FS5 Learning Assessment Strategies

FIELD STUDY______________________________
Episode 1
“MY ASSESSMENT LIST”________________________________

Name of FS Student: Elizabeth S. Basbas

Course: BSED-Filipino Year & Section: Third Year
Resource Teacher: Jennifer Logranio Signature:
School: New Ormoc City National High School

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

My Map:
To be aware of the assessment tools that are used in the classrooms, I will find
interest in observing teachers’ assessment practices.
To hit my Target, I will work my way through these steps:

Step 5: Reflect on my experience.

Step 4: Confer with my FS teacher my
assessment list.
Step 3: Describe how each assessment method was used,
including my personal observations.
Step 2: In my list, classify assessment methods as to conventional
and authentic/alternative.

Step 1: I will observe at least three classes and make a list of the assessment
methods used by teachers.
My Tools:

CLASS 1 OBSERVATION SHEET

(To be used during the actual observation of the 1 st of 3 classes)

Name of the School Observed: New Ormoc City National High School
School Address: Brgy. Don Felipe Larrazabal, Ormoc Date of Visit: Feb. 28, 2020
Grade/Year Level: Grade 7 Subject Area: Filipino

ASSESSMENT DESCRIPTION

TOOLS ( bulleted description of how the assessment method is used

relative to subject matter, levels of learning behavior, length, etc. )

Question and Answer/ • As the teacher explain the lesson, she was giving
Recitation questions to the student by and by to inject a deep
learning’s among the students.

•The student however managed to answer the

question raised.

Pencil and Paper Test • The teacher gave the student some writing
activities.

• An activity found in their books which last for 10

minutes.
 CLASS 2 OBSERVATION SHEET
(To be used during the actual observation of the 2 nd of 3 classes)

Name of the School Observed: New Ormoc City National High School
School Address: Brgy. Don Felipe Larrazabal, Ormoc Date of Visit: March 3, 2020
Grade/Year Level: Grade 7 Subject Area: Filipino

ASSESSMENT DESCRIPTION

TOOLS ( bulleted description of how the assessment method is used

relative to subject matter, levels of learning behavior, length, etc. )

Question and answer or • The teacher explained their topic first.

Recitation
• Then she asked her students to answer the question
written at the board.

• This was done after 20 minutes. The teacher gave

many examples.

Paper-and- Pencil Test • Some answered the quiz correctly, but others
Were not.

• The quiz was done within 15 minutes.

Problem Solving • The teacher will call some students to answer a

problem.

• Problem solving enhances student’s cognitive skills

and participation in the discussion.
 CLASS 3 OBSERVATION SHEET
(To be used during the actual observation of the 3 rd of 3 classes)

Name of the School Observed: New Ormoc City National High School
School Address: Brgy. Don Felipe Larrazabal, Ormoc Date of Visit: March 5, 2020
Grade/Year Level: Grade-7 Subject Area: Filipino

ASSESSMENT DESCRIPTION

TOOLS ( bulleted description of how the assessment method is used

relative to subject matter, levels of learning behavior, length, etc. )

Oral Questioning • After presenting the lesson, the teacher throw

questions to the learners.

• Oral questioning enhances speaking skills of the

learners.

Note Taking • The teacher requires the students to take down

notes during lectures.

• The notes will be checked after the lesson

presented.
 ASSESSMENT TOOLS CLASSIFICATION SHEET
(Based on your observation of the 3 classes)
Name of the School Observed: New Ormoc City National High School
School Address: Brgy. Don Felipe Larrazabal, Ormoc Date of Visit: March 03, 2020
Grade/Year Level: Grade-7 Subject Area: Filipino

Conventional Types: DESCRIPTION OF HOW THE ASSESSMENT METHOD

WAS USED

•The teacher gave a 50 item test to the students their

knowledge and remembering, it is considered as the most
1. Long quiz common assessment tool a teacher used because it is easy to
administer, and as I have observe, some got a high score so
it means they understand the week lesson.
•The teacher ask the students questions to determine if they
understand the lesson, and for the teacher to know if she had
2. Exercise to adjust or to change her strategy in teaching the lesson of
the day and also if the students have some ideas about their
topic.

3.Question and answer •The students however managed to answer the question raised
Or recitation

4.Note-Taking •The teacher requires the students to take down notes during
lectures.
The notes will be checked after the lesson presented.

