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Product Oriented Assesment

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

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• thAnx.. yOu were able to help me in answering my fs 5 book. thank u very much.. hope you'll make an example in mATHEMATICS. God bless :-)

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Product Oriented Assesment

1. 1. Product Oriented Performance Assessment 22
2. 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. 23
3. 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. 24
4. 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 25
5. 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? 26
6. 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. 27
7. 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. 28
8. 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. 29
9. 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 30
10. 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: 31
11. 11. Isosceles Triangle PYRAMID FIGURE 32
12. 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. 33
13. 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. 34
14. 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. 35
15. 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. 36
16. 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 37