Some of the information are not genuine [Year] Why should we

FS 5

care about performance?

Episode 4 WORK ME ON
Name: Carie Justine P. Estrellado Course: BSEd, Social Science Resource teacher: Mrs. Estrella Roo School: Del Remedio National High School Year/Section: 4 - T

Your Target At the end of this activity, you will be skilful in designing process oriented performance assessment. Your Way Now that you have deeply understood the principles and concepts of authentic assessment, and learned lessons from teachers experiences in using it in the classroom, you can now go through the process of designing performance assessment by walking through these steps: 1. Visit a class and identify performance based activities. 2. Choose one performance based activity and study its processes. 3. Design a performance assessment plan for the activity you have chosen. 4. Develop a portfolio of your assessment plan. 5. Reflect on your experience.

Students learning is increased when they struggle with meaning tasks in contexts. Student show not only what they know, but also how they use and apply information and skills. It demonstrated what students know in ways that encompass their personal learning styles and multiple intelligences. Students support each other and the teachers role is to provide guidance and facilitation.

Reminders: Some of the information are not genuine [Year] Be sure your assessment plan conforms to the guidelines of the assessment method you are using. Make your assessment plan relevant to the class where you implement it. Regularly discuss with your FS teacher your proposed assessment. Confer with the classroom teacher about your plan prior to its actual conduct. Note your observations and impressions on the conduct of your assessment. Confer with your FS teacher and the classroom teacher about the results of your assessment.

Your Tools As you observe a class, note down your significant observation of the performance based activity in the classroom. Then, make a checklist of the important things you wish to consider in your assessment planning. For your proposed plan for process oriented assessment, it is recommended that you use the format that you agreed in your assessment 2 class. Please remember that the rubrics are part and parcel of your assessment plan. Observation Notes Del Remedio National High School Date of Visit: August 8 9, 2011 Year level: 2 A Subject Matter: Mathematics (completing the square) Describe in bullets the performance based activity you observe. (note: my resource teacher did not utilized any performance based activity, so I decided to observe another cooperating teacher which is Mrs. Gemma Buera, Math Teacher from II year high school) The teacher tasks the students to answer their assignment, after then, she wrote the problem to the board, as a review she call someone to answer the problem. Then I saw that the teacher wanted to know if the students really do solve the problem given. In addition it is clearly seen that Authentic learning mirrors the tasks and problem solving that are required in the reality outside of school. Because she relate no. 2 to the real life situation. Mrs. Made sure that the learners were psychologically equipped. In fact, the teacher also gave condition to the learners, as I remember okay, sagutan mo yung no. 3 within 5 minutes it resemble typical learning task. Mrs. Gemma wants that the solutions should be made before the final answer and though the students already did solve the problem, Mrs. Gemma verbalize to explain on how did the students arrive in his answer. No. 3 X2 + 6X + 8 = 0 Given X2 + 6X = -8 Making the left side free of the consonant term X2 + 6X + 9 = -8 + 9 Making the left side a PST (X +3)2 = 1 Factoring the PST and simplifying the right side X+3=1 extracting the square root of both sides

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X = -3 1 Solving for x X = -3 + 1 = -2, or X = -3 1 = -4 So, ang solutions ay -2 and -4 (note: this process is continuously observed up to now) Based on your observation, make a checklist of the important things you wish to consider in your performance based assessment plan. Please use My Checklist for this purpose. My Checklist Observe the different performance based assessment on different levels (4 C, 3 A, and 2 A) Know the sequence of topics Get recommendations from the resource teachers (Mr. Eric Valladolid & Mrs. Estrella Roo) Study and review regarding Performance based assessment (Educ. 6A) Know the interest of the learners Validate the process oriented assessment plan Remarks on checklist:

After making your process oriented assessment plan on a separate paper using your agreed format, write down a few notes about your plan. Please use the sheet below. NOTES ON MY PROCESS ORIENTED ASSESSMENT PLAN Name of School: Del Remedio National High School School Address: Camia St., Patria Village, Del Remedio, San Pablo City

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Year level: 4 C Subject matter: Economics What are the best features of my process oriented performance assessment design?

