ASSESSMENT IN LEARNING 2 Dr. Marilyn Ubifia-Balagtas Author-Coordinator Dr. Adonis P. David + Dr. Evangeline F. Golla Dr. Carlo P. Magno - Dr. Violeta C. Valladolid Authors First EditionPreface... Course Map ... Suggested Course Syllabus ..... CHAPTER I: INTRODUCTION TO ASSESSMENT IN LEARNING 2 Lesson 1: Basic Concepts, Theories, and Principles in Assessing Learning ae Alternative Method: What is alternative assessment: What are the different models of alternative assessment? What are the different principles in assessing learning using alternative methods?.. Lesson 2: Learning Targets for Performance and Product-Oriented Assessment What are the learning targets appropriate for alternative assessment?...... 17 What are the appropriate alternative methods of assessment for learning targets: CHAPTER II: ALTERNATIVE WAYS IN ASSESSING LEARNING Lesson 3: Performance Assessment... What is performance assessment? What are the characteristics of a good performance assessment: What are the general guidelines in designing performance assessment? .. How do you conduct performance assessment?.. Lesson 4: Affective Assessment... What is affective assessment? Why assess affective domain? What is the taxonomy of affective domain in learning?. What are the affective variables in learning?.. What assessment tools are used to measure affective learning?. Lesson 5: Portfolio Assessment... What is portfolio assessment?.. Why portfolio assessment?... How do we do portfolio assessment? ..APTER Ill; ANALYSIS AND REPORTING OF ASSESSMENT DA Ghar USING THE ALTERNATIVE METHODS a son 6: Process in Developing and Using Rubrics for Alternative Assessment What is a rubric?..... What are the different types of rubric’ What are the characteristics of a good rubric?.... What are the basic steps in developing rubrics?..... How can you make rubric useful to your students? . Lesson 7; Organization and Analysis of Assessment Data from Alternative Methods. How,do we quantify results from rubrics?, How do we quantify results from scales and checklist How do we quantify results from portfolios?... How do we summarize results?.... Lesson 8: Communicating and Reporting of Assessment Data from Alternative Methods.. 132 Why is feedback a powerful means to help learners improve: What are the different forms of feedback How to use portfolios to help learners improve?.. How to organize meeting with parents?.... Table of Specifications ..... Summative Test for Assessment in Learning 2 Key to Corrections of the Summative Test Whole Course Portfolio Rubric...... Self-Assessment... Glossary of Terms.. Bibliography Le:for easy interpretation and use to improve teaching and learning. The . The las for this course is on communication t and reporting of Stless,, alternative methods, which will enable teachers Caaaeaete data f ethical considerations in communicating assessment data rom anniques i INtraditior, methods to pre-service teachers, parents, and other relevant stakehold, The worktext has been designed to have the following features: ers, f° 4. Outcome-based. The principles of outcome- Sr ered UN COOTaMp ay cueulseTaFRTOt torte tester expectations, and expanded opportunity have guided the ae mie the worktext. In this worktext, clarity of focus means that the de : outcome of every big idea or topic covered by the course has a clear at the beginning of the course and in every lesson. This ae topic has been drawn from the Policies, Standards, and Guidelines Ps . set by the Commission on Higher Education (CHED) for the oer teacher education programs, the Philippine Professional Standards te ry Teachers (PPST), and the Philippine Qualifications Framework (PQF; High expectations refers to the articulation of the quality indicator for one to be considered successful in attaining the desired outcome Design down requires articulation of the desired outcome of the topic, its culminating performance task, and its alignment to instructional activities. Expanded opportunity requires pre-service teachers to be provided with opportunities to improve their performance, even after evaluation, as they see the value of their learning to their future endeavor as professional beginning teachers. 2. PSGs-aligned. Alignment of the worktext to the PSGs defined by CHED has been made evident in its title and the statement of course outcomes. 3. standards-based. The PST wasalsotargetedas another referenceindefinrs the program outcomes and the quality of performance of the culminating tasks set, where pre-service teachers are expected to demonstrate the desired learning outcomes of every lesson. 4. 24st Century Skills and Strategies-focused. In addition to the inte i of technology in assessing learning, the 21st century skills are tare the design of the different learning activities of each lesson. The tea and innovation skills that are targeted are those defined by the CE for the 21st Century Learning (2018), namely: collaboration, comm tot critical thinking and problem solving, and creative thinking and inn’ aid tenet 5. Whole-Child Sensitive. The worktext will address the whole cr where pre-service teachers will be developed holistically towar' irorme standards for a professional beginning teacher ina leanne er which the Association for Supervision ‘and Curriculum Devel oi oi orted: defines as a place where they could be healthy, safe, engaee and challenged. grationEach lesson in the worktext has been designed to follow the UPDATERS Framework, where each letter has the following meaning and features: U | Understand P | Prepare In this part, the pre-service teachers are made to understand the Desired Learning Outcome/s (DLO) targeted when learning the big topic. This outcome defines what they should be able to demonstrate after learning the big topic. This statement of DLO is expected to be realized through the performance of a Culminating Performance Task (CPT), which is presented at the start of the lesson, together with its success indicators, to make the pre-service teachers conscious of where they are heading as they go through each part of the lesson leading to the