FS 5 Learning Assessment Strategies 5
Episode 5 “MY PROP" PRODUCT ORIENTED PRACTICE TEST
Episode 5 “MY PROP" PRODUCT ORIENTED PRACTICE TEST
Name: JANICE P. ESPEJO
Course: COT- 1A
SECTION: BEED 3X3
Resource
teacher: Mrs. ANELYN LABADAN
LAPASAN NATIONAL HIGH SCHOOL
Your Goal
At the end of this activity, you will be skillful in
designing product – oriented performance assessment.
Your Task Design a product – oriented performance assessment,by going through the process through the following steps.
OBSERVATION NOTES
1.
Visit
a class and identify product – oriented activities.
2.
Choose
one product – oriented activity and study the process.
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.
OBSERVATION NOTES
Name of school: LAPASAN NATIONAL HIGH SCHOOL
Date of Visit: SEPTEMBER 16, 2013
Grade/year level: GRADE 8/ ENGLISH
Mrs. ANELYN LABADAN
Describe in bullets
the product – oriented activity you observe.
· Ms.Anelyn announced that the student will make an illustration of different rules or signs found in different places.
· Students were group into 4 members per group.
·
Students
should do it by group to
be illustrated in a manila paper or cartolina.
· Also make use of their art materials ( color pencil, crayons and etc.)
Your Plan
 My Plan would be for the students to choose the most frequently observable signs and symbols in school and public places. |
My Plan
Learning Objectives:
1. To be able to interpret signs and symbols.
2. Identify the purpose of using signs and symbols.
3.
Assess the effectiveness of signs and symbols
|
|||||||||||||||||||||||||
General Product – oriented performance
task:
Signs or symbols that describes are most observable.
|
|||||||||||||||||||||||||
Target skills:
Decision
making and application
|
|||||||||||||||||||||||||
Learning activities (specific task):
-
To observe signs and symbols in their environment.
-
Then they will
propose their own ideas on how they will work on it
-
Allowance for 1 day.
-
Then they will
put 3 sentences of captions that explains their work
|
|||||||||||||||||||||||||
Assessment task:
Self – report on the product
Comments of classmates
|
|||||||||||||||||||||||||
Rubrics:
|
Notes on my Product – oriented assessment plan
|
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?
When
conditions are enough like learner’s needs and capacities
|
What basic
points should the user of this design consider?
The learners abilities and competencies, also financial status and personal relations.
|
ANALYSIS
1. Why do you think the originally designed
product – oriented performance assessment can appropriately assess the
teacher’s learning objective?
Because, it not only assess lower competencies but as well as higher order thinking
skills like judgment skills and application that fit and
appropriate as well as related to the planned objectives.
2. Why do teachers give attention
to the students’ product – oriented tasks? Why do they need to assess them?
Product is a very important matter that
reflects a learner.
Teachers need to assess product which is the final output where it explains how far students have learned and if its related to the concept or theme.
3. In what conditions can the product –
oriented performance assessment be used more appropriately?
Product- oriented performance can be used to measure students creativity. It will measure also students psycho motor domain on how students able to perform the desired task base on the output of his performance. Here are some conditions to be made directly or
indirectly:
First,
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
Product- oriented performance is somehow connected to the episode 4 the process- oriented or performance based assessment. The only difference is that in product-oriented performance teachers need to assess students on the output of their work, just like how nice is their project,also it measures the psycho motor domain of the students, while in process oriented performance teachers assess students in terms with their knowledge or the cognitive side of the students.
Product- oriented performance is somehow connected to the episode 4 the process- oriented or performance based assessment. The only difference is that in product-oriented performance teachers need to assess students on the output of their work, just like how nice is their project,also it measures the psycho motor domain of the students, while in process oriented performance teachers assess students in terms with their knowledge or the cognitive side of the students.
Just like in episode 4 this FS is also challenging. Teachers should set a criteria in measuring students competencies. A rubrics serve as a guide in identifying which work follows the correct guidelines which was written in the rubrics. Furthermore, this FS will help future teachers like me in assessing students performances...
DOCUMENTATIONS
Walang komento:
Mag-post ng isang Komento