Field study 5:Samples of Product performance based assessment and performance based assessment plan

1. BICOL UNIVERSITY TABACO CAMPUS
TAYHI, TABACO CITY
GINA G. VARGAS | FS-5: LEARNING ASSESSMENT STRATEGIES| March 11, 2014
MY ASSESSMENT PLAN
PERFORMANCE BASED ASSESSMENT TOOL;
PRODUCT BASED PERFORMANCE ASSESSMENT TOOL

2. PAGE 1
PERFORMANCE BASED ASSESSMENT
Performanceassessment isgettingincreasedattentionfrom educational experts across the
nation.Teachersshouldbeuptodateonthelatestassessment tools, and learn to use them
effectively to assess student understanding of a given topic.
SCHOOL:Tabaco NationalHighSchool GRADE 8-TALISAY
SCHOOL ADRESS: Tabacocity SUBJECTAREA:General Science
SUBJECT MATTER: UNIT III; MATTER [Periodic Table of Elements]
Numbered Heads Together
OBJECTIVES:
Duringandafter the performanceofthe task, the studentswillbe able to:
 Reviewtheir selves ofthedifferent concepts andideas that was beentackledfor
the last meeting
 Assess their learnings about the periodic table ofelements
 Buildcamaraderie amongtheir classmates andsharetheir ideas for aninteractive
learning
GENERAL PERFORMING TASK
 NUMBERED HEADSTOGETHER

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- A team of four is established. Eachmember is given numbers of1, 2, 3, 4. Questions are askedofthe
group. Groups worktogethertoanswer the questionsothat all can verbally answer the question.
Teacher calls out a number (two) and eachtwois asked togive theanswer.
LEARNING EPISODES:
 Ask the student topickone coloredstrip/coloreddropstickon the box, provide bythe teacher.
 Eachstrip, contains a number
 Students ofthe same color ofstrip, belongs toonegroup
 The student ontheir group, willcheckiftheywere already complete.
 Activityproceeds:
The teacher will first call a number, thenreadthe question.
The numberedheads thatwas beencalledwill be given1 minutetodiscuss the answer with his/
her groupmates.
The moment the teacher says “GO” the numberedhead willproceedinfront andanswer the
correspondingquestion, by writingit on the provided sheet ofpaper.
The groupwiththe highest score willbe announcedas the winner.
 The scores will be based on the corresponding scores they have earned.
 The students will be assessed througha form of team quiz, wherein the students together in their
group will share their ideas to answer the questions.
 The questions will be posted or to be read, depending on the category
2 categories:
 [2pts.] YOU COMPLETEME- identificationofmissingparts
 [1 pt.] I’M NOTA LIAR- true or false
ASSESSMENT TASK
 The student were asktoworktogether withtheir team to answer the corresponding
questionofa certain category.

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 The teacher will calla number, andthe numberedheadthat wasbeen calledwillproceed
in front andwrite the answer onthe providedanswer sheet.

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SCHOOL:Tabaco NationalHighSchool GRADE VIII-TALISAY
SCHOOL ADRESS: Tabacocity SUBJECTAREA:General Science
SUBJECT MATTER: General Science; Unit II-Earth and Space
Gallery Walk
OBJECTIVES
After performing the task the student shall be able to:
1.) Identify the difference between comets, asteroids, and meteoroids.
2.) Determine the origin of the 3, and,
3.) Make a summaryreflectionofthe different illustrations/ images of the different station.
GENERAL PERFORMING TASK
A teamof5willroamaroundfor their first stationuntilthelaststationfor agivenspecifictime. Each
stationhas aspecific image toponder about,withcorrespondingquestiontoanswer.Thenstudent willleave
their answer on that station and make a summary write ups of what they have learned.
LEARNING EPISODE
 The student will be group into 5 and everyone will act as explorer.
 Each group will be given their assigned 1 st
station
 Then each group of the different station will follow a certain rotation to reach all the
station
 They will rotate every 3 minutes, andinside that given time, the student needs toanswer
the corresponding question of the different station.
 Each station has a comment card provided to every explorer.
ASSESSMENT TASK

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The student were askto explore thedifferent stationandanswer its correspondingquestions. Then
after it, the student were asktomake a summaryreport ofthe different images they have seenontheir walk
on the mini gallery classroom.

