serve as their output for the subject.

 

Prepared by: Analou Muralla

 

 

 

 

 

 

 

Subject Matter: Series Circuit

Learning Objectives:

      Applying Ohm’s Law in Series Circuit.

      Present a sampled series circuit.

General Product-Oriented Performance Task:

                         The students will assemble series circuit that will serve as their output.

Target Skills:

      Observe safety precautions when assembling series circuit especially short circuit.

      Analyze the given procedures and guidelines on how to assemble the parallel circuit.

      Apply the knowledge that they learned in order to assemble the series circuit.

      Infer the outcomes whether the bulb will glow or not.

Learning Activities (Specific tasks):

                          In a given materials, the student task is to connect the bulbs, switches and the source by using the wire in order to form a series circuit. The student must be careful to connect each item/ material to its designated place and use electric tape to cover/ wrap the open wires to avoid short circuit.

Assessment Tasks:

      Each group will present their output.

      The other group will have to give comments, suggestion to the work of other group.

      By the rubric we agreed, I will judge their output.

      After presenting I will ask some questions related to their outputs.

 

Criteria

Excellent

100%

Very Satisfactory

95%

Satisfactory

90%

Fair

85%

Poor

80%

Accuracy

All processes in making series connection is completed

All process in making series connection is completed but one is lacking and not followed

Some of the process in making series connection is completed

Only one of the process in making series connection is completed

None of the processes in making series is completed

Creativity and resourcefulness

All the material use is useful and it gives much appearance to the connection when it comes to design

All the material use is useful but it does not give much appearance and design

Some of the material use is useful and some is not

Only one of the material use is useful and the other is just a display

All of the materials has no use and it is not beautiful to the eyes

Function of Series Connection

All the bulbs glow because the connection is correct

All of the bulbs glow because the connection is somehow correct and other wire is damaged.

Some of the bulbs glow because one of the wire in a lap is not connected

Only one bulb glow because the connection is lacking

None of the bulbs glow because of incorrect connection

Prepared by: Analou Muralla

 

 

Name of School Observed: Sagay National High School

School Address: Pob. 2, National Highway, Sagay City

Grade/ Year Level: Fourth Year

Section: Gold

Subject Area: Physics

Subject Matter: Series Circuit

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

      The instruction provided by the teacher is clear and easy to understand.

      There is enough time given/ allotted to each group to finish the task.

      It caters the needs/ natures of the students.

      There is a rubric and criteria on how to check the output and it is use to give grade to students.

      The materials are provided and complete.

      There are safety precautions to be observed.

      Consistence and relevant to the learning target.

What specific conditions are necessary for a successful use of my product-oriented performance assessment design?

                          The product oriented performance assessment design requires the student to show their work that will demonstrate their understanding level about a concept. It provides rubric where in it serve as a guide in giving appropriate grade. With this rubric, a teacher can easily evaluate the student’s performance in an output.

 

What basic points should the user of this design consider?

 

                          The user of this design should consider the content and learning target that must be congruent to the skills of the student so that it may be useful to the students.

 

                          The rubric must be also consider because it can help to judge the students output and it can also help the students on how to improve their teaching output the next time around.

 

 

Prepared by:                              Analou Muralla

Signature of FS Student over Printed Name

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

      The subject matter is parallel circuit

      The students are tasked to assemble the parallel circuit

      There will be a rubric to be agreed by each teacher and students

      The materials are provided

      Needed materials are 3 bulbs, pair of wires, electrical tape, screws, screw driver. Illustration board and etc.

      I will require them to select their leader for each group

      I will give them 40 minutes to finish the task

      There will be procedures and guidelines on how to perform the task

      I will facilitate while they are performing in order to avoid any accidents.