If I will tell the best features regarding my plan definitely the tasks is carefully planned I also highlight the competencies to be evaluated as you can see I prepare a scoring rubrics to assess student performance along a task specific set of criteria which is analytic in nature as well as to have a better feedback, \\\ In addition I also identify the activity entail more or less the same sets of competencies, moreover the task I made would be interesting and enjoyable for the students... What specific conditions are necessary for a successful use of my process oriented performance assessment design? The condition would be they will group themselves and analyze the different topics regarding the lesson, also they will use some prepared paraphernalia for visual devices and etc. The condition are also based on the students decision. What basic points should the user of this design consider? First of all the LEARNER should be a basic point when designing this process oriented assessment because the accomplishment of a task are on their hands whether it is effective on their part or not, second is the materials to be used. Readily it is difficult yet to plan without considering what materials to utilized.

Prepared by: Carie Justine P. Estrellado

Organize your process oriented performance assessment plan in a show portfolio with the following suggested entries: Learning objectives General performance task Learning episodes Assessment tasks Rubrics for assessing learning

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PROCESS ORIENTED PERFORMANCE ASSESSMENT PLAN

Learning Objectives: Naipapaliwanag ang kahulugan ng pagkonsumo; Naibabahagi ang ideya batay sa talakayin; Nakikihalubilo at naipapakita ang pagtulong sa gampanin; at Nabibigyang kongklusyon ang kahalagahan ng pagkonsumo.

General Performance Task: (accdg. To Parker and Jarolimek, 1997. Performance assessments resemble typical learning tasks like written products, group - reporting, demonstration, integrated art and music activities, construction of projects, dramatization, and museum displays. So I choose Group reporting, since it is compatible to the learners abilities to interact like buzz session) In general the task is for learners participate by random group typically heterogeneous type and provide such evidence of cooperation and good communication towards their members regarding the assigned topic of pagkonsumo. They will also present individually but group concepts.

Learning Episodes (describe in terms of students specific learning tasks/activities) I will orient them first regarding the activity Group them by 5 groups heterogonous Assigned specific topic The first group would be reporting salik ng pagkonsumo Second group batas ng pagkonsumo Pagkonsumo ng pamilyang pilipino law of diminishing utility nakakaimpluwensya sa pagkonsumo The task should render only 30 minutes to discuss themselves on what materials and teschniques to be used. The other day they will present by group concept Some might performing role playing or media presentations and etc. They should accomplish it with ease Originality is observed

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They will give their comments and suggestions regarding the reporters They should prepare ahead of time.

Assessment Tasks (describe in terms of acceptable standards of learning behaviour) The teacher will asks someone particularly the leader on how the reporting thoroughly done with the members (Socratic approach) giving their planned concepts for 3 minutes each group. I also asks them individually if they understood the lesson especially the topic they have reported. e.g. anung ibig sabihin ng kita batay sa relasyon ng pagkonsumo? mayroon bang batas ng pagkonsumo na sinusunod ngayon?

Other basis of task depend on how they will present it, so if there is an misinterpreted lines or actions of learners which is far from the prepared objectives the teacher will consider it.

Rubrics for Assessing Learning: Scoring Rubric for Buzz Session Not sometimes often Help group members in making plans. (1) (3) Listens to sharing of members. (1) (3) Shares own ideas with others. (1) (3) Takes turn in asking and answering (1) (3) questions. Considers opinions of others. (1) (3) Indicators

always (5) (5) (5) (5) (5) TOTAL

score

1. 2. 3. 4. 5.

Scoring Rubric For Group Work Indicators Always Usually Rarely Never 1. Shows respect for the ideas, feelings, and attitude of others. 2. Cooperates with others while at work. 3. Helps in doing task assigned to a small

Score

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group 4. Makes reading available to the group. 5. Observes school rules and regulations 6. Submit reports on time.

