Product oriented Assessment for a Student-Centered Classroom that is Focused on Higher Order Thinking Development of the learners.

1. Product Oriented
Performance Assessment
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2. PORTFOLIO ANALYSIS FORM
Student Name:
Teacher Name:
ACTIVITY 4: First Year High School
Educational Goal:
The students will be able to Build and manipulate representations of a two dimensional
isosceles triangle into a three-dimensional figure and perceive an object from different
perspectives.
Performance Task Content Illustrating Student Progress Date
 Draw an Isosceles Triangle in a drawing paper.
1. DRAWING of the Isosceles triangle
 Draw a square in the drawing paper with a base of 5
and a square.
inches and a height of 5 inches.
 Cut the 3 isosceles triangles and the square drawn
2. CUTTING AND ASSEMBLING the
isosceles triangle and square and from the paper and paste them altogether to form a
gluing it altogether to form a Pyramid. PYRAMID.
 Measuring the height and Perimeter of the Pyramid.
 Compute for the Area and Volume of the triangle
3. MEASURING AND COMPUTING the
using the formula: A= ½ BH.
Area, Perimeter and Volume of the
 Based on the activity, compute for the Volume,
Isosceles triangle and the Pyramid.
Perimeter and Area of the Pyramid of Giza in Egypt
whose base is 125 feet and legs with 565 feet.
Summary/ Comments:
In a product oriented assessment, students construct a substantial, tangible product that
reveals their understanding of certain concepts and skills and/or their ability to apply, analyze,
synthesize or evaluate those concepts and skills which in this case, constructing a 3
dimensional figure out of a two dimensional one. It is similar to a constructed-response item in
that students are required to construct new knowledge and not just select a response. However,
product assessments typically are more substantial in depth and length, more broadly
conceived, and allow more time between the presentation of the lesson and the student
response than constructed-response items.
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3. OBSERVATION NOTES
Name of School Observed: Capitol University Basic Education Department (CUBED)
School Address: Gusa, Cagayan De Oro City
Date of Visit: 14 Feb. 2007
1nd Year
Grade/Year Level: Subject Area: Values Education
Subject Matter: Community Service
Describe in bullets the product-based activity you observe.
Creating a Scrap Book:
 As a requirement for the student’s values education subject, each group of students
are required to make their own Scrap Book, which will be used as a group diary for
the community service they have rendered.
 The students will detail their community service that they have rendered to their
chosen place, with pictures and reflections in it.
 Criteria for assessment of the said activity will be based on the design and creativity
on the construction of the Scrap Book, and the details and reflections they have
written in their Scrap Book.
 The Scrap book will serve as a requirement prior to the final examinations of the
students.
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4. MY PLAN
Learning Objectives:
To be able to Build and manipulate representations of a two dimensional isosceles
triangle into a three-dimensional figure and perceive an object from different perspectives.
General Product-Oriented Performance Task:
Build and manipulate representations of a two-dimensional isosceles triangle into a
Three-dimensional figure.
Target Skills:
 Build and manipulate representations of a two dimensional triangle into a three-
dimensional figure and perceive an object from different perspectives.
 Analyze properties and relationships of geometric shapes and structures.
 Apply and adapt a variety of appropriate strategies to solve problems
 Build new mathematical knowledge through problem solving.
 Recognize and apply the knowledge in geometry in a real world context.
Learning Activities (Specific tasks):
 Drawing of 3 Isosceles Triangle and a square in a drawing paper.
 Construction of the 3-Dimensional figure of a PYRAMID.
 Compute for the VOLUME, PERIMETER and AREA of the formed 3-Dimensional
Pyramid.
 Real world application of the activity.
Assessment Tasks:
Criteria for Rubrics for assessing Learning:
Drawing Of Geometric Figure
Forming 3D Figure
Measuring And Computation
Problem Solving
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5. NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN
Name of School Observed: Capitol University Basic Education Department (CUBED)
School Address: Gusa, Cagayan De Oro City
Date of Visit: 05 Dec. 2007
1nd Year
Grade/Year Level: Subject Area: Mathematics
Subject Matter: Geometry
What is the best feature of my product-oriented assessment design?
 The best feature of my product-oriented assessment design is the building and
manipulation of the representations of a two dimensional isosceles triangle into a three-
dimensional figure and perceive the object from different perspectives, such as top, side,
rear and bottom views of the figure.
 Utilizing the student’s knowledge on basic geometric figures, the student’s will draw 3
isosceles triangles and a square in a piece of paper and then they will cut it and paste
together, forming a 3-dimensional figure, which now becomes a Prism.
