My Show Portfolio _ Learning Episode 5 ( Individual Output)

Learning Objectives

To develop competency of analyzing and interpreting the development of the various elements of a story entitled the Cask of Amontillado by Edgar Allan Poe.

General Performance Task

Students will analyze and interpret the development of the various fictional elements in the story.

Learning Activities

1. Students will fill up the character map through written expression, drawing, or symbols.
2. Students will fill up the setting through written expression, drawing, or symbols.
3. Students will determine the theme in the story  through written expression, drawing, or symbols.
4. Students will determine the symbols found in the story  through written expression, drawing, or symbols.
5. Students will designed a diagram of any form, may it be collage, sociogram, poster,etc.

Assessment Task

Students will be provided with a literary maps, it requires them to design and fill up. this diagram is 1 per group. By this, it will guide students to organize their ideas on the story

Rubrics for Assessing Learning

1. Provides enough details on the character, setting, conflict, resolution, theme, symbols, and as a whole - 65%
2. Audience Impact - 20%
3. Voice Quality - 15 %

Total = 100%

Reflection - Learning Episode 5 (Individual Output)

The experience I had in authentic assessment emphasized in this subject Field Study 5 has gained me more learnings and insights of how important is the Assessment whether it's process or product oriented. Assessment is the sine qua non of teaching process. It means that teaching process can never be completed without assessing your student's learning. There are so many ways to assess your student's learning, from traditional assessment, performance assessment, product -oriented assessment and so on, but for me Authentic assessment is the most effective. Because it directly assess student's performance. It requires students to use their higher order thinking skills and to demonstrates the skills and concept they have learned. This gives me an insight on how to assess students when I become a future educator in my generation.

Learning Episode 4: M.Y.M.P. - Performance Based Assessment Plan (Group Output - Espinosa, Balistoy, Cagampang, Ontong)

Notes on Our Process-Oriented Assessment Plan

Name of the School Observed: Southern Philippines College

School Address: Julio Pacana Street, Cagayan de oro City

Grade Level: Grade 5 Subject Area: English

Performance Based Activity: Story Telling

Subject Matter: Elements of a Story 

Best Features of the Process-Oriented Performance Assessment Design - These are the following features of  Story Telling in assessing students learning: · This activity assesses student’s communication skills through interactive  speaking and delivery of a story. · It requires the students to tell about the story or allows them to read it  aloud if necessary in front of the class. · The teacher uses a rubric in evaluating how well students can tell a story  in the class. · The teacher requires students to develop a story map showing the  elements of a story. · After the story telling, the teacher would ask significant questions regarding  the story to check students’ comprehension.

Specific Conditions Necessary for a Successful Use of Process-Oriented Performance Assessment Design - These are the following conditions must be observed for a successful story telling: · Conducive Learning Environment – includes proper ventilation and  classroom setting · No disruptions must be allowed while the activity is ongoing. · Participation of the Audience - the audience must listen to the speaker  presenting the story · Interaction among the teacher, presenter, and the audience – Interaction on  the content of the story is important because it motivates learning.

Basic  Points to be Considered by the User in Designing Performance Based Assessment - These are the criteria or basic points in assessing the performance of the student in the activity: · Audience Impact – Did the presenter get the audience attention? · Identifying elements of a story: main characters, setting, climax, conflict, resolution, etc. · Voice Quality – How did the presenter sound? · Appearance – How did the presenter look? · Delivery – How did the presenter organize and present the story?

Learning Episode 4:MYMP - Reflections (Individual Output)

Martha S. Espinosa

BEED-SPED3x3

Make reflections on your feelings and thoughts about the observations made in this FS.

From the observations we had conducted in this FS at Southern Philippines College, I 

learned that performance-oriented assessment is important for teachers in assessing 

student’s learning and necessary to be used in the classroom. In teaching, we aimed to 

develop our students not just a student who “knows something” but should also “knows 

how to do something”.  In other words, as teachers, we ensure that our students acquire 

skills and demonstrate or apply the knowledge they have gained from the instruction. 