5. Problem Solving •Problem Solving activates pupils cognitive thinking and

participation to the class.
 Authentic or DESCRIPTION OF HOW THE ASSESSMENT METHOD
Alternative Types
WAS USED

1.Matching Type Test •This assessment tool were delivered in a different way
wherein there was an active participation in the classroom.

2. Essay Test
•This test were used in Filipino which the subject matter is
“Ibong Adarna”. This kind of test is effective in developing on
the analyzing skill and synthesizing skill.

3. Oral Questioning •The oral questioning were used in different subject. The
teacher asked questions to students during the discussion to
assess their understanding and reasoning skills about the
topic.

4. Exercise •The teacher gave an exercise to know if the students can

work independently and can give her the correct answers and
if they really know the subject matter.

5. Performance •Allows for testing of complex integrated skills, to check

Checklist whether they comprehend or not.
 Authentic or DESCRIPTION OF HOW THE ASSESSMENT METHOD
Alternative Types
WAS USED

1. Product Rating Scales • It was used in rating the assignments of the pupils so that
she will know whether her pupils learn to the previous lesson.

2. Quiz and Seatwork • For the students to improve their Social skill and also maybe
to be a Critical Thinker.

3. Oral Recitation • The Teacher recalling the past topic. She asks certain
questions regarding their last Discussion or lesson in order to
determine if her students really understand her previous
lesson and if they already mastered the lesson.

4. Quizes •Are to determine whether the lesson was accessible to

all students.

5.Homework •The teacher utilize this assessment to reinforce the

lesson to the learners especially to the topic which is
more difficult to understand.

My Analysis:
Yes, there is the variety of assessment method used by the teacher by using the
different types of assessment methods depending to the learning objectives. The
assessment tools used by the teacher are placement, creation type of performance-
based assessment, quizzes, oral recitation, self-report and observation were
relevant to the topic or subject matter. Each method has specified purposes, task
and focuses to the learning skills of the learners. They are relevant to the learning
objective, which will be determined the three domain of objectives are being attained
or not in order to have a basis to the revision in her instruction.

My Reflections:
 The most powerful insights for me about the students assessment are the
functions, its importance and benefits in the teaching-learning process. Teachers
assessment tools are an important part of judging the capabilities, progress and
development of students. It helps teacher judge how much a student knows at the
beginning of a school year, semester or subject. Assessment tools also help track
progress and inform the teacher when the students have adequately learn the subject
matter.

As to students, it gives frequent opportunities to reflect on where their learning is

at and what needs to be done to achieve their learning goals. When students actively
involved in assessing their own next learning steps and creating goals to accomplish
them, they make major advances in directing their learning and what they understand
about themselves as learners.
FS5 Learning Assessment Strategies

FIELD STUDY______________________________
Episode 2
“MY ATM Card” (Available Test’s & Measures)__________________

Name of FS Student: Elizabeth S. Basbas

Course: BSEd- Filipino Year & Section: Third Year
Resource Teacher: Jennifer Logranio Signature:
School: New Ormoc City National High School

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

My Way:
Designing and using assessment tools sounds interesting, especially if I know their
curricular intentions. I will take calculated strides in pursuing this interesting task through
these stages:
Step 6: Reflection on my experience.

Step 5: Analyze and interpret the data obtained

from it focusing on target competency.

Step 4: Conduct the pen and paper test in a class.

Step 3: Make a Table of Specification and construct pen and

paper test items on the subject observed.

Step 2: Study the teacher’s objectives of the lesson. Observe

his/her class, focusing on the evaluation part of the lesson.

Step 1: Visit a class on a subject area of my choice.

My Tools:

INITIAL NOTES
Name of the School Observed: New Ormoc City National High School
School Address: Brgy. Don Felipe Larrazabal, Ormoc City Date of Visit: 03-03-2020
Grade/Year Level: Grade- 7 Subject Area: Filipino
Subject Matter: Filipino
Teacher’s learning Objectives:

To describe the centrifugal effect.

Desired conditions and criterion levels of the learning objectives:

The students are expected to:

Participate actively during class discussion.
Get high or passing score during assessment period.
Cooperate with the teacher to reach the set learning objectives.

Other Notes:

Both students and teacher must do their part to have the best learning
process.
My Analysis:

1. 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 to have a validity, reliability, fairness, practically and efficiency.