attainment of the DLO. In this part, the pre-service teachers engage themselves in a flipped-classroom environment where they prepare by exploring in advance the important ideas, concepts, theories, principles, laws, etc., of the lesson through different acquisition strategies. These strategies could include reading available materials provided in the worktext and other support materials that could be taken from the Internet, whether audio, video, or text. The tasks provided to acquire ideas could be accomplished at home or anywhere outside the classroom to be ready for discussion, analysis, and evaluation, when the pre-service teachers meet the course facilitator inside the traditional residential or virtual classroom. D Develop | In this part, the pre-service teachers are engaged by the course facilitator toward meaning-making strategies for them to reflect and make sense out of the information acquired about the big topic. The course facilitator poses a series of questions that could help the pre-service teachers draw important concepts, principles, processes, and theories for discussions. Questions during discussions vary from simple to complex. Examples and authentic situations are cited to illustrate the theories, principles, and concepts presented. Toward the end of this event, pre-service teachers create graphic organizer to synthesize learnings gained from the acquisition (thru Prepare) and meaning-making strategies (thru Develop) as a proof of learning.UU PCa EDO Lb ce . Basic Concepts, Theories, and Principles in Assessing Learning Usi Alternative Methods Pie + — Learning Targets for Performance and Product-Oriented Assessment + Performance Assessment + — Affective Assessment * Portfolio Assessment . Process in Developing and Using Rubrics for Alternative Assessment + Organization and Analysis of Assessment Data from Alternative Methods + Communication and Reporting of Assessment Data from Alternative Methodsa mn — CET e MU ORM aati Assessing Learning Using Alternative Methods Suggested Timeframe: 4.5 hou, What is assessment for learning using nontraditional methods? : @ UNDERSTAND Desired Significant Learning Outcomes: In this lesson, you are expected to: + define and explain the alternative assessment and related concepts and + demonstrate an understanding of the different principles in assessing learning using alternative methods of assessment. | Significant Culminating Performance Task and Success Indicators At the end of the lesson, you should be able to prepare an assessment plan to show understanding of the concepts and principles in assessing learning using alternative methods of assessment. You are considered successful in this culminating performance task if you have satisfied at least the following indicators of success: Success Indicators Performance Tasks Develop a matrix of the difference between the traditional and alternative assessment of learning Explain alternative assessment in terms of the matrix developed. Plan assessment practices that apply the principles in assessing learning using alternative assessment methods | Propose a plan or strategy for assessing student learning based on the core principles in assessing learning using alternative methods of assessment Prerequisite of This Lesson i e As thisis the first lesson, there is no prerequisite lesson that you need to ne read and understood. However, an adequate understanding of lessons learned i your Assessment in Learning 1 course may help you understand and appreciate 2this lesson better. It is Saar is suggested that you go back to these lessons if there is an PREPARE ____ Tobe able to successfully describe what alternative assessment for learning is, you need to develop a matrix of the difference between the traditional and alternative assessment of learning and document the experiences of teachers who apply the principles in assessing learning using alternative methods. To be able to do these, you need to read the following information about the basic concepts and principles in assessing learning using nontraditional methods. You are expected to read this information before the discussion, analysis, and evaluation when you meet the teacher face-to-face or in your virtual classroom. if the information provided in this worktext is not enough, you can look up more information that you can access on the Internet. What is an alternative assessment? Assessment is generally defined as the process of gathering quantitative and/or qualitative data for the purpose of making decisions, whereas assessment of learning can be defined as the systematic and purpose-oriented collection, analysis, and interpretation of evidence of student learning in order to make informed decisions relevant to the learners. In contrast, assessment for learning refers to the use of assessment to identify the needs of students in order to modify instruction or the learning activities in the classroom. Assessment for learning is formative in nature, and it is meant to identify gaps in the learning experiences of students, so they can be assisted in achieving the curriculum outcomes. In practice, most teachers use traditional assessment methods to assess and evaluate the learning of students in the classroom. Traditional assessment refers to the use of traditional assessment strategies or tools to provide information ‘on student learning. Typically, objective (e.g., multiple-choice) and subjective (e.g., essay) paper-and-pencil tests are used to assess students. Traditional assessments are often used as the basis for evaluating and grading students. They are more commonly used in classrooms because they are easier to design and quicker to be scored. In contrast, alternative assessment refers to the use of alternative or non- traditional assessment strategies or tools to collect information on student learning. Examples of alternative forms of assessment are performance-oriented and product-oriented assessment methods. At the core of alternative assessment is the need to design and implement assessment tasks or activities that refrain from using traditional paper-and-pencil tests, which typically assess cognitivelearning outcomes ana tue i." apes iivestre-t'¥ , features of alternative assessment silv demonstrate learners ay ic tasks t 1. Assessment is based on authentic ta tion goals: accomplish communica' nmunication» not on right ang ve on co! 2. Instructor and learners focus Se | completion of communi. 