That’s when process-oriented assessment comes in, an integral part of learning. Performance

-based assessment is an assessment method that enables student to construct, demonstrate, 

and apply the concepts they have learned from the instruction. Unlike the traditional 

assessment methods that only requires student simply to recall knowledge which is the usual 

paper and pencil test. I think it is the most authentic assessment to use because it requires 

students to perform the actual activity that best demonstrates their deep understanding of a 

lesson even though there are some limitations and considerations in using it. It allows teachers to directly assess and observe the performance of the students and can be the means to 

improve their instruction. It also helps teachers to systematically evaluate students learning 
through the performance of the activity.

Short Analysis – Learning Episode 3 “LOG ME” (GROUP Output: Espinosa, Balistoy, Cagampang, Ontong)

Our Interview Notes

Description of Authentic Assessment - Based from our interview with the Chemistry teacher, Mrs. Maria Theresa Fajardo, she defines authentic  assessment as nontraditional way of evaluating what the students have learned. Unlike the traditional  assessment that relies on indirect assessment of students’ outcome which is the usual paper and pencil test,  authentic assessment directly assess students’ performance that will give the teacher an idea of what the  students have learned because it requires students to perform the skills and concepts they have learned.  According to the teacher, authentic assessment is very effective in assessing learning if there are no  limitations of instructional time that a teacher could make some innovations of the lesson for the students to  deepen their understanding. On the other hand, if there is a limited time for example in college authentic  assessment is not applicable.

How was authentic assessment used? Was it used to measure learning through the product? Explain. - According to the teacher’s experience in teaching Chemistry, there is a difficulty in using authentic  assessment because students are struggling on the concepts and lessons in Chemistry. They find it difficult  to perform and produce product and process that would give the teacher an idea how far they have  learned. Instead, the students would prefer the teacher to give all the information they need about Chemistry. But in other instance when the teacher taught high school before, she had tried using authentic assessment.  She used authentic assessment to assess students’ learning through both process and product. - In measuring learning through product, the teacher gives activities to her students such as writing or  composing an essay and role play that gives the teacher an indicator how far the students have learned and  it measures students’ learning through the product which is the outcome of the activities given.

Or focuses on the process? - Authentic assessment focuses on the process when there is an interaction among the teacher and the  students in measuring and evaluating learning. For instance in the classroom setting, the teacher would ask  the student to tell about the concept of the lesson. Another example is during oral recitation wherein the  teacher asks the student to recite something. As you could see there is an interaction between the teacher  and the student while the teacher evaluates what the students have learned based on their performance.

Reflection – Learning Episode 3 “LOG ME” (INDIVIDUAL Output)

Martha S. Espinosa

BEED-SPED 3x3

My Reflective Journal

What are your insights and feelings about the use of authentic assessment? - I agree with what the teacher have said about the authentic assessment. Authentic assessment is an  alternative way of evaluating students’ learning outcome by letting them perform or demonstrate the  knowledge of the concept taught and the skills that shows evidence of learning. In terms of assessing the  learning, I think authentic assessment is more appropriate and perhaps better than traditional way of  assessing learning because it is more in application than in theory though there are limitations of using it.

Describe how the teacher used the authentic assessment? - The teacher used authentic assessment to determine the extent to which students’ have learned the  concept both through process and product. When you say authentic assessment through product, it  means that it requires students to produce a product or an outcome that shows their evidence of learning.  For example, like what the teacher said about giving activities such as role play, essay writing, etc. These  are examples of product. While, assessing through process involves interaction between the teacher and  the student and the teacher will evaluate learning based on the performance manifested by the student.  From the interview, she mentioned an activity wherein the students recite and judge the concept based on  the science news presented. I think this kind of activity is an example of authentic assessment through  process. Another example is when the teacher asks the students to recite and tell something about the  lesson. But there are also instances that the teacher find it difficult to use authentic assessment such as  teaching chemistry to college students which is time consuming and the allowable time to teach the  subject is 52 hours.