      Each group will present their works and to test if the bulbs are glowing in a parallel circuit

      I will judge their works using the rubric that we had agreed

      The assembled parallel circuit will serve as their output for the subject

      Before we end the class, I will ask them if what are the safety precautions to be observed in order to avoid accidents specifically short circuit

 

Prepared by: Jay Ar Aspero

 

 

 

Subject Matter: Parallel Circuit

Learning Objectives:

                                     Apply Ohm’s Law in Parallel Circuit

                                      Present a Sampled Parallel Circuit

General Product-Oriented Performance Task:

                         The students will present an assembled parallel circuit that will serve as their output.

Target Skills:

      Observe safety precautions to avoid accidents specifically short circuits

      Infer the outcome if there bulbs will glow or not

      Make hypothesis based on the task that they are performing

      Analyze the given procedures and guidelines on how to assemble the parallel circuit

      Apply the knowledge that they had learned in order to assemble the parallel circuit

      Apply the knowledge that they had learned in order to assemble the parallel circuit

Learning Activities (Specific tasks):

                            The needed materials such as 3 bulbs, pair of wires, electrical tape, screws, screw driver, illustration board and etc. you are tasked to connect the bulbs, switches and the source by using the wire in order to form a parallel circuit. Be sure to connect each item to its designated place and wrap the open wires or connected wores by using electrical tape to avoid short circuit.

Assessment Tasks:

 

      Each group will present their output.

      The other group will give their comments, reactions or suggestions to the work of the group presentor.

      I will rate their work (output) using the rubric that we had agreed.

      After presenting I will ask questions.

  1. 1.      What can you observe on the parallel circuit that you assembled?
  2. 2.      What are the things to be observed in order to avoid accidents specifically short circuit?
  3. 3.      What is the relationship of current, voltage and resistance in parallel circuit?
  4. 4.      Since there is a separate pathways, what will happen to the remaining bulbs if one bulb burns out?

 

 

 

Prepared by: Jay Ar Aspero

 

 

 

 

 

 

 

 

 

 

Criteria

Outstanding

(100%)

Very Satisfying

(95%)

Satisfying

(90%)

Fair

(85%)

Poor

(80%)

  1. Wiring

connection

All the wires are properly connected and open wires are properly secured. Short circuit will not happen.

Few of the wires are not properly connected and few of the open wires are not properly secured. It is prone to short circuits.

Some of the wires are not properly connected and some of the open wires are not properly secured. It is prone to short circuit.

Most of the wires are not properly connected and most of the open wires are not properly secured. It is prone to short circuit.

All the wires are not properly connected and all the open wires are not properly secured. Short circuit will happen.

  1. Creativity

There is neatness on the output and the materials used are well organized and effectively utilized.

There is neatness on the output and most of the materials used are well organized and effectively utilized.

There is no neatness on the output but the materials used are well organized and effectively utilized or vice versa.

There is neatness on the output but most of the materials used are not well organized and effectively utilized.

There is no neatness on the output and the materials used are not well organized and not effectively utilized.

  1. Presentation

The connection of wires are explained clearly and correctly ad all the procedures and guidelines are followed.

The connections of wires are explained clearly and correctly and most of the procedures and guidelines are followed.

The connections of wires are not explained clearly and correctly but all the procedures and guidelines are followed or vice versa.

The connections of wires are explained clearly and correctly but most of the procedures and guidelines are not followed.

The connections of wires are not explained clearly and correctly and all the procedures are not followed.

  1. Promptness

Submitted in any days before the deadline.

Submitted on the deadline.

Submitted one day after the deadline.

Submitted two days after the deadline.

Submitted 3 days or more after the deadline.

 

 

Prepared by: Jay Ar Aspero

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Name of School Observed: Sagay National High School

School Address: Pob. 2, National Highway, Sagay City

Grade/ Year Level: Fourth Year

Section: Gold

Subject Area: Physics

Subject Matter: Parallel Circuit

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

                The best features in my product-oriented performance design are the following:

      The instructions are clear and easy to understand

      There is enough time given for the students to finish the task

      It caters the needs and nature of the students

      There is a criteria on how to check the product or output and serves as basis for giving grades

      The product-oriented task is consistent to the learning target

      The materials are provided and complete

      There are safety precautions to be strictly observed

What specific conditions are necessary for a successful use of my product-oriented performance assessment design?