Scoring Rubric For Self Assessment In this activity I was able to: Indicators Always Usually Rarely Never 1. Choose the activity I like 2. Follow the directions in the activity easily 3. Enjoy group task until its completion 4. Share the completed task with classmates. 5. Observe individual and group standards while at work in class

Score

Criteria A. Organization

B. Presentation

C. Interaction

Scoring Rubric for presentation of report indicator 5 1. content outline is well prepared. 2. topics are logically presented. 3. examples are related to the topics. 1. uses appropriateness learning organizers. 2. follows the content outline. 3. delivery is clearly understood. 1. looks at classmates while reporting. 2. answers questions politely. 3. accepts suggestions from the class. TOTAL

5 excellent 4 very satisfactory 3 satisfactory 2 unsatisfactory 1 very unsatisfactory

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Your Analysis 1. Do you think your originally designed process oriented performance assessment can appropriately assess the teachers learning objective? Why?/Why not? Yes, yes, and definitely YES! Because before I manage to draw the process oriented performance task, I therefore first know the relationship of my concept based on the updated planned made by our resource teacher as concern also for my interest. And by the way, Why would I do such plan and in the end it will be worthless, what an abhor question. 2. Why do teachers need to give attention to the students process oriented tasks? Why do they need to assess them? This is very crucial on the process oriented plan let I give some concluding insights information about outcomes is of high performance; where students end up matters greatly. But to improve outcomes, we need to know about student experience along the way about the curricula, teaching, and kind of student effort that lead to particular outcomes. And through assessment it can help us understand which students learn best under what conditions; with such knowledge comes the capacity to improve the whole learning scenario. 3. In what conditions can the process oriented performance assessment be used more appropriately? It is not impossible to assess appropriately unless we point out and diagnose the problem, let say by setting the readiness of the learners and the materials to utilized. Your Reflections Write your personal reflection of thoughts and feelings about your personal strategies for making your efforts successful in this part of your FS.

For the first time. This moment of my life. The moment who is always remembering my past days when I was in elementary. That time I dont know why and how do teachers assess the learning of students and what instruments do they render. I also asked my self then that It is really is it hard to prepare one?, in conscious sense the way I plan this activity is the answer that Ive been waitin for and the key on how also to be a teacher. Though I realize that it is not an easy task non stop curriculum.

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Its been a bucket of water of effort to accomplish this field study thou gh as I said so that it is very acute and simple but this model of mine was liken by some of my cooperating teachers, still there are some added suggestions to improve in extent.

Thoughts:

Having done with the assessment method as I validate this to my cooperating teacher then I knew that there are some revisions to do, and I also remember that making performance method is much difficult to attain and yet, assessment is some kind of a dying method and a complex process that need a clear instructional objectives. And need review to attain the essence of this assessment procedures so in general my thoughts regarding this issue is not ordinary than that of others.

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Why should we care about products?

They generally represent deep understanding of the concepts, principles, and theories. They provide evidence for the knowledge and skills that are learned in the instructional process. They help students account for their academic engagement. They motivate students to sustain in learning process.

FS 5

Episode 5 BUILD ME UP
Name: Carie Justine P. Estrellado Course: BSEd, Social Science Year/Section: 4 - T Resource teacher: Mrs. Estrella Roo

Your Target At the end of this activity, you will be skilful in designing product oriented performance assessment. Your Way Now that you have developed the skills in designing process oriented performance assessment, you can now go through the process of designing product oriented performance assessment by journeying through.

1. Visit a class and identify product oriented activities. 2. Choose one product oriented activity and study its processes. 3. Design a performance assessment plan for the product oriented activity you have chosen. 4. Develop a portfolio of your assessment plan. 5. Reflect on your experience.