 This product-oriented design will help support the development of technical mental
thinking that leads to the students’ independent and creative learning.
What specific conditions are necessary for a successful use of my product-oriented
performance assessment design?
 The students must have the basic knowledge on geometry and geometric figures and be
able to draw the isosceles triangles based on the specification provided.
 The students must be properly oriented on the nature of the activity.
 The students must be able to build and manipulate the 3-Dimensional figure to find out
its Volume, Perimeter and Area.
 The students must be able to solve problems involving real-world applications as
provided in the activity.
What basic points should the user of this design consider?
 What type of geometric figure do you expect after constructing the 2-Dimensional
Isosceles triangle into a 3-Dimensional one?
 What do you expect to learn from this activity? Why/
 Does your knowledge in geometry be able to help you turn your drawings into a 3D
model?
 Can you solve Volume, Perimeter and Area problems based on the given data?
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6. MY CHECKLIST
Subject: Mathematics
Topic: Geometry
Level: 1st Year
Learning Objectives:
To be able to Build and manipulate representations of a two dimensional isosceles triangle into
a three-dimensional figure and perceive an object from different perspectives.
 Materials:
 Pencil
 Ruler
 Glue
 30 x 60 triangle or protractor
 Calculator
 Drawing sheet
Procedures:
1. Draw an Isosceles Triangle in a drawing paper whose base is 5 inches and legs with 7
inches. Draw a total of 3 Isosceles triangles, with the same dimension.
 Draw a square in the drawing paper with a base of 5 inches and a height of 5 inches.
3. Cut the 3 isosceles triangles and the square drawn from the paper and paste all the legs
of the triangle together, paste the square at the bottom of the formed figure. The output
should be a 3-dimensional representation of an isosceles triangle or in other words, a
PYRAMID.
4. Using a ruler, measure the PERIMETER of the triangle.
1. Using the ruler, measure the Height of the triangle.
2. Compute for the AREA of the triangle using the formula: A= ½ BH.
3. Based on the data taken from the pyramid, compute for its VOLUME; where, V=BH
4. Based on the activity, compute for the VOLUME, PERIMETER and AREA of the
Pyramid of Giza in Egypt whose base is 125 feet and legs with 565 feet.
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7. SHOW PORTFOLIO
Learning Objective: To be able to Build and manipulate representations of a two dimensional
isosceles triangle into a three-dimensional figure and perceive an object from different
perspectives.
Materials:
 Pencil
 Ruler
 Glue
 30 x 60 triangle or protractor
 Calculator
 Drawing sheet
General Performance Task:
 Build and manipulate representations of a two-dimensional isosceles triangle into a
Three-dimensional figure.
Learning Episodes:
Learning Task:
1. Draw an Isosceles Triangle in a drawing paper whose base is 5
inches and legs with 7 inches. Draw a total of 3 Isosceles triangles,
with the same dimension.
 Draw a square in the drawing paper with a base of 5 inches and a
height of 5 inches.
RUBRIC FOR ASSESSING LEARNING:
1 2 3 4
CRITERIA
Beginning Developing Accomplished Exemplary Score
SELECTION
Does not present The geometric figure Views are Consistently
DRAWING OF a clear is drawn as required presented, with projects the views
GEOMETRIC representation of but the projected attention to detail with high accuracy
FIGURE the geometric views are presented such as and attention to
figure. with little attention to measurements. detail.
details.
Measurements are Work is complete, Work is
inaccurate. contain minor exceptionally neat
flaws. and organized.
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8. Learning Task:
2. Cut the 3 isosceles triangles and the square drawn from the
paper and paste all the legs of the triangle together, paste the
square at the bottom of the formed figure. The output should
be a 3-dimensional representation of an isosceles triangle or
in other words, a PYRAMID.
RUBRIC FOR ASSESSING LEARNING:
1 2 3 4
CRITERIA
Beginning Developing Accomplished Exemplary Score
SELECTION
Demonstrates Demonstrates a Demonstrates a 3D is skillfully
little or no basic general and accurately
evidence of understanding of understanding of built according
understanding of Geometry and Geometry and its to specifications.
FORMING 3D Geometry and its basic basic concepts.
FIGURE its basic concepts. Work is
concepts. 3D figure is exceptionally
Inaccurate 3D accurately neat and
Unable to form a figure is formed. constructed. organized.