2. Studying the teacher’s learning objective prior to develop 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 objective in the assessment must be stated in the 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 and we can have a basis or standards for the revision of the instruction if the
learning objectives are not achieved.
My Reflections:

The coverage of the test must be already taught so as to have fairness

in assessment. It makes the 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 determine 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.
FS5 Learning Assessment Strategies

FIELD STUDY______________________________
Episode 3
“LOG ME”____________ ________________________________

Name of FS Student: Elizabeth S. Basbas

Course: BSEd- Filipino Year & Section: Third Year
Resource Teacher: Jennifer Logranio Signature:
School: New Ormoc City National High School

My Target:
At the end of this activity, I will be informed on the principles of authentic
assessment and its’ usefulness in the classroom.
My Map:
Authentic assessment is an alternative way of assessing students’ learning. To
be able to use it, I must first have deep understanding of it. To help me hit my
target, I will fly in good shape through these destinations:

Read articles on Visit a class and Write a

new trends of interview the teacher on reflective journal
classroom on the activity.
assessment. his/her experiences in
using authentic
assessment.
My Tools: (Article)

Selected Articles Read on the New Trends of Classroom Assessment.

New Trends in Classroom Authentic Assessment

by Katherine Bradley, Demand Media

Authentic assessment refers to the practice of assessing student mastery via the

completion of real world tasks in which the student applies knowledge and skill acquired in the

instructional process. Authentic assessments may include writing assignments, completing

individual or cooperative projects, portfolios, teacher observations, performance or demonstration

assessments, or any other assigned task that will provide evidence of competency. It is a good

idea to provide a selection of assessment types that will match a variety of learning styles.

Demonstration or Performance Assessments

Authentic assessment may take the form of demonstration or performance. This means

that a student has the opportunity to demonstrate, through practical means, that a standard has

been mastered. For instance, a student might provide evidence of mastery of a theater standard

focused on blocking, upstage, downstage, center stage, monologue and projection, through design

and performance, rather than via a paper and pencil vocabulary test. Such assessments can be

used in other classes and tailored to different subject matter.

Portfolio Assessments

Portfolio assessments are often used when units are large or cover a number of standards.

Assessment pieces contained in the portfolio provide evidence of mastery of individual standards

or may provide evidence of increasing depth of comprehension of materials. For instance, a science

portfolio may contain written vocabulary words associated with mollusks, drawings that outline

structure and function and a three-dimensional model created by the student. This type of
portfolio's value is that it allows students to demonstrate mastery by a variety of means --

collecting written information, drawing and through creative manipulation.

Oral Assessments

Oral assessments are popular with students who do not possess high level writing skills. Oral

assessments can take the form of storytelling or focus on documentation of question-and-answer

periods in class. A teacher may use a student's oral responses to determine whether the content

has been mastered. Student mastery can be assessed as part of a group exercise or individually, in

a private testing session. This type of assessment can be used informally with or without student

knowledge, thus eliminating testing anxiety.

Project Assessments

Project assessments provide the opportunity to demonstrate competency through

completion of a project. Project assessments can be performed individually or collaboratively.

Students may work together to complete a project in math that indicates proficiency in

probability concepts. For example, student may use a set of dice and record the results of rolls to

learn about probability. A deck of cards might also be used to learn about probability.
 REFLECTIVE JOURNAL
 What were your personal strategies in choosing relevant articles to read?

My personal strategies in choosing relevant articles to read are:

1. I browse different articles that are based on the topic and then I will choose the very popular and based

from the different articles I summarized them in order to get the main theme or idea.

2. I read newspapers, magazines especially “The Modern Teacher” and then I will choose the most

relevant to the topic given to me.

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

With this new trend authentic assessment I found out that these assessments will really help the pupils as

well as the teacher to have a good performance in everyday activities. Pupils will participate actively

because they can express their ideas, thoughts and feelings about the subject. As a future teacher also, I

must be familiarize to these authentic assessment because I knew that these will be helpful to me in

teaching the pupils today or the 21st century children.

What is your most meaningful learning from this activity?

My most meaningful learning from this activity is that I learned that there were so many authentic assessment tools

that will match to the variety of individual learning styles. I also learned that if I will keep browsing I will see the

big picture of teaching.

 REFLECTIVE JOURNAL
How did you fell about the teacher’s experience in the use of authentic assessment?