3. Learners help to set the criteria for successful c tasks; and and thelr peers 4 selves 4, Learners have opportunities to assess eg sial ane ee While the practice of assessing learning using tr Pi here is an emerging », i i i classrooms, a te and-pencil tests is still common in many sessment USINg Nontrad, ive assessment OF 2: a toward the use of alternative a: pture learning targets and lean, methods, which in theory and practice can ca outcomes in more authentic ways- Indeed, the use of alternative assessn, can lead to more authentic assessment of learning. In ca a traditi assessments are viewed as less authentic types of assessment. While traditional assessment typically uses paper-and-pencil tests, alterna assessment is more concerned with performance assessment or performan based assessment. Performance assessment refers to assessing student learn: by requiring a student to perform a task or develop a product as a demonstrat: of one’s learning. The focus of the assessment is on providing opportuni’ the students to apply what they have learned through task performance ani! product creation. The emphasis is on assessing what students know and" they can do. If the task to be demonstrated closely resembles what is typ? performed or experienced in the real world (high degree of realism), te performance assessment is also more authentic. Another alternative method of assessin; ing i , assessment, which pertains to students’ ahs leering is trout a purposeful and systematic manner in order to ocanenathe Hi ogres the attainment of learning targets. A portfolio is a collecti fl ening? performance artifacts by a student and is typicall ou % is eso narratives and reflections. The use of a portfolio algis ence d y Pant lents to docume"” demonstrate their accomplishments i in the i i to the learners and their teachers to Se pod eros OPPO (Tolentino 2009). A portfolio assessment pret Oh trad in agiven perio’ learning processes and Products/outputs in ws the assessment of S| “a manner. @ comprehensive and inte? h i i . an ‘et Sena Strategies for assessing learni oft cl fe oy ; ane cu OsS through perform, ‘arning are assessment * ‘f outcomes) and rating scales and checklist: ance rubrics (for psy" a! outcomes). The use of rubrics and scales S (for affective or disp may i 'Y also provide opportunities Mea and peer assessment, which allow for a more comprehensive assessment of student learning and performance in the classroom. What are the different models of alternative assessment? Gener three most common models of nontraditional assessment are: (1) Emergent Assessment, (2) Developmental Assessment, and (3) Authentic Assessment. Emergent assessment is based on Michael Scriven’s goal free evaluation model (1967). In this model, the assessment focuses on determining the “effects” of instruction on students. The emphasis is on the assessment of both the intended and unintended effects or learning outcomes. Hence, assessment is not limited to collecting information if the intended learning outcomes defined were met or not, but also gives importance to unintended learning outcomes whether positive or negative. Emergent assessment examines how and what the educational program and instruction are doing to address the needs of students. The assessor should have no preconceived notions or biases regarding learning outcomes or instructional goals. With this model, assessment is more qualitative and the assessor uses multiple methods to record all data accurately and determine their importance and quality. Hence, categories emerge from the observations of the assessor. In this model, direct and indirect evidence of student learning are both collected. Direct evidence refers to tangible and compelling evidence of what students have and have not learned, whereas indirect evidence refers to proxy signs for learning that are less tangible and less compelling compared to direct evidence. Developmental assessment, on the other hand, focuses on determining the extent that students have developed their competencies from instruction. This model adopts a pre-test and post-test methodology to collect information if a student has developed or improved after instruction. It involves a comparison of what students can do at different time points and or different contexts to assess if there is progress. Developmental assessment is said to be useful for assessing learning outcomes based on students’ development rather than a final product. Assessors should have adequate knowledge of how a skill or attribute develops so appropriate assessment strategies and tools can be designed. Authentic assessment is the most popular model for alternative assessment. Itis an approach in the assessment of student learning that refers to the use of assessment strategies or tools that allow learners to perform or create a product that is meaningful to the learners as they are based on real-world contexts. The authenticity of assessment tasks is best described in terms of degree and not in terms of the presence or absence of authenticity. Hence, an assessment can be more authentic or less authentic compared to ‘other assessments. The most authentic assessments are the ones that allow performances that most closely resemble real-world tasks or applications in real-world settings or environments. § i3. Assessment can include a measure of Noncognitive The following can be used as criteria in determining if an assessment task a - activity is authentic or not (Silvestre-Tipay 2009): The assessment task or activity can... 1. be built around topics or issues of interest to the students; 2. replicate real-world communication contexts and situations: 3. involve multistage tasks and real problems that require creative use