3D figure of a
Pyramid. Figure formed is 3D figure contains Demonstrates
somewhat minor flaws, such an in depth
Demonstrates a complete but as exceeding understanding of
negligible ability contains flaws. lines, and un Geometry and
and substandard erased drawings. its basic
skills in concepts and
performing the Drafting work is work is
task. neat and consistently
organized. correct.
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9. Learning Task:
3. Using a ruler, measure the PERIMETER of the triangle and pyramid.
 Using the ruler, measure the Height of the triangle and Pyramid.
 Compute for the AREA of the triangle using the formula: A= ½ BH
and Lateral area of pyramid using LA= (½ BH)3+Base area.
 Based on the data taken from the pyramid, compute for its VOLUME;
where, V=1/3 BH and the volume of the triangle using V=BH
1.
RUBRIC FOR ASSESSING LEARNING:
1 2 3 4
CRITERIA
Beginning Developing Accomplished Exemplary Score
SELECTION
Few correct Used some Correct usage Used the correct
formulas used correct formulas. of the formulas. formulas
MEASURING Most calculations
AND Little or no work are shown. Presented All calculations
COMPUTATION shown correct solution correctly shown
Minor flaws in but not in an in orderly format
Incorrect measurement of orderly manner.
measurement of the figure. Arrived at correct
the figure. answer
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10. LEARNING TASK:
4. Compute for the VOLUME, PERIMETER and AREA of
the Pyramid of Giza in Egypt whose base is 125 feet
and a height of 565 feet.
RUBRIC FOR ASSESSING LEARNING:
1 2 3 4
CRITERIA
Beginning Developing Accomplished Exemplary Score
SELECTION
Solution Solution
Unable to Solution complete.
incomplete or complete. Steps
understand and Steps taken were
incorrect due to taken were logical
solve the problem. logical, correct,
major error or and correct, but and very clear.
numerous minor not very clear.
PROBLEM Demonstrates little
errors.
SOLVING or no evidence of Results are
Results were
understanding of presented in a
Approach to the coherent and
Geometry and its coherent and
problem was logical, but lacked
basic concepts. logical manner
inappropriate or complete
with complete
would only lead sentences or
sentences and
to a partial correct units of
correct units of
solution. measure.
measure.
Misunderstood Approach was
Approach was
the problem appropriate and
efficient,
enough to cause systematic.
sophisticated or
errors in
creative and could
processes used
lead to a solution.
to solve the
problem.
TOTAL SCORE
Teacher comment:
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11. Isosceles Triangle
PYRAMID FIGURE
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12. ANALYSIS
Do you think your originally designed product-oriented performance assessment can
appropriately assess the teacher’s learning objective? Why? / Why not?
 Yes, because my product-oriented performance assessment design focuses on the
product or the outcome of the activity which is to build a 3-Dimensional figure from a 2-
Dimensional one. In line with the teacher’s objectives, the students are expected to
create a 3-Dimensional figure to enable them correctly determine its Volume, Perimeter
and Area and be able to see the object in all perspectives, whether it may be top, rear,
front or bottom views.
Why do teachers need to give attention to the students’ product-oriented tasks? Why do
they need to assess them?
 Because the product of the activity is the reflection of the students understanding to the
lesson, and one way to gauge that understanding is through the product-oriented
assessment, where the teacher measures the output of the students based on the preset
criterions. In learning by doing, the students will construct their own knowledge by
engaging themselves in the activities that will eventually lead them to learning. And for
the teacher, to know how well the students absorbed the knowledge he/she has
imparted to the students, the teacher will assess the product (of their understanding i.e.
construction of 2Dimensional isosceles triangle to 3Dimensional Prism) and grade it
based on the rubric he/she has set.
In what conditions can the product-oriented performance assessment be used more
appropriately?
 When the product of the activity is more important than the performance of the student in
the process of learning. Like in this case, the construction of a 2 Dimensional isosceles
triangles into a 3 Dimensional one and computing its Volume, Perimeter, and Area. In
this activity, the product of the activity bears more importance than the student’s
performance, because no matter how passionate the student is in constructing the
project, if the students 3D output is short or more by 1mm, the entire computation will
become an error, rendering the entire effort useless.
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13. REFLECTIONS
My experiences in the conduct of this field study have tremendously improved my
understanding to the different forms of performance assessment that as a teacher would
improve my capacity of gauging the performances of my students. During the demonstration, I
have observed that, the students product are different from the other, while the required
specifications are just the same, some of the students produced quality products and were able
to come up with the correct computations, while some did their activity just for compliance
resulting to erroneous computations, and others who seem to be very serious and passionate
with their tasks still end up with an incorrect figure and doing wrong computations. This
observation has made me think that sometimes performance-oriented assessment cannot be
used in assessing student’s performance and this is where the product-oriented assessment
oriented assessment comes in.
