Process Oriented Performance Assessment

12

PORTFOLIO ANALYSIS FORM

Student Name: Teacher Name: ACTIVITY 3: Second Year High School Educational Goal: The students will be able to design and draw one simple school building using only the figures of prism and parallelogram.

Performance Task

Content Illustrating Student Progress

Date

Draw an isometric sketch of a given a perspective of prism and parallelogram which includes top, front and side views. Design and draw your own plan for the school building based on the figures provided. Design and draw an interior for your planned school building. Draw a blueprint for the planned school building.

Isometric sketch which includes Top, Front and Side views of a Prism. Sketch or Drawing of a school building based on the students design. Sketch or Drawing of an interior plan of the school building based on the students design. Combined output of the students school building design forming its Blueprint.

Summary/ Comments: Performance assessment is a measure of assessment based on authentic tasks such as activities, exercises, or problems that require students to show what they can do. Some performance tasks are designed to have students demonstrate their understanding by applying their knowledge to a particular situation. In this case, the students are tasked to design a school blueprint through a series of activities/tasks that would lead them to the completion of their designed school blueprint. Performance tasks often have more than one acceptable solution; in this case the students can design their own school building as long as the required figures are present in the design. The process involves the use of higher-order thinking skills which enable the students to build and solidify their own knowledge through experience. 13

OBSERVATION NOTES

Name of School Observed: Schol Address: Date of Visit:

Macabalan High School

Macabalan, Cagayan De Oro City 05 Dec. 2007 2nd Year Subject Area: English

Grade/Year Level: Subject Matter:

Christmas Learning Logbook

Describe in bullets the performance-based activity you observe.

My observation of the entire classroom activity is structured using the nine instructional events as my guideline in describing the performance based activity in the class.

The teacher started the class, with a strong voice, thereby gaining the attention of the students. The teacher then, asked the students about their Christmas Logbook and their preparation for their incoming culminating activity this December. The teacher then, gave the lesson objectives, which states that at the end of the lesson, the pupils should be able to: write effectively using their Christmas logbook. The teacher then, asked the students to raise their hands if they have experienced writing diarys, logbook or slam book in the past, and asked them to recall and share to the class the things that are commonly, being written on it. The teacher then, told the students to bring out their required notebook that will serve as their Christmas Learning Logbook, and then gave the required content of the Christmas logbook, which is, to write their experiences during last years Christmas as far as they could remember, on the first page. And then on the next pages, they will write their experiences during this years Christmas, if they received a gift, they have to cut a portion of it and paste it in the Christmas logbook, also included are cards or letters they received this Christmas, and also paste there if they have a family picture. And then they will share it with their respective groups on January next year. 14

The teacher then, told the students to go to their respective groups, and start working on their Christmas Learning Logbook, at this point, the students will write only their past Christmas experience, and then share it to their group mates. The teacher, while listening to the students gave her inputs on the topics being discussed in the group, and then checks also if the students were able to write on their logbook based on the instruction she gave. The teacher took a sample logbook from a pupil who did it well and told the students to do the same thing on their work. After the activity, the teacher asked to students to compare the Christmas logbook to a diary and slam book and also what are their differences. At end of the session, the teacher instructs the students to continue working on their Christmas Learning Logbook in their homes, and they will share it with their group mates on January.

15

MY CHECKLIST
My personal reminders: Learning Objectives Materials Procedures Show Portfolio Assessment rubrics

Subject: Mathematics Topic: Geometry

Learning Objectives: To be able to design and draw one simple school building using the figures of prism and parallelogram. Materials: Pencil Ruler 30 x 60 triangle or protractor Drawing sheet Procedures: Draw the top, front and side view of the prism as provided by the teacher on your drawing paper. Reflecting the accurate measurement of the perspective. Draw the top, front and side view of the parallelogram as provided by the teacher on your drawing paper. Reflecting the accurate measurement of the perspective. Design and draw your own plan for the school building based on the figures provided. Design and draw an interior for your planned school building. Draw a blueprint for the planned school building.

16

SHOW PORTFOLIO
Learning Objective: To be able to design and draw one simple school building using only prism and parallelogram. Materials: Pencil Ruler 30 x 60 triangle or protractor Drawing sheet

General Performance Task: To design and draw one simple school building using only the prism and parallelogram figures.

