EPISODE 5- BUILD ME UP

FS5
Learning Assessment Strategies
Field Study
EPISODE 5

BUILD ME UP
Name of FS Student: Kristel C. Ayog
Course: BSE- 3A
Resource Teacher: Mr. Marcelo Simon
Cooperating School: Isabela National High School

1.
2.
3.
4.
5.

My Target
At the end of this activity, you will be skilful in designing product-oriented performance
assessment.
Your Task
Design a product-oriented performance assessment by going through the process through
the following steps:
Visit a class and identify product-oriented activities.
Choose one product-oriented activity and study the process.
Design a performance assessment plan for the product-oriented activity you have chosen.
Develop a portfolio of your assessment plan.
Reflect on your experience.

OBSERVATION NOTES
Name of the School Observed: Isabela National High School
School Address: San Vicente, Ilagan City, Isabela
Date Visited: March 2015
Grade/Year Level: Grade 7

Subject Area: T.L.E.- Agriculture

Describe in bullets the product-oriented activity you observe.

It was a process- oriented performance assessment.

It was an authentic test.

The students apply their previous knowledge to solve the 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.

MY PLAN

Learning Objectives:

identify the job requirements for the development/construction of the aquaculture

facility

estimate the quantities of materials and resource required to complete a work task
report the estimate of materials and resources
are to appropriate person

General Product-oriented performance Task:

The students should estimate the cost for the development of an aquaculture facility.

Target Skills:
This activity develops the cognitive and psychomotor skills of the pupils.
Learning Activities (Specific tasks):
ESTIMATING COST FOR THE DEVELOPMENT OF AN AQUACULTURE FACILITY

The class was divided into 5 groups.

Read on the information sheet 1.1 of this lesson.

Each group of student will visit available aquaculture facility (pond, pen, cage, tank,
aquarium, etc) in their school.
Check the condition of the available aquaculture facility.
List down all the required job for the development /construction of
aquaculture facility.
Prepare a program of work and schedule of activities for the development of the
given aquaculture facility.
Make a bill of materials and cost estimates for the construction/development of the
facility.
Present your output in the class.

Assessment Tasks:
The making of the product will be evaluated through the following criteria:

identified the job requirements for the development/construction of the aquaculture

facility?

estimated the quantities of materials and resources required to complete a work task

estimated time needed to complete a work activity through a calendar of activities

reported the estimate of materials and resources to the class

NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN

Name of the School Observed: Isabela National High School
School Address: San Vicente, Ilgan, Isabela
Date Visited: March 2015
Grade/Year Level: Grade 7
Subject Area: T.L.E.- Agriculture
What are the best features of my product-oriented performance assessment design?
It develops the cognitive skills of the students by identifying the job requirements for the
development/construction of the aquaculture facility, the psychomotor skills of the students by
estimating cost for the development of an aquaculture facility, and it also develops the
cooperativeness of the students among their groups.
What specific conditions are necessary for a successful use of my product-oriented
performance assessment design?
The presence of different materials should be available in order to become performance
assessment.
What basic points should the user of this design consider?
The ability of the student should be considered in performing or doing product- oriented
activity.

ANALYSIS

1. Do you think your originally design product-oriented performance assessment can appropriately
assess the teachers learning objective? Why? Why not?
The product- oriented performance assessment which I designed can appropriately assess the
teachers learning objectives because the design on the plan of this product- oriented activity was
based on the goals of the teacher for his students.
2. 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 performance to assess what
skills, ideas, and efforts did the students applied to the output.
3. In what conditions can the product-oriented performance assessment be need more
appropriately?
Product- oriented performance assessment can be used more appropriately when the teacher
wants to assess the concrete products of the students.

Write your reflection of thoughts, feelings, personal learning strategies, insights or new
understanding from your experience in using authentic assessment. Then share your reflection
with your FS teacher and classmates. Also draw some insights from your classmates sharing.
After answering all the questions in this field study I realized that as a future teacher we
should be more observant and give more attention to our pupils/students because all of them
have a different characteristics and capabilities that we should enhance through the use of
different methods, strategies and assessment tools. Also, after answering this field study I
understand how a teacher should be in dealing his/her pupils. And through this I have learned

many things that I can use when I am already in the field of teaching. That in giving assessment
is a task that we need to think and examine carefully and we should based it on the learners and
the learning objectives for it to be successfully done.
My experiences in the conduct of the field studies in this course have improved my
understanding of the different forms of performance assessment and rubrics that as a teacher
would improve his capacity of gauging the performances of his students.
One of the most important lesson which I learned in this activity is that, it is imperative
for a teacher to recognize that the classroom consists of diverse individuals that must be assessed
in a neutral way by understanding the different alternative assessments combined with the right
rubric, it equips me with the different assessment strategies that can eliminate the different biases
that may arise in the classroom.
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2015 (3)
March (1)
EPISODE 5- BUILD ME UP
February (2)

2014 (1)

Name of FS Student: Kristel C. Ayog

Course: BSE- 3A
Resource Teacher: Mr. Marcelo Simon
Cooperating School: Isabela National High School

1.
2.
3.
4.
5.