                          The product-oriented performance assessment design requires the students to show a work that will demonstrate their level of understanding about a concept. It is effective to use if I have a rubric that will clearly show how students performance will be evaluated and it increases students sense of responsibility for their own work. It is appropriate to use in a research paper, film making, portfolio, journals, slogan, posters, drawings, verse choir, assembled series and parallel circuit, oral recitation, role playing, demonstration, drama, recital and etc…

                                                                                                                                  

What basic points should the user of this design consider?

                          The user of this product-oriented performance assessment design should consider the learning targets if it is consistent or relevant because the learning target and assessment tool to be used are dependent to each other.

 

                         The user should also consider the subject matter if it is appropriate or suited because not all subject matter are applicable for a product-oriented performance assessment.

 

                         The user should also consider the use of rubric because it provides benchmark as basis in measuring progress and students become aware on how to improve their performance.

 

 

Prepared by:                        Jay Ar B. Aspero

                        Signature of FS Student over Printed Name

 

 

 

 

 

 

 

 

 

 

 

 

 Group Analysis

 

            Do you think your originally designed product-oriented performance assessment can appropriately assess the teacher’s learning objective? Why?/Why not?

                        Our designed product-oriented performance assessment cannot appropriately assess the teachers learning objective because the product-oriented performance assessment is not consistent and suited to the learning objective of the five subject matter. We were compelled to change the learning objective just to make sure that the five subject matter will be applicable for the product-oriented performance assessment.

                        We make sure that the learning objectives that we had made were suited and appropriate to the product-oriented performance assessment in order for it to become more effective in assessing the learning of the students.

 

            Why do teachers need to give attention to the students’ product-oriented tasks? Why do they need to assess them?

                        Teachers need to give attention to the students’ product-oriented task because they generally represent deep understanding of the concepts, principles and theories, and they also provide evidence for the knowledge and skills that are learned in the instructional process. Those works, projects, outputs and even performances of the students are considered as product-oriented performance that help students record for their learning by seeing the outcomes and product of their academic engagement and it motivates students to keep in the learning process.

                        Teachers need to assess them because it shows the students’ works that demonstrate their level of understanding about a concept and it is how students apply the knowledge that they had learned in a particular lesson by showing an output, project, work or even performance. Through the use of rubric the teacher becomes more objective in assessing the product of the students and it brings justice and fairness on the part of the students.

 

            In what conditions can the product-oriented performance assessment be used more appropriately?

                        The product-oriented performance assessment can be used more appropriately when the teacher wants to measure how students apply the knowledge that they had learned in a certain lesson because it is an assessment that requires the students to show a work or product that will demonstrate their level of understanding about a concept. This product-oriented performance assessment is more applicable in doing research paper, film making, portfolio, journals, slogan, posters, drawing, verse choir, assembled series and parallel circuit, oral recitation, role playing, demonstration, drama recital and etc… it will be effective to use if I have a rubric that will clearly show students’ performance will be evaluated and it increases students’ sense of responsibility for their own work.

 

 

 

 

 

 

 

 

 

 

 

 

 Group Reflection

            Based on our experience in using authentic assessment, we learned that authentic assessment is used to assess what students know and what they can do. It is used to demonstrate higher order thinking skills (HOTS) because the task is given at the right level of difficulty and related to real life situation. It is also capable of generating learning outcomes that are observable and useful to those who use the information especially the teacher gathered from the assessment method.