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Some of the information are not genuine [Year]

Reminders: OBSERVATION NOTES Be sure your assessment plan conforms to the guidelines of the assessment method you are using. Make your assessment plan relevant to the class where you implement it. Regularly discuss with your FS teacher your proposed assessment. Confer with the classroom teacher you plan prior to its actual conduct. Note your observations and impressions on the conduct of your assessment Confer with your FS teacher and classroom teacher the results of your assessment. Name of school: Del Remedio National High School Date of Visit: August 11, 2011, Thursday Friday, 12 Grade/year level: Economics

Describe in bullets the product oriented activity you observe. Thursday The teacher (Mr. Valldolid) propose a plan for the students that they should make a map regarding the patria village. The teacher group the students into 4 groups. The students planned the project ahead of time. Some were cutting colored papers, some were coloring the illustration board based on the students creativity. The teacher postponed it till Friday. Friday Students made it colourful some group put glitters and parchment papers. The teacher made an analysis on the students work. The teacher let the students present one but one on how they contribute to the project.

Your Plan I want the students present a product I mean student made product like they are endorsing some products. That would be the general task of my plan. Individually, I let the students to brainstorm regarding what product or made product to be endorsed. Students will create their own product based on their criteria Now after, 2 days they will present it one by one in front. The teacher will also look for the quality of design and the orientation of product.

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Organize your product oriented performance assessment plan in a Show Portfolio with the following suggested entries:

Learning Objectives General performance task Learning episodes Assessment tasks Rubrics for assessing learning

From your procedures you have listed in the preceding activity form, make a final plan of your product oriented assessment design. Please use my plan for this purpose..

My Plan
Learning Objectives: 1. Naihahayag ang sariling ideya batay sa pag aanunsyo ng produkto; 2. Naipapakita ang kaugnayan ng presentasyon ng produckto batay sa pangaraw araw na Gawain; at 3. Napapausbong ang talentong sa pananalita at likhang sining. General Product oriented performance task: They will create a product to be presented or endorsed individually by learners. (e.g. Facial Wash, Coffee cream etc.) student criteria based product. Target skills: Art involvement and creativity Judgment and decision skills and psychomotor domain.

Learning activities (specific task):

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students present a product a student made product like they are endorsing some products. That would be the general task of my plan. Individually, I let the students to brainstorm regarding what product or made product to be endorsed. Students will make an objectives toward their product like for instance Cream facial wash, 100grams, deep action cleanser, ingredients, debut, directions use, expiration date. Students will create their own product based on their criteria Now after, 2 days they will present it one by one in front. The teacher will also look for the quality of design and the orientation of product.

Assessment task: Self report on the product Comments of classmates Scoring rubrics while in presentation

Rubrics: criteria

A. Presentation

B. Content

C. Activities

indicator Points earned 1. Lessons address the core product 2. Reflect on the unit of study. 3. Concepts are logically presented. 4. Content is drawn from the learning competencies. 5. Competencies are supported by examples. 6. Content matches with objectives. 7. Suitable to age learner. 8. Makes lesson meaningful 9. Employs both self directed and group activities. TOTAL

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Rating Scale: 5 Excellent 4 very satisfactory 3 satisfactory 2 unsatisfactory 1 very unsatisfactory

Notes on my Product oriented assessment plan

Del Remedio National High School Camia St. Patria Village, Del Remedio, S. P. C. IV C Araling Panlipunan IV (ekonomiks) What are the best features of my product oriented performance assessment design? The best feature would be the creativity of the output and how they endorsed it. What specific conditions are necessary for a successful use of my product oriented performance assessment design? Based on the interest of the learners as such related to objectives. And set the environment to be conducive. What basic points should the user of this design consider? The learners abilities and competencies since IV C are not competent that of the As

Prepared by: Carie Justine P. Estrellado ANALYSIS 1. Do you think your originally designed product oriented performance assessment can appropriately assess the teachers learning objective? Why?/why not?
Yes, it not just assess lower competencies but as well as higher order thinking skills like judgment skills and application so in this view it fit and appropriate and as well related to the planned objectives.

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2. Why do teachers need to give attention to the students product oriented tasks? Why do they need to assess them?
In connection to the episode 4, YES teachers need to assess product also not just the process but also the final output because it explains where students have gone on their way and if it related to the theme or concepts.