I am so glad that I were able to observe teachers that uses authentic assessment. I learned that the teacher’s role
was to assist or facilitate the students during the activity. The teachers gives feedback to the students with regards
to the activity that they are performing. In a process based assessment specifically the problem solving in different
subjects, I learned that I must consider the utmost effort of students in solving the problem especially in
Mathematics 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 gain enjoyed by the teacher and his/her students from
using authentic assessment?

Based on the teachers that I observed who are using an authentic assessment I think that they gained knowledge on
what are the pupils’ strengths and weaknesses. They also gained an easy delivery of instruction. While the pupils, I
think they gained enjoyment with knowledge. They also gained on how to interact with their group mates that will
developed their confidence to belong with others.

Which part of the teacher’s use of the 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. But I fell there is no such part of the teachers’ use of

authentic assessment that is needed to improve or revise because I know that they are veterans to their profession.
FS5 Learning Assessment Strategies

FIELD STUDY______________________________
Episode 4
“WORK ME ON”________________________________________

Name of FS Student: Elizabeth S. Basbas

Course: BSEd- Filipino Year & Section: Third Year
Resource Teacher: Jennifer Logranio Signature:
School: New Ormoc City National High School

My Target:
At the end of this activity, I will be skillful in designing process-oriented
performance assessment

My Way:
Now that I have deeply understood the principle and concepts of authentic
assessment and learned lessons from teachers experiences in using it in the classroom, I
can now go through the process of designing performance assessment by walking through
these steps:

Step 5: Reflect on my experience.

Step 4: Develop a portfolio of my assessment
plan.
Step 3: Design a performance assessment plan for the
activity I have chosen.
Step 2: Choose one performance-based activity and study its
processes.

Step 1: I will visit a class and identify performance-based activities.

My Tools:

MY CHECKLIST

These are the important things I wish to consider in my performance-

based assessment plan:

Ü   ✓There must be a purpose for where the results will be used.

ü  ✓Knowing who will be my target for me to limit my assessment with their level.
ü  ✓It must consider what am I assessing or learning skills in order to determine their
weaknesses or strengths.
ü  ✓There must be learning targets where the students can gain in this assessment.
ü  ✓The objectives of this assessment must have to consider the three (3) domains of
learning.

ü  ✓Instructions must be clearly stated to the students.

ü  ✓The standards or criteria must be stated also to the students for them to motivate. Also,
these standards will be my basis to judge their performances systematically.
ü  ✓Time allotment and materials must consider also.
 NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN

Name of the School Observed:  New Ormoc National High School

School Address:                          Brgy. Don Felipe Larrazabal, Ormoc
Date Visited:                               February 28, 2020
Grade/Year Level:                     Grade 7 - Honesty
Subject Area:                              Filipino

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 and also jives to my learning objectives.

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

A successful use of process-oriented performance assessment 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. Dancing), 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 suited and appropriate in all

kinds of subject matter.

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

 Learning Objectives
C – Define force.
P – Determine the effect of force between the two identical objects.
A – Practice care to the objects around us.
 General Performance Task
Determine the effect of force between the two identical objects (a piece of paper and a ball)
 Learning Episodes
(Described in terms of students’ specific learning tasks/activities)
Know what force is.
Perform the task activity (determine which object will fall first)
Record the observation.
Write the conclusion.
 Assessment Tasks
(Described in terms of acceptable standards of learning behavior)
The students will have to explain how they come up with their conclusion.
I will evaluate their work based on the criteria that I had established.
I will ask the students for their reaction regarding with the topic and the things that they do not
understand.
  Rubrics for Assessing Learning

Criteria Very Satisfactory Average Fair Poor

Satisfactory
(95%) (85%) (75%) (50%)
(100%)
  All solutions Some of the The solution is in The solution is There is no
are in step by solutions are in step by step incomplete. solution at all.
Process of the step process and step by step process but not
solution correct. process and correct.
correct.
  Solution is Some of the The solution is The solution is The solution is
organized and solution is organized but not not organized. cannot be
Organization clear. organized and clear. understood.
clear.
  Solution 50% of the Solution is The solution The solution was
process is solution is presented presented was not not presented
Presentation presented and presented and unclearly. explained and explained at
explained explained correctly. all.
correctly. correctly.
My Analysis:

Do you think your originally designed process-oriented performance assessment can

appropriately assess the teachers learning objective? Why? / Why not?

I think my originally designed process-oriented performance assessment can appropriately assess the teacher’s
learning objectives because there were bases or observations during the task.