I have likewise learned to appreciate more the product-oriented assessment just like the
performance-oriented one because the product-oriented tasks represents the learners
understanding of the different concepts, theories and principles that are being taught to them.
With it, the teacher can clearly see the evidence of the knowledge and skills that are learned in
the entire instructional process by the students and help them account for their learning by
seeing the outcomes and the product of their academic engagement which will motivate the
students to continue and sustain in the learning process.
One of the most important lesson I have 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 and by understanding the different alternative assessments, it equips me with
the different assessment strategies that can eliminate the different biases that may arise in the
classroom because of the diversity of my students.
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14. THOUGHTS ON EQUITY ASSESSMENT
To become fair in assessing the student’s performances, teachers have to develop ways
to mitigate biases in the application of the different assessment strategies to ensure fairness in
assessing and interpreting the student’s performance.
The teacher should always be aware that diverse students present the risks of
constructing biases in examinations, activities and even in grading. By recognizing the different
biases that may arise in the course of the activity or learning process, it will be only then, that a
teacher will be able to use assessment models that eliminate inequity in the class. Alternative
assessments such as performance-oriented and product-oriented assessments can help ensure
fairness whether it may be ethnic, economic or gender in assessing the students understanding
of the lectures.
However, I believe that ensuring fairness or equity does not rely fully on the reforms in
the quality of assessment, the development of an unbiased curriculum and instruction as well as
improved pedagogical practices must work together so that teacher could clearly present an
accurate overall picture of the student’s performances and achievement in the classroom.
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15. SUMMARY
At the start of the semester, I was wondering what knowledge I would gain and how
important it would be for my future career as a teacher, I was also wondering what critical
thinking and paradigm shift really is, though I have heard it from other instructors frequently I
seemed not to fully understand the true essence of what is really the paradigm shift in
education. At the end of the semester, I have now fully understood everything about it,
especially because my Facilitating Learning and Assessment subjects were offered in same
semester. My experiences in the conduct of the field studies in this course have tremendously
improved my understanding to the different forms of performance assessment and rubrics that
as a teacher would improve my capacity of gauging the performances of my students.
During the demonstration, I have observed that, the students product are different from
the other, while the required specifications are just the same, some of the students produced
quality products and were able to come up with the correct computations, while some did their
activity just for compliance resulting to erroneous computations, and others who seem to be
very serious and passionate with their tasks still end up with an incorrect figure and doing wrong
computations. This observation has made me think that sometimes performance-oriented
assessment cannot be used in assessing student’s performance and this is where the product-
oriented assessment oriented assessment comes in.
I have likewise learned to appreciate more the product-oriented assessment just like the
performance-oriented one because the product-oriented tasks represents the learners
understanding of the different concepts, theories and principles that are being taught to them.
With it, the teacher can clearly see the evidence of the knowledge and skills that are learned in
the entire instructional process by the students and help them account for their learning by
seeing the outcomes and the product of their academic engagement which will motivate the
students to continue and sustain in the learning process.
Finally, one of the most important lesson I have 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 and 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 because of the diversity of my
students.
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16. References
 Authentic Assessment toolbox
http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm
 Enhance Learning with technology
http://members.shaw.ca/priscillatheroux/collaborative.html
 Applying Learning Theories
http://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_theories_full_version.
html
 Using Performance-Based Measures for Assessment
http://web.bsu.edu/IRAA/AA/WB/chapter5.htm
 Math Competencies
http://faculty.washington.edu/warfield/WaToToM/Standards%20drafts%2012-1-
05/Middle%20level%20standards.htm
 Active and Cooperative Learning
http://www.calstatela.edu/dept/chem/chem2/Active/
 Instructional Strategies
http://olc.spsd.sk.ca/DE/PD/instr/categ.html
 Rubrics for Teachers
http://www.teach-nology.com/web_tools/rubrics/
 The Madeline Hunter Model
http://www.humboldt.edu/~tha1/hunter-eei.html
 Gagne’s Nine Events of Instruction
http://www.e-learningguru.com/articles/art3_3.htm
 Portfolio Assessment
http://www.teachervision.fen.com/tv/tvsearch/keywords=short%20investigation%20asses
sment&sitesearch=1&mode=-summary&n=25&fmt=3&off=25&redesign=1
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