3. In what conditions can the product oriented performance assessment be used more appropriately?
On my view the conditions are more on applicable when measuring more on psychomotor domain, like looking if they can produce something based on the theme or etc. And here are the following conditions to be made directly or indirectly: Firs, if the learners competencies where enough to sustain the activity. Second, interest and objective matching. And if the learning environment was suitable to them. If that happens the needs where equally visible then product assessment can be executed

REFLECTIONS
My feelings about this was drastic, because I saw or observed many product based assessment so I have to choose in relation to my specialization, however assessing the product should always give consideration to the students decision, unlike the teacher centred so I really really hate it. There is the gap of ego and utilitarianism.

Peace Concept on Focus:

Equity For the students, learning becomes more meaningful if there is equity in our assessment practices. Since equity respects individual learning styles

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and student direction, students performance increases.

Discuss with your FS classmate your thoughts on equity in assessment. Then write down your thoughts as well as those of your classmates. Please use the space below.

My thoughts regarding this episode is that mere to speak that its really hard to tell equity is the best policy would be since second to honesty I think therefore I am that Equity is an important values that every teachers to know in fact not all teachers are aware of it. When I become a teacher I would consider the student based criteria with a little consideration on my view and due processing, yet meaningfully can be achieved and the product of the students could be as reliable and valid if students direction followed.

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FS 5

Episode 2 My ATM card

Name: ___________________________1 Course:___________________________ Year/Section: ____________________ Resource teacher: ___________________ Signature: _______________________ School: ___________________________________________________________

Your Target
At the end of this activity, you will be adept in designing, using, and interpreting results of objective tests.

Your Way
1. Visit a class on a subject area of your choice. 2. Study the teachers objectives of the lesson. Observe his/her class, focusing on the evaluation part of the lesson. 3. Make a Table of Specification and construct a paper and pencil test items on the subject observed. 4. Conduct the paper and pencil test in a class.
1

Based on the curriculum of the College of Teacher Education, LSPU SPCC Anchored on these professional education subjects.. Educ..6A and Educ. 6B

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5. Analyze and interpret the data obtained. 6. Reflect on your experience.

Your tools

Initial notes
Name of the school observed: _____________________________________________________ School address: ___________________________________ date of visit: __________________ Grade/Year level: _____________________________ subject area: ______________________ Teachers learning objectives: Mapapaliwanag ang kabihasnang Sumerian Maibibigay ang kontribyusyon ng Sumerian

Other prospects.... Desired conditions and criterion levels of the learning objectives: Gamit ang libro, mailalarawan ang fertile crescent ng may kaakmaan sa mapa ng Sumerian Sa isang paliwanag, mahihinuha ang kahulugan ng di lalampas sa dalawang pangungusap

(subject for 2 day instructions) Other notes: Table of Specification Letter to the faculty Objectives are based on the exact lesson plan which the teacher will used.

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Attested by: ________________________________________________________________

Designing a PEN AND PAPER TEST ACCDG. TO THE T.O.S. TEMPLATES THE TEST HAS A TOTAL NO. OF (15) ITEMS

Knowldg . compre

synthesis

Objectives 1. Kilalanin ang mga Sumerians 2. Maibigay ang BAHAGI ng Sumerians sa kasaysayan 3. Gumuhit ng konklusyon TOTAL NO. OF ITEMS PERCENTAGE OF ITEMS

2 3 3 2 5 33.33 3 3 20 2

analysis 2 13.33

Classification

Total no. Of items 2 8 5 15 100

2 13.33

3 20

0 0

To help you prepare the pen and pencil paper test which you will soon administer in the class you have observed, please remember to: 1. Make a two way Table of Specification. Make sure that you focus on the current subject matter of the class you observed, and that you forget the higher levels of learning behaviours. Please adopt the TOS format prescribed by the school where does your class observation. If the school has TOS template, ask permission to use it. 2. Show your TOS to your FS teacher, then to the classroom teacher. Get their comments and suggestions and improve your TOS. 3. With approved TOS, formulate your test items. Write each test item in an index card, indicating the subject matter and the desired level of learning behaviour to be assessed,

