\ EPISODE 4
WORK
ME ON
Name
of FS Student: Jomari G. Rodriguez
Course: Bachelor
of Secondary Education
Resource
Teacher: Mrs.Marie Rose Ramos
Cooperating
School: Isabela National High School
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MY TARGET:
At the end of this activity, you will be skillful in designing process – oriented performance assessment.
After your observation experience you now have a deeply and principled understanding of the concepts of authentic assessment used in the classroom. You can now go through the process of designing performance assessment by the following these steps:
1. Visit a class and identify performance-based activities.
2. Choose one performance-based activity and study its process.
3. Design a performance assessment plan for the activity you have chosen.
4. Collect samples of performance-based assessment tools
5. Reflect on your experience.
5. Reflect on your experience.
In observing a class, take note of important observations of the performance-based activity in the classroom. Make a checklist of the important things you want to consider in your assessment planning. Use the activity form provided for you. You may use format of process-oriented assessment that you have taken in your assessment 2 class. The rubrics are part and parcel of this assessment plan.
OBSERVATION NOTES
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Name of the School Observed: Isabela National High School
School Address: Claravall St., San Vicente, Ilagan, Isabela
Date Visited: February 17, 2015
Grade/Year Level: 4th Year-Cattleya
Subject Area: Science (Research)
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Describe in bullets the performance-based activity you observe.
*The instruction given by the teacher is clearly understand by the students.
*The instructions follow an orderly sequence.
*the teacher facilitates the learners while doing their activity.
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Based on your observation, make a checklist of the important things you wish to consider in your performance-based assessment
plan.
MY
CHECKLIST
·
In
making a Laboratory Activity, I wish to add the following considerations in
assessing the performance of the students
-
The
students must make their activity clean.
-
All
members in the group must cooperate.
-
Use
the laboratory apparatus in a proper way.
-
Using
a write-up, students must write a detailed and well explained observation in
their activity.
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Notes On My Process-Oriented Assessment Plan
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Name of the School Observed: Isabela National High
School
School Address:
Claravall St., San Vicente, Ilagan, Isabela
Date Visited:
February 17, 2015
Grade/Year Level:
4th Year-Cattleya
Subject Area: Science
(Research)
|
What are the best
features of my process-oriented performance assessment design?
-
The
students can know the importance and uses of apparatus in their activity.
-
The
design is used to protect every student from harmful substances that present
in their activity.
-
The
students can used their critical and practical abilities in making their task.
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What specific conditions
are necessary for a successful use of my process-oriented performance
assessment design?
-
The
materials use must be harmless and safe to use.
-
The
place where students perform their activity must be conducive.
-
The
materials use in the task must be available.
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What basic points should
the user of this design consider?
The user must use a
scoring rubric’s in order to assess well the learners.
-
The
cleanliness in making the activity.
-
The
experiment must finish at the exact time.
-
The
cooperation of the group.
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1.
Why do teachers need to give
attention to the students’ process-oriented tasks? Why do they need to assess
them?
The students
can’t perform the task without any process given by the teacher because it
stands as a basis for them in making their tasks.
Teachers need to assess their
learners to know if their students can follow and understand the process that
they give. Process-oriented based is used to test student’s ability in
performing a task.
2. In
what conditions can the process-oriented performance assessment be used
appropriately?
Process-oriented performance assessment can be used
appropriately in certain activities such as:
1. Baking, handicraft, computer,
sewing etc, in TLE.
2. Laboratory, research
works in Science.
3. Problem solving in
Mathematics.
As
a future educator, I would try my very best to follow the procedures and
strategies used by my resource teacher. I want to teach the skills of critical
and creative thinking to my students by the use of my performance objectives.
This assessment tools that I learned in this
subject gives me knowledge that I may use in the future, it will be may basis
that I want to apply to let my students work independently and to let them
explore, to learn various situations happens in real-life that helps them to
boost their creative minds.
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