My Target
At the end of this activity, you will be skilful in designing product-oriented performance
assessment.
Your Task
Design a product-oriented performance assessment by going through the process through
the following steps:
Visit a class and identify product-oriented activities.
Choose one product-oriented activity and study the process.
Design a performance assessment plan for the product-oriented activity you have chosen.
Develop a portfolio of your assessment plan.
Reflect on your experience.

OBSERVATION NOTES
Name of the School Observed: Isabela National High School
School Address: San Vicente, Ilagan City, Isabela
Date Visited: March 2015
Grade/Year Level: Grade 7
Subject Area: T.L.E.- Agriculture

Describe in bullets the product-oriented activity you observe.

It was a process- oriented performance assessment.

It was an authentic test.

The students apply their previous knowledge to solve the 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.

MY PLAN

Learning Objectives:

identify the job requirements for the development/construction of the aquaculture

facility

estimate the quantities of materials and resource required to complete a work task
report the estimate of materials and resources
are to appropriate person

General Product-oriented performance Task:

The students should estimate the cost for the development of an aquaculture facility.
Target Skills:
This activity develops the cognitive and psychomotor skills of the pupils.
Learning Activities (Specific tasks):
ESTIMATING COST FOR THE DEVELOPMENT OF AN AQUACULTURE FACILITY

The class was divided into 5 groups.

Read on the information sheet 1.1 of this lesson.

Each group of student will visit available aquaculture facility (pond, pen, cage, tank,
aquarium, etc) in their school.
Check the condition of the available aquaculture facility.
List down all the required job for the development /construction of
aquaculture facility.

Prepare a program of work and schedule of activities for the development of the
given aquaculture facility.
Make a bill of materials and cost estimates for the construction/development of the
facility.
Present your output in the class.

Assessment Tasks:
The making of the product will be evaluated through the following criteria:

identified the job requirements for the development/construction of the aquaculture

facility?

estimated the quantities of materials and resources required to complete a work task

estimated time needed to complete a work activity through a calendar of activities

reported the estimate of materials and resources to the class

NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN

Name of the School Observed: Isabela National High School
School Address: San Vicente, Ilgan, Isabela
Date Visited: March 2015
Grade/Year Level: Grade 7
Subject Area: T.L.E.- Agriculture
What are the best features of my product-oriented performance assessment design?
It develops the cognitive skills of the students by identifying the job requirements for the
development/construction of the aquaculture facility, the psychomotor skills of the students by
estimating cost for the development of an aquaculture facility, and it also develops the
cooperativeness of the students among their groups.
What specific conditions are necessary for a successful use of my product-oriented

performance assessment design?

The presence of different materials should be available in order to become performance
assessment.
What basic points should the user of this design consider?
The ability of the student should be considered in performing or doing product- oriented
activity.

ANALYSIS

1. Do you think your originally design product-oriented performance assessment can appropriately
assess the teachers learning objective? Why? Why not?
The product- oriented performance assessment which I designed can appropriately assess the
teachers learning objectives because the design on the plan of this product- oriented activity was
based on the goals of the teacher for his students.
2. 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 performance to assess what
skills, ideas, and efforts did the students applied to the output.
3. In what conditions can the product-oriented performance assessment be need more
appropriately?
Product- oriented performance assessment can be used more appropriately when the teacher
wants to assess the concrete products of the students.

Write your reflection of thoughts, feelings, personal learning strategies, insights or new
understanding from your experience in using authentic assessment. Then share your reflection
with your FS teacher and classmates. Also draw some insights from your classmates sharing.
After answering all the questions in this field study I realized that as a future teacher we
should be more observant and give more attention to our pupils/students because all of them
have a different characteristics and capabilities that we should enhance through the use of
different methods, strategies and assessment tools. Also, after answering this field study I
understand how a teacher should be in dealing his/her pupils. And through this I have learned
many things that I can use when I am already in the field of teaching. That in giving assessment
is a task that we need to think and examine carefully and we should based it on the learners and
the learning objectives for it to be successfully done.
My experiences in the conduct of the field studies in this course have improved my
understanding of the different forms of performance assessment and rubrics that as a teacher
would improve his capacity of gauging the performances of his students.
One of the most important lesson which I learned in this activity is that, it is imperative
for a teacher to recognize that the classroom consists of diverse individuals that must be assessed
in a neutral way by understanding the different alternative assessments combined with the right
rubric, it equips me with the different assessment strategies that can eliminate the different biases
that may arise in the classroom.
Posted by Kristel Ayog at 8:41 PM No comments:
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Thursday, February 26, 2015

episode 4 WORK ME ON

FS5
Learning Assessment Strategies
Field Study
EPISODE 4

WORK ME ON
My Target
At the end of this activity, you will be skilful in designing process oriented performance
assessment.