Eval.

appli

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among others. (please use pencil in writing your test items to economize on the use of index cards). Make an item bank. Prepare a test paper of the finalized items. Get teachers permission Administer the test Do an item analysis Indicate the item analysis
Note: The detailed planning of item bank and the test paper or paper and pencil test was omitted for the analysis and interpretation for the purposeful used of the school address conduct and also for the general welfare of the students, faculty, and institutions

4. 5. 6. 7. 8. 9.

Item of difficulty = number of students with correct answer / total no. Of students No. item 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Cognitive component Knowledge Knowledge Comprehension Comprehension Comprehension Synthesis Synthesis Synthesis Synthesis Synthesis Evaluation E valuation Evaluation Analysis Analysis Difficulty index 0.71 0.73 0.67 0.44 0.46 0.48 0.23 0.45 0.34 0.45 0.33 0.67 0.77 0.57 0.45
The item of discrimination was also used however, the interpretation was to revise the few items relating to synthesis with a range of 0.35 0.37 with non discriminating action.

No. item 1 2 3 4 5 6

interpretation Right difficulty Right difficulty Right difficulty Right difficulty Right difficulty Right difficulty

action Retain Retain Retain Retain Retain Retain

The test items was based on the Rex publishing store, and render in the library of LSPU as well as the process of item analysis and validation

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7 8 9 10 11 12 13 14 15 Difficult Right difficulty Right difficulty Right difficulty Right difficulty Right difficulty Right difficulty Right difficulty Right difficulty Revise Retain Retain Retain Retain Retain Retain Retain Retain

ANALYSIS
1. Do you thimk the teachers learning objective was appropriately assessed by your test items? Why?/Why not? Partially yes, not just through the objective type but to the behaviour as well. 2. Why did you have to study the teachers learning objectives prior to developing an assessment tool? to know the congruence and to know what feedback will be made.

REFLECTION: The process of assessing was not difficult to attain there are some factors that hinder to know what exactly method will use

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Peace Concept on Focus: FAIRNESS ASSESSMENT, FAIRNESS is not only a matter of teachers attitude towards students. It also involves the use of assessment tools that are appropriate, valid, and reliable.

Fairness An assessment procedure needs to be fair. This means many things. First, students need to know exactly what the learning targets are and what method of assessment method of assessment will be used. If the students do not know what they are supposed to be achieving then they could get lost in the maze of concepts being discussed in class. Likewise students have to be informed how their progress will be assessed in order to allow them to strategize and optimize their performance. Second, assessment has to be viewed as an opportunity to learn rather than an opportunity to weed out poor and slow learners. The goal should be that of diagnosing the learning process rather than the learning object. Third fairness implies freedom from teacher stereotyping.

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FS 5

FOR YOUR SELF HELP READING:

Episode 3 LOG ME
Name: CARIE JUSTINE P. ESTRELLADO Course: BSEd Year/Section: 4 - T School: Del Remedio National High School
-

Your Target At the end of this activity, you well informed on the principles of authentic assessment and its usefulness in the classrooms.
-

Your Way Authentic assessment is an alternative way of assessing students learning to be able to use it, you must first have deep understanding of it. To help you hit your target, fly in good shape through these destinations: 1. Read articles on new trends of classroom assessment. 2. Visit a class and interview the teacher on his/her experiences in using authentic assessment. 3. Write a reflective journal on the activity.
-

Look for literatures on authentic and alternative assessment in your school library. You may also surf to the internet for related readings Skim through the pages and see if you can get as much information and discussions of the topic. Choose the articles that are easy for you to understand. Remember that different authors have different writing styles. Read, and note down essential ideas and concepts from time to time.