            One of the principle of authentic assessment states that “ it enhance learning rather than simply serving the purpose of accountability.” It means that it is an assessment for learning and assessment as learning. It was an assessment for learning because it provides feedback and it improves learning. Verbal or written feedback can be provided to the students but we must be primarily descriptive, emphasize strengths, identify gaps and plan for improvement. The feedback can be based on various sources such as portfolio, dialogue, written test and teacher observation. It is an assessment as learning because there is a self reflection and it has something to do with metacognition. The students become more accountable for their own learning or his thinking process.

            The use of rubric and criteria are highly needed in assessing the learning of the students. Through the use of rubric the students will have ideas on how to improve the learning and there is a reflection and meatacognition that helps the students see their strength and weaknesses because of the criteria and indicator that are include in the rubric.

 

 

A Teacher for All Season

By Joanna Fuchs

A teacher is like Spring,
Who nurtures new green sprouts,
Encourages and leads them,
Whenever they have doubts.

A teacher is like Summer,
Whose sunny temperament
Makes studying a pleasure,
Preventing discontent.

A teacher is like Fall,
With methods crisp and clear,
Lessons of bright colors
And a happy atmosphere.

A teacher is like Winter,
While it’s snowing hard outside,
Keeping students comfortable,
As a warm and helpful guide.

Teacher, you do all these things,
With a pleasant attitude;
You’re a teacher for all seasons,
And you have my gratitude!

 

 

 

 

Overall Refelection 

                               As a future teacher someday, we will always bear in our minds that learners are rich in learning capabilities. The process of learning are highly unique and individual, this means that in a classroom there is individual differences that we must consider. We need to assist our future students to define and to make explicit to themselves the approaches they ordinarily use so that they can become more effective in problem solving and learning. We learned that one of the riches resources for learning is the learners himself. Each learner has an accumulation of experiences, ideas, feelings and attitude which comprise a rich vein of material for problem solving and learning. We consider learners as the richest resources for learning because they have their own “aptitude” which are their innate talent or gift, “interest” which express deep feelings for objects or actions and made their stay pleasant and enjoyable, they also have their own “ability” which pictates the prospect of success in any purposeful activity, “attitude” which is the learners perspective and disposition and last their” family or cultural background” which is their socio-economic background.

                            We also learned that learning is the discovery of personal meaning and relevance of ideas and learning is gradual it’s because it is by stages or levels so as a future teacher someday we must extend our patience.  To be a good teacher someday we must have passion to both our work and to our students, we must have also humor in a way that has connection to the topic, also values and attitude, fairness, sincerity and honesty, and professionalism.

 

 

ImageImageImageImageImage

 

 

100%

95%

90%

85%

80%

  1. Content of the portfolio

Has the 100% of the needed content.

Has 95% of the needed content.

Has 90% of the needed content.

Has 85% of the needed content.

Has 80% of the needed content.

  1. Objectives of the portfolio

Objectives are smart and cover the whole course.

Objectives are smart but cover only a minimum of 80% of the course.

Objectives are smart but cover only less than 80% of the course.

Some Objectives are not smart and do not cover the whole course.

Most objectives are not smart and cover only a minimum of the course.

  1. Quality of entries

Entries are best quality, well selected and very substantial. 

Entries are better quality; many are well selected and substantial.

Entries are of acceptable quality, some are well selected and substantial.

Some entries are of acceptable quality. Limited selection and substantial.

Few entries are of acceptable quality, not well selected and very minimal substantial.

  1. Presentation of entries

Creative, neat and has a very strong impact/appeal.

Creative, neat and has a strong impact.

Creative, neat and an average impact/appeal.

Minimal creativity, neat with minimal impact/appeal.

No creativity,  In disarray and no impact/appeal.

  1. Promptness in submission

Submitted ahead of the schedule.

Submitted on schedule.

Submitted a week after the schedule.

Submitted 2 weeks after the schedule.

Submitter 3 weeks or more after the schedule.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                                                                 

 

 

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2 thoughts on “Field Study 5 (Learning Assessment Strategies)

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