MY TASK

1.
2.
3.
4.
5.

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:
Visit a class and identify performance-based activities.
Choose one performance-based activity and study its process.
Design a performance assessment plan for the activity you have chosen.
Collect samples of performance-based assessment tools.
Reflect on your experience.

MY TOOLS
In observing a class, take note of important observations of the performance-based
activity in the classroom. Make a checklist of the important things you want to consider in your
assessment planning. Use the activity form provided for you. You may use format of processoriented assessment that you have taken in your assessment 2 class. The rubrics are part and
parcel of this assessment plan.

OBSERVATION NOTES
Name of the School Observed: Isabela National High School
School Address: San Vicente, Ilagan City, Isabela

Date Visited: February 2015

Grade/Year Level: Grade 7
Subject Area: Agriculture
Describe in bullets the performance-based activity you observe.
1.
Board work

The teacher begun the lesson through discussion with the students. Their topic
is about the different shapes of a farm and calculating the area of each shape.

The teacher discussed the steps in solving the area for each shape, one after the
other. He discussed the examples on the board.

The teacher call for a board work.

The students actively participated on the activity.

The teacher made the instruction clear.

Cheating is strictly prohibited.

2. Quiz

Based on your observation, make a checklist of the important things you wish to consider in your
performance-based assessment plan.
MY CHECKLIST
Interpretation of Scores:
16-20 - Excellent output
11-15 very good
6-10 fair output
5 and below poor output
Criteria
1. Each group will work cooperatively.
2. The students should get the exact measurement of the height, the width,
and
the length of the garden area that they will measure.
3. The students will solve for the given problems.
4. The students are able to choose the correct solution for the given
problem.
5. The students are able to present and discuss their work in the class.

20

Score
15 10

NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN

Name of the School Observed: Isabela National High School
School Address: San Vicente, Ilagan City, Isabela
Date Visited: February 2015
Grade/Year Level: Grade 7
Subject Area: Agriculture

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

The processed- oriented performance assessment design was made simple and
achievable.
Learning is more meaningful since the activity was done in a real place.

The students ability in solving problems is being developed.

What specific conditions are necessary for a successful use of my process-oriented

performance assessment design?
Each group must record the measurement they get from the given area.

Each member must cooperate in solving the problems.

The output must be written on a manila paper.

What basic points should the user of this design consider?

The activity must be done on the allotted time.
The output must be written on a manila paper with the problem, the solution and the
correct answer.
The presentation and discussion of answers must be clear.

ANALYSIS

1. Why do teachers need to give attention to the students process-oriented tasks? Why do they
need to assess them?
Process- oriented task is a task wherein students are ask to perform a meaningful task.
Teachers attention to the students process- oriented task is very helpful for the students in
accomplishing their task.
The teacher need to assess the students task in order to explore how to improve students
learning, identify what instructional adjustments might be needed to improve instruction, and to

provide them feedback on how they are progressing, thus helping them to identify their strengths
and weaknesses.
2. In what conditions can the process-oriented performance assessment be used appropriately?
Process- oriented performance assessment can appropriately be used in performance
tasks that require higher thinking skills like problem solving (in mathematics), baking (in
T.L.E.), completed paper works, etc.

Make reflections on your feelings and thoughts about the observations made in this FS.
This field study had broadened my knowledge and understanding on the field of teaching.
As a future teacher, responsibilities may include tutoring; holding office hours; invigilating tests
or exams. Assisting gives opportunity to us students to use our teaching skills, as many are in
pursuit of teaching careers.
I discovered that the teacher should have a huge of ideas in the subject matter for him to
adjust in the level of her students. He should know their weaknesses so that he could do
something to help them improve especially when it comes to class participation. He should be
expert also in managing his time in every activity to inculcate the different learning participation
of the learners and to address their individual differences
In the learning- teaching process of the learners, the teacher must know the
different principles, techniques and the methods to meet the learners need according to their
strength and weaknesses. Motivation is one of the best ways to begin a lesson. All instructional
materials must be relevant and realistic so that it can aid the students understanding about the
topic.
We must also appreciate the learners for who they are and consider their
educational background and experiences in choosing a topic. We must encourage them to pursue
on their studies.
It is good also when the learners and teachers will work together towards the
accomplishment of the objective of the lesson. We could make used of group activities as to
imply application on the part of the learners as believe that they will understand deeper the topic
when they apply it.

Teachers also should be flexible in handling their class. They must know the
different kinds of principles in classroom management in able to maintain orderliness and
discipline on the learners.