Field Study 4

Presented by:Borres, Althea Amor

Sibuyan, Em-EmAbines, Jon Barry

Cabulao, Brayn Carl

Describe the Product-Oriented Activity You Observed

• The students follow a certain procedure/directions.

• The students master the skills in that certain activity.

• Their outcome/product should be just like what their teacher made.

Learning Objectives

• The students should attain the knowledge and skills thought by the teacher.

• The students should master the procedure/directions.

• The outcome should look like what had been demonstrated.

General Product-Oriented Tasks

• Baking• Table Skirting • Food Processing• Napkin Folding• Flower Arrangement

Target Skills

• Mastery of skills• Flexible • Resourceful• Knowledgeable

Learning Task(In Baking)

• Students know how to canvas.• Students know how to costing.• Students know how to budget.• Students know how to market.• Students know how to label.• Students know how to do pricing.

Assessment Tasks

• A certain recipe will be given to the students.

• Students should perform the activity using the knowledge and skills they had learned from the previous discussions.

• The teacher will observed and assess the student if he/she applies the correct skills and strategies.

What are the best features of my Product-Oriented Performance Assessment design?

• The best feature of this product-oriented performance assessment design is that students can discipline themselves to learn more on how to master/understand the process in making a certain product.

• Students will also utilize basic knowledge.

What specific conditions are necessary of a successful product-oriented assessment design?

• One of the specific conditions that is necessary is that students should have basic knowledge of the product-oriented assessed.

• The students should be well and properly guided of the activity.

• Students should be able to make a similar product as presented/demonstrated.

What basic points should the user of this design consider?

• What type of materials and ingredients that will be used?

• What do the they expect students learn after this activity?

• Will the skills and knowledge in this activity can help your students?

Why do you think the originally designed product-oriented

performance assessment can appropriately assess the teachers

learning objective?

• As what we’ve observe product-oriented assessment design is more on the product and outcomes. So if that’s the case teachers learning objective will be really assess for in this kind of activity the teachers are not just assessing the knowledge but also the skills of the students.

Why do teachers give attention to the students product-oriented task? Why

do they need to assess them?

• For the teachers want to see the product of their students and so as their reflections on what they have learn. And one of the best assessment that should be used is the product-oriented assessment in which the teachers don’t base on the process but instead they base on the output and product of the students.

In what conditions can the product-oriented performance assessment be

appropriately used?

• If the product/output is more important than the procedure used.

• When teachers base on the output and not on the process.