7. PAGE 6
A rubric for Comic strip
Criteria Multi
plier
5 4 3 2 1
Creativity x 2 The product wasartisticallydone,
an d catchytothe eyes o f t h e
v i ew er s
It was somehow
artistically done,
designs were
appropriate and is
good in the eyes
The product was
not soartistically
done but still good
in the eyes and
designs were
appropriate
The product was
artistically done
and good in the
eyes, yet the
designs were
inappropriate
The product
was not
artistically
done and
designs were
inappropriate
and notgoodin
the eyes
Originality x 2 The story was
originallycomposed
and exhibitgoodplot
sequences with
specificconceptand
proper use of
language wereused.
The story was
originallycomposed,
exhibit good plot
sequences with
specificconcept but
withobserved few
mistakes/grammatica
l error.
The story was
originally
composed,exhibit
good plot sequences
w/ specificconcept
but w/ observed
mistakes/
grammaticalerror
The story was
originally
composed, plot
sequences were
not so good and
has manyobserved
mistakes/
grammaticalerror
The product
was not
originally
composed
Neatness x1 The product has a
good color
combination, no
scattereddirt or ink
of the ball pen and
from colors
The product has good
color combination
w/ observed few
scattereddirt’s, ink,
and glue marks
It uses anotsogood
color combination
w/ observed few
scattereddirt’s,ink,
glue marks
It uses a not so
good color
combination w/
observedseveral
scattereddirt’s,ink
colors and glue
marks
The product
has no good
color
combination
and
Content x I The whole storyhas
completethought,
and the expected
data wereproperly
distributed.
It has complete
thought, but
1expecteddata was
missing.
It has complete
thought, but 2 -3
expecteddatawere
missing.
It has incomplete
thoughtandmost
expecteddatawere
missing
It has complete
thought but
expecteddata
were not
present

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PRODUCT PERFORMANCE BASED ASSESSMENT TOOL
Productbasedassessment referstoa form oflearninganalyticsinvolving"the gathering of
evidence of learningthrough learnercreatedproducts,likelywiththe intention to evaluatethe outputs."
This aggregatesPBA projectsandventuresto evaluate andfurtherthisemerginglearning&teaching
approach
SCHOOL:Tabaco NationalHighSchool GRADE VIII-TALISAY
SCHOOL ADRESS: Tabacocity SUBJECTAREA:General Science
SUBJECT MATTER: General Science; Unit III Matter –Module II” Atoms-Inside Out”
The script
OBJECTIVES:
The student must be able to:
 Identifythe different sub particles ofan atom andillustrate it through a comic strip .
 Contrast the different sub particles f an atom
GENERAL TASK
The student were asked to illustrate their researched data of the different sub particles into a
creative comic strip.
LEARNING EPISODES
Teacher: there willbe a box that will roam around, inside it are strips ofpaper containingdifferent
concepts for you to search about.
Then you will make a write ups about it, then compile it.
Out ofthose data, useyour creativity to make astory out ofitandillustrate it inthe form ofa comic
strip.
ASSESSMENT TASK
The students will be groupedintofive, andeachmember will be assignedtogather information ofa specific
sub particle of anatom and make a write ups out ofit. Later on they willmake their owncomic stripout of
the details they have found. They will use their creativity in accomplishing the task.

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Improvised Me
SCHOOL:Tabaco NationalHighSchool GRADE VIII-TALISAY
SCHOOL ADRESS: Tabacocity SUBJECTAREA:General Science
SUBJECT MATTER: General Science; Unit III Matter –Module II” Atoms-Inside Out”
OBJECTIVES:
The student must be able to:
 Discuss the different sub particles ofan atom andtrace its historical background.
 Describe the arrangement of sub particles of an atom.
 Make a 2D or 3D model of an atom based from the gathered data during.
GENERAL TASK
 The student willgather informationabout thedifferent sub particles ofanatomthrougha
jigsaw
 They will make a model of an atom with proper arrangement of its sub particles out of
those gathered information.
LEARNING EPISODES
 The student will be group into 5 (as desired no. of groupings).
 Each member ofthe groupwillbe assignedtogather informationofspecific sub particles
of an atom.
 Hey will discussed to their group then later on to the whole class, the information they
have gathered.
 The student willmake a 2D or 3D model of an atom out of those gathered data.
ASSESSMENT TASK
Jigsaw
 Each member of the group were assigned to a certain topic which will be their field of
expertise