How did you feel about the teacher’s use of authentic assessment? - I feel that the teacher was right in using authentic assessment when she was teaching high school before  and I think she has a point of disapproving the use of authentic assessment in teaching college. Aside from  the fact that it is time consuming and teaching the whole subject takes only 1 semester in college, authentic  assessment is only applicable if there are lesser content to be mastered in a semester. If there is a lesser  content to be covered, then the teacher could linger or make innovations about the lesson and thus  authentic assessment is applicable to use. Regardless of the limitations in using authentic assessment,  for me it is still the best way to assess learning because it evaluates directly on the students.

What could be the gains of the students and teachers in using the authentic assessment? - I think the gains that the students would get if the teacher use authentic assessment is that their progress  in learning will be determined easily through the feedback of the teacher. Once the student is aware of his  or her performance, the student will know what to improve to progress more. Thus, they become motivated  to strive harder to progress on their studies. The more motivated they become, the more they will learn.  - And for the teachers, the gains they could get in using authentic assessment is that they could easily  measure student achievement based on the performance manifested by the students. Through authentic  assessment, they could easily evaluate whether their instruction is effective or not. If it is not effective, then  the teacher could just revise her methods in teaching. It also determines the weaknesses and strengths of  her students and gives opportunity to teachers to diagnose those weaknesses. Lastly, in authentic  assessment the teacher could assure that there is no bias in assessing learning. Just like what the teacher  has mentioned in the interview, in traditional way of assessment particularly the multiple choice test the  students could easily cheat on their classmates. But in authentic assessment, students cannot do the cheating  because it requires them to perform the task or demonstrate their knowledge or skills.

What part of the teacher’s practice of the authentic assessment do you feel like improving or revising? - Based on the teacher’s experience from the interview, I think the part where authentic assessment is  improving is when the teacher directly assesses the students’ learning through activities and tasks that the  students need to perform or demonstrate and the teacher gives directly a feedback so that a student will  learn and know what to improve though it takes time to see their improvement. - I think the part of teacher’s practice where authentic assessment needs revising is that when the students  misinterpret or misunderstand the concept they have learned. The teacher needs to make corrections,  explain the concept more and review it again to deepen the understanding of the students regarding the  concept taught.

My Reflection

Martha S. Espinosa

BEED-SPED 3x3

Write your personal reflections or thoughts and feelings about the importance of the use of appropriate assessment methods in the classroom, including what students and teachers can gain from appropriate assessment tools.

                From the learning activity we had experienced in the Indahag Elementary School, I learned that appropriate assessment method is very essential in teaching-learning process in the classroom. As what I recall from my previous lesson that: assessment is a sine qua non of teaching without t it teaching cycle is not complete. I think it can never be completed because teaching-learning process will all be useless without assessing or checking whether your students have learned the lesson or not, whether your teaching methods and strategies are effective or ineffective, whether or not you give corrective measures like remedial instruction to your students, and whether you proceed to teach the next level of competency or teach a lesson again. The answers to these questions depend on the result of the appropriate and valid assessment method. That is how assessment plays a vital role in teaching-learning process. Assessment is simply obtaining evidence of learning. This means to find out how well a student has attained the performance indicated in the lesson objectives. Thus, it is necessary for a valid assessment method to be aligned with the lesson objectives.

                Appropriate assessment method is beneficial to the students because it measures student achievement through scores they obtain from tests and performance they exhibited from an activity. When students are aware of their achievement that is reflected on the result of assessment, they will become more motivated to learn and tend to achieve more than they have achieved before. Assessment is also used by the teacher to predict student’s success in the future by measuring the student’s current level of performance.

                Appropriate assessment is beneficial to teachers because it helps them to evaluate the instruction they presented and their own teaching pedagogies whether or not they presented the lesson effectively. It also helps teachers to make instructional decisions for example giving remedial classes.