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.
My Reflections:

 In this FS which is the Field Study 5 is about the Learning Assessment
Strategies. We are going to observe our resource teacher assigned to us on what
methods and strategies of assessment she will be using in assessing her students.
We are assigned on this task to have experiences for us to learn on how we are
going to assess our students when we will become a teacher someday.
As I was assigned to the class of Grade 7 – Honesty under Mrs. Jennifer
Logranio I observed that the teacher was using different assessment tools and
strategies appropriate to the assessment methods she will be using related to their
lessons. She was assessing the class before they will start their new lessons as
motivation. She let the students to recite if she was throwing questions during
discussions about their lessons or recalling their past lessons. She was giving
announced quizzes, exams, and activities. She always checking the notebooks of the
students to monitor if the class take note important details about their lessons and
if they made their assignments. Through her assessment strategies she was
assessing the understanding and learning performances of her students if they
really do goods in their class. Based on my observations the teacher was really using
variety of assessment methods and strategies appropriately to her class.
FS5 Learning Assessment Strategies

FIELD STUDY______________________________
Episode 5
“BUILD ME UP”_________________________________________

Name of FS Student: Elizabeth S. Basbas

Course: BSEd- Filipino Year & Section: Third Year
Resource Teacher: Jennifer Logranio Signature:
School: New Ormoc City National High School

My Target:
At the end of this activity, I will be skillful in designing process-oriented
performance assessment
My Way:
Now that I have developed the skills in designing process-oriented performance
assessment, I can now go through the process of designing product-oriented performance
assessment by enjoying through.

1. Visit a class and identify

product-oriented activity.
5. Reflect on your experience.

2. Choose one product-

oriented activity and study its

processes.
4. Develop a portfolio of
your assessment plan. 3. Design a performance
assessment plan for the product
oriented activity you have chosen.
 MY PLAN
Learning Objectives:

•Nalalaman ang mga hadlang sa pagtatamasa ng mga karapatan.

•Naiguguhit ang mga hadlang sa pagtatamasa ng mga karapatan.

•Nabibigyang halaga ang mga karapatan ng bawat indibidwal.

General Product-oriented Performance Task:

• Making their own ending about the story of “Ibong Adarda”

Target Skills:

• Multiple intelligence

• This activity will develop the cognitive, psychomotor, and affective skills of the pupils.

Learning Activities (Specific Task):

• The class will divided into eight groups.

• Each group will draw the assigned task to them.

Assessment Tasks:

 The drawing should be appropriate to the assigned topic given to them.

 Each group will present the group output.

 Each group will rate the work of the other group.

 I will rate their work (output) using the agreed criteria.

 NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN
Name of the School Observed: New Ormoc National High School
School Address: Brgy. Don Felipe Larrazabal, Ormoc
Grade/Year Level: Grade-7 Section: Honesty
Subject Area: Filipino Subject Matter: Kwento ng Ibong Adarna

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.

 It arose the students’ interest.

 The product-oriented task is consistent to the learning target

 The materials are provided and complete.

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. My product-oriented performance design is time
bounded and attainable. It is effective to use if I have a rubric that will clearly show how student’s
performance will be evaluated and it increases students’ sense of responsibility for their group work.

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.
Organize my product-oriented performance-based assessment plan in a Show Portfolio with the following
suggested entries:

 Learning Objectives
 General Performance Task
 Learning Episodes
 Assessment Tasks
 Rubrics for Assessing Learning
My Analysis:

Do you think your originally designed product-oriented performance assessment

appropriately assess the teacher’s learning objectives? Why? Why not?

It is appropriate to the learning objectives of the teacher because the design on the plan of this

product oriented activity was based on the goals of the teacher for his/her pupils.

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.
My Reflections:

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.

                Using authentic assessment, students learn by themselves because they experience the task in
firsthand, they apply their knowledge and understanding in real world application or setting. It is simply
students learn by doing. It is very essential to use authentic assessment because it measures student’s
ability, skills or proficiencies of students depending on what the intended to assess. It develops their
extra-ordinary skills and will encourage and motivate them to do a complex task on their own. Nowadays,
both process-and-product performance based assessment are very important; it tells not only what
students know but how they can do through actual demonstration and produce a product/output.

            As future teacher, we should be skilled in choosing and developing assessment methods appropriate
instructional decision. In this field of study, it’s clear for me the importance of having an assessment inside
the classroom form traditional, performance-based to authentic assessment. There’s a lots of methods in
assessing students but it always depends on what we assessed.