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 Every member of the different groups with the same topic will go on a certain station
inside the class and discuss their assigned topic for 5 minutes.
 After the discussion on their different station, the student will go back to their original
groupings.
 On their group, they will share what they have learned in their different stations for 5
minutes and summarized it as their write ups.
 At the end of the discussion they will plan to make a model out of the information they
learned in their 1st
activity.
 The model will work as their output product to be submitted on the deadline set by the
teacher.
TARGET SKILLS
 Cooperative thinking skills
 Communication skill
 Analytical thinking skills
 Creative thinking skills
RUBRICS
Criteria Multiplier 3 2 1
Creativity x 1 The output was
creativelydone, with
good color combination
and made from
indigenous materials
The output was somehow
creativelydone, with good
color combination but it’s not
made from indigenous
materials
The outputwas not
creatively done
Neatness x 2 The output was clean
and beautifulintheeyes
Theoutput wassomehowclean
and beautiful in the eyes
The outputwas notso
beautiful and neatly
done
Arrangement of
particles
x 3 All of the sub particles
were properly arranged
on its appropriate
location
The subparticles were properly
arranged on its appropriate
location but one is not in the
proper place
2 ormore subparticles
were not on its proper
place
Completenessof
particles
x 3 Allparts were present One part is missing 2/more parts were
missing

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Punctuality x 1 The output was
submitted before/
during the deadline
Theoutputwas submittedaday
after the deadline
The output was
submitted 2 days after
the deadline
Introduction
Education is like our nervous system, the most intricately organized data
processing systems on earth. Teacher’s processes information through her strategy of
teachings.Theyweremerelikesensoryreceptors,andtheirassessmenttoolsasthesensory
neurons whichwill travel towards the brain for integration. And the students are the
brains,whoarehungryforknowledge,whoneededtheir teacherastheirreceptors.Andif
their receptors inputted wrong stimuli, then their brains will also process wrong
responses.Thatishow greatinfluencerteachersaretotheirstudents.Theycanmakeand
unmake students.
Field study5-LearningAssessmentStrategies;asoneoftheprerequisitein
the fulfillment of our educational courses,enables the education students to explore the
realscenarioofbeinginthefieldofourchosenprofessioninthenearfuture.Howteachers
uses their differentassessment tools in teachings,howauthentic assessments really aid
teachersintheirjourneyandhowstudentsresponsestothedifferentapproachesoftheir
teachers,thesearejustsomeofourmainconcerns asa fieldobserveratthesametime asa
learner in this field.
None oftheseiseasy.Wehavetobeabletoobserveandvalue strengthsmorethan
deficits. We have to knowwhat to lookfor, we have to be an expert observers, and to do
that? We have to be an expert learners.

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On the onset of the course subject, we as future educators are being
oriented on the different types of assessment, the standards of an assessment, the
reliability and validity, and the basis of comparison being used in an assessment. This
information would be of practical help to all education students, for it will relate
substantial data and theoriesaboutdifferent assessment strategies and application in the
field of education.
Episode 2
10 Brains, 1 Goal
It is moredifficulttoconstructa testthan totakeoneofthese.Theseisjustoneof
those realizations that really inflicted to my head.
We were 10 observers assigned at TNHS, and we have decided to construct a
unified test.This were justsome of the moments that we have struggledto workas one.
Test construction is not easy, it needs proper time allotment, and it should be well-
developed andwell planned andalsoit needs money,so it would cause real stress to us if
we will accomplish it individually.
We wereonthesweetandsourdilemmaofconstructingatest.Wehavedecidedto
assignthedifferenttopicstoeachofoneofus.Aftergatheringthequestionsthatwasmade

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by everymembers,ourteamleadershavechosenthebestitems.Yeswehavespentlotsof
sweatandtantrumsjusttofinishit,lotsofscratchpapersthathavebeencrumpled,yetthe
effortsandexperienceareworthkeeping.Unityagainhasprovenitsworth.Thanksforthe
whole cooperation of my co-observers,10 brains withone goal,isn’t it amazing that we
have made it? Isn’t it surprisingthat again we have been cooperative with eachother?
These are just one of the mostvaluable experience that I had in my 2 ½ years in the field
study.