Learning Episodes: Drawing an isometric sketch of a given a perspective of prism and parallelogram which includes top, front and side views. Design and draw your own plan for the school building based on the figures provided. Design and draw an interior for your planned school building. Draw a blueprint for the planned school building. Assessment Task: Demonstrate correct drawing of the isometric sketch. Drawn plan for the school building using the prism and parallelogram figures provided. Clear interior plan for the school building. Blueprint which includes planned school building perspective, isometric sketch and interior plan.

17

TRIANGULAR PRISM

PARALLELOGRAM
18

SCHOOL BUILDING

Room A

Room B

Room C

C.R

C.R

HALLWAY

Room D

Room E

Room F

Room G

School Building Floor Plan

19

Rubric for assessing learning:

Criteria for learning 1 Beginning Does not present a clear representation of the perspective Unable to create a school building plan. 2 Developing Views are presented, with attention to detail such as measurements. Plan is completed with minimal effort, and no attention to details. The work is somewhat careless. 3 Accomplished Projected views are presented with little attention to details. The plan is done with good effort and attention to details but lacks aesthetic design on the prism and parallelogram figures. Presented a clear interior plan with little attention to details. Such as improperly placed dimensions on the figure. 4 Exemplary Consistently projects the views with high accuracy and attention to detail. The plan is completed with good effort and attention to details. Highly creative on aesthetic designs of the figures. Score

isometric sketch

School building plan

Interior plan for the school building

Unable to create a clear interior plan for the school.

Unable to present a clear interior plan for the school building. untidy work Ex. Rooms are unevenly distributed.

Demonstrates a good understanding on designing an Interior plan and is presented in a clear and detailed manner. The work is neat.

Blueprint drawing for the school building

Attempted only to create a blueprint for the planned school building.

Incomplete presentation on the blueprint. No attention to details, places text and dimensions inappropriately and untidy work.

Complete blueprint presentation, but improper dimensioning of all parts and locations. Disconnected lines are clearly visible with inconsistent measurement used.

Blueprint is presented neatly and accurately. Includes proper dimensioning of all parts and locations. Consistent units of measure are used. All lines are continuous with no hidden lines.

Total score Teacher comment:

20

ANALYSIS
Do you think your originally designed process-oriented performance assessment can appropriately assess the teachers learning objective? Why? / Why not? Yes, because my process-oriented performance assessment gives more emphasis on how the students were able to come up with a design based on the specifications that were provided on them. Aside from that, the performance assessment design is aligned with my objectives, thereby making the assessment appropriate not only with the learning objectives but also with the entire task. Why do teacher need to give attention to the students process-oriented tasks? Why do they need to assess them? Because we want to know if the students strategy towards the given activity is in line with our objectives. While we are also concern with the product of the activity, in the performance-oriented assessment, we are also concern on how the students deal with the given task in order to come up with a product and achieve the learning objectives.

In what conditions can the process-oriented performance assessment be used more appropriately? When the students are given the task, which they have to do or perform. Like in this case, the students will design a school building, in a blueprint format. In this example, we want to measure if the particular student has internalized the lesson by dealing with the task in a manner that is in accordance with the performance criteria that a teacher has set.

21

REFLECTIONS
I feel confident with my personal strategies in constructing this process-oriented performance assessment plan, in the sense that, though far from perfect, it is the reflection of the level of knowledge and understanding I have so far, in the assessment 2 classes. In the process of my field study and the construction of this assessment plan, I have encountered lot of things I never knew before which has gradually improved my understanding in developing my design for a process-oriented performance assessment. In accomplishing the field study task, we were hindered by the availability of high school classroom where we intend to demonstrate our performance task, forcing us to use simulation of the performance task among the students of the College of Education. Likewise my experience in the field study gave me a better insight on how the teacher should facilitate learning from a diverse range of students. The application of teaching models in a classroom environment by applying models such as Gagnes nine instructional model, from which I was able to observe in the classroom, and has served as my reference in developing my assessment plan. Finally, I have learned that Process-oriented performance based assessment provides insight into students thinking, reasoning and motivation. It also helps support the development of mental habits that lead to independent learning.

22