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Your Tools
For this episode, please document your engagement in the tasks using the activity sheets provided for you. For your reading of selected articles on the new trends of classroom assessment, please use the sheet below. My review notes

good assessments
Good classroom assessment eventually leads to improved teaching. And improved teaching means better academic performance of the students. To ensure that good assessment methods are utilized, the teachers must determine if these characteristics are met.

Active student involvement The involvement of students in assessment is not limited to the role of recipients. The students must contribute to the planning of the assessment. This implies that the coverage of a test is not solely determined by the textbook or by the teachers knowledge. The coverage of the test must include information that was gathered and analyzed by the students. Skilled teacher direction Although students participate in planning some aspects of the assessment, the teacher holds the wheel in navigating the assessment procedures. It is the classroom teacher who has required the professional training to decide how to carry out the assessment and how to deal with the results of the assessment. In the same vein, outsiders should not direct assessment. It is the teacher who intimately knows the situation in the classroom. Constructive The assessment should provide constructive information for both the teacher and the students. Assessments should not be used to threaten students with grades. And assessments should not be used to threaten teachers with scores. On the contrary, assessments should be used to inspire students to perform better. Assessments should be used to identify learning difficulties so that these difficulties can be addressed and overcome. And assessments should be used to help the teacher in improving his/her teaching techniques. Purpose-driven The assessment should be able to fulfill its purpose. If it is a summative type of assessment, then all steps must be taken to ensure that the results will be valid and reliable and the scoring will be objective and free from any bias. If it is a formative type of assessment, then the results must be utilized to improve the teaching and learning process. The scores from formative tests do not end up as grades but as figurative arrows that will guide teachers on how to proceed with the classroom

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instruction. Thus, formative assessment is, by nature, continuous.

(www.rubrican.com)

REFLECTIVE JOURNAL What were your personal strategies in choosing relevant articles to read? Interesting Beneficial Has some criteria related to foci Has clarity What are your insights and feelings about the new trends in classroom assessment? There are different views regarding trends in classroom and the first one are the engagement of learners in different perspective like assigning flexible task for appropriate ability, some are still provocative What is your most meaningful learning from this activity? Since it tackles the process and its dimensions it provides some good suggestions and regiment insight, still reflective is the most meaningful of them in general view.

My interview notes (This interview took 20 minutes to accomplish) (insights on www.assessment.com) In using Authentic assessment reflects educational policy research that recommends a "high priority on strategies that research has already shown to increase student learning." Authentic assessment tends to focus on complex or contextualised tasks, enabling students to demonstrate their competency in a more 'authentic' setting. Examples of authentic assessments include:

performance of the skills, or demonstrating use of a particular knowledge simulations and role plays

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studio portfolios, strategically selecting items exhibitions and displays

According to Ormiston, "Authentic learning mirrors the tasks and problem solving that are required in the reality outside of school" Based on the quotation of Mrs. Rono hindi masyadong fit sa subject ng history pero meron din part na pwede, matagal din nyang proseso at kailangan pa ng validation, yun nga lang effective yan Authentic assessment is an umbrella concept that refers to the measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful Mrs. Roo: tama ka dyan it is an umbrella kasi alternative yan eh na hindi basta - basta kayang e measure ng yung alam mo na ng kognitibong domain Carie: maam gaano po ba ito ka epektibo? Mrs. Roo: napakaepektibo nito dahil process at product ang nakatayang sukatin

Reflective journal How did you feel about the teachers experience in the use of authentic assessment? The above statement was not stated clearly because of some random factors, but as I observed during the month of July 8, she delivered it with ease according to the criteria and descriptors laid by the students, since she wants to measure the performance of story telling. What do you think have been the gains enjoyed by the teacher and his/her students from using authentic assessment? Direct answer, the teacher learned more than she expected. Which part of the teachers use of authentic assessment do you feel like improving or revising? All of them improving, since it is properly planned and based on the students criteria

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FS 5

Episode 1
Name: ___________________________ Course:___________________________ Year/Section: ____________________ Resource teacher: ___________________ Signature: _______________________ School: ___________________________________________________________

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

My map
1. 2. 3. 4. 5. Observe at least three classes and make a list of the assessment methods used by teachers. In my list, classify assessment methods as to conventional and authentic and alternative. Describe how each assessment method was used, including my personal observations. Confer with my FS teacher for the assessment list. Reflect on your experience.

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My tools
As you visit schools and observe assessment practices in at least three classes, document your observations using the activity forms provided for you in this reference. For your pen and paper test items, customize a table of specification, and prepare the test material based on the prescriptions of the school where you do class observation. Class1 observation sheet Name of the school observed: ____________________________________________________ School address: _______________________________________ date of visit: _____________ Year level: __________________________________ Subject area: ______________________

ASSESMENT TOOLS Written response instruments Essays (Socratic method are always seen)

DESCRIPTION The multiple choice test are more homogeneous that is why and it is difficult for the students Has a feature of higher order thinking skills The students did not much like this kind of assessment since it is not fit and it cannot avoid biased views. Provoke reorganization of facts; however The method fits the learning behaviour of the learners

Class 2 observation sheet Name of the school observed: ____________________________________________________ School address: _______________________________________ date of visit: _____________ Year level: __________________________________ Subject area: ______________________

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ASSESMENT TOOLS True false test DESCRIPTION The test has a low discrimination properties It is composed of 20 items The statements are long The test has some minor misleading It instructs to enumerate the two kinds of world history The enumeration was difficult for the students Dramatization is the tool for assessment The students gave 1 day preparation Teacher provides the learning tasks The students were grouped into heterogeneous Class 3 observation sheet Name of the school observed: ____________________________________________________ School address: _______________________________________ date of visit: _____________ Year level: __________________________________ Subject area: ______________________

Enumeration Alternative assessment

ASSESMENT TOOLS Product rating scales Notebooks 1 week task

DESCRIPTION was used to know the content inside the notebooks the project has a theme of pang kalusugan the teacher also prepared scoring rubrics (still using for 2006 until now)

(Socratic method are always observed) Written response instruments Matching type test

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the test was modified has many options or choices and the stems are expressed

Some of the information are not genuine [Year]

vividly the teacher used this type of test to ensure knowledge level is attained (remarks from Mrs. Rono 3 - B)

Following important points utilized by the observer was based on FS5, pg. 131

ASSESSMENT TOOLS CLASSIFICATION SHEET (based on my observation of the 3 classes)

Name of the school observed: _____________________________________________________ School address: ______________________________________ date of visit: _______________ Year level: ___________________ subject areas: _____________________________________ Conventional types:

DESCRIPTION OF HOW THE ASSESSMENT METHOD WAS USED When the teacher used this method of assessment it directly increases student performance, it was fit on the objectives lesson and keenly used well.

Performance test

Written response instruments

Properly planned, the teacher made sure that no one will cheat, the tools was convinced on the topic and was clearly managed. The structure of the questions narrowed down to ease the methods of assessment Rating products has fairness on different works of students, and before also she used this, she manage or possess prototype products

essay

Product rating scales

Some of the information are not genuine [Year]

Written response instruments (supply type items)

Properly planned as well, but not successful as in the case of others, specifically there is no congruence between the objectives and assessment instruments so likely to expect it didnt meet the purpose of learning outcomes

Analysis
1. Was there a variety of assessment methods used by the teacher? How relevant was/were the assessment method/s used? Yes, yes there are varieties of assessment methods that was established from written response to the performance type of test actually from performance assessment procedure resemble typical learning tasks like written products, demonstration, group reports , integrated art and music activities, construction projects, dramatization, and museum displays. However they equipped properly onto the methods also in essays and other objective test, seems to have 90% relevance. 2. Do you think the expected students learning behaviours indicated in the objectives were property and appropriately assessed through those assessment methods? Certainly YES! Since the methods used are clearly seen to be effective, the process of getting information is ongoing and I witness since weve started observing.