g : language rather than simple repetition; require learners to produce a quality product or performance; introduce the students to the evaluation criteria and standards; involve interaction between assessor (instructor, peers, self) and person, assessed; and 7. allow for self-evaluation and self-correction as they proceed. aap What are the different principles in assessing learning using alternative methods? There are many principles in the assessment of learning using alternative assessment or nontraditional methods. Based on the different readings and references on these principles, the following may be considered as core principles: 1. Assessment is both process- and product-oriented. An assessment gives equal importance to student performance or product and the process they engage in to perform or produce a product. While traditional assessment methods are focused on assessing student products or outputs, non- traditional or alternative methods like performance assessment and portfolio assessment give value to the product developed by students, as well as in the process students have undergone to develop the product. 2. Assessment should focus on higher-order cognitive outcomes. For assessment to be valid and authentic, it should require students to demonstrate their knowledge. However, the focus should be on providing tasks or activities that would allow students’ demonstration of higher-order cognitive outcomes (e.g., creating, analyzing) or skills (e.g., creativity, critical thinking). The use of nontraditional or alternative methods of assessment like performance assessment allows the assessment of both lower-ordet and higher-order cognitive outcomes In ways that are more authentic. learning outcomes. eee ge and other cognitive learning ‘or and affective outcomes are also important erring outcomes, and there are learning targets that are noncdgnitve in . Hence, an assessment should also consider the assessment of these Noncognitive outcomes, Nontraditi , lonal asses: i and checklists allow the measurement of 'sment tools like rubrics, scales: Noncogniti i S that allow a more complete and assessment of croton ee ne Outcome Traditional assessment focuses on knowled Outcomes. However,Assessment should reflect real-life or real-world contexts. Assessment tasks or activities should be authentic. The assessment should closely, if not fully approximate real-life situations or experiences. Authenticity of assessment can be thought of as a continuum from least authentic to most authentic, with more authentic tasks expected to be more meaningful for students. Performance assessment is optimal if the performance task to be demonstrated is similar or close to what is expected in the real world. 5. Assessment must be comprehensive and holistic. Assessment should be performed using a variety of strategies and tools designed to assess student learning in a more integrative way. Assessment should be conducted in multiple periods to assess learning over time. Moreover, the use of both traditional assessment and alternative assessment strategies and tools should be considered. Nontraditional methods of assessment (e.g., use of rubrics, scales) allow the possibility of multiple assessors, including the use of self and peer assessment. This ensures that students are being assessed in a more comprehensive and holistic way. 6. Assessment should lead to student learning. This means that assessment should be like classroom instruction. This principle is consistent with the concepts of assessment for learning and assessment as learning. Assessment for learning refers to the use of assessment to identify the needs of students in order to modify instruction or the learning activities in the classroom. In assessment as learning, assessment tasks, results, and feedback are used to help students practice self-regulation and make adjustments in order to achieve the curriculum outcomes. @ DEVELOP Let us check what ideas you have acquired about the basic concepts and principles in assessing learning using nontraditional or alternative methods. 1. Whatis alternative assessment of learning? 2. Howsimilar or different is traditional assessment from alternative assessment? 3. Give three models of alternative or nontraditional assessment. 4. Give three criteria for an assessment task or activity to be considered as authentic. 5. Give and explain three principles in assessing learning using alternative methods. To know if you have acquired the needed information about the basic concepts and principles in alternative assessment, use the table provided to develop a matrix of the difference between traditional assessment and alternative assessment of learning. Everyone will share and discuss in the class the matrix they have developed.Table 1.1. Key Differences Between Traditional Assessment and Alternative Assessment Area Traditional Assessment | Alternative Assessment Definition Use of traditional | assessment strategies or tools to provide information on student learning Tools Paper-and-pencil tests | Focus Knowledge | |__ Orientation Outcome-oriented Assessor Teacher or External | | | Q srry i Based on the lessons on the basic concepts and principles in assessing learning using nontraditional or alternative methods, select three core principles in assessing learning and explain them in relation to your experience with a previous or current teacher in one of your courses/subjects. Example: Principle Ulustration of Practice 1. Assessment should reflect real-life or real- world contexts. In our practicum course, we were asked to prepare a lesson plan then to execute the plan in front of the students with my critic teacher around to evaluate my performance. The actual planning of the lesson and its execution in front of the class and the critic teacher are authentic ways of assessing my ability to design and deliver instruction rather than being assessed through demonstration in front of my classmates in the classroom. Given the example above, continue the identification of illustrations of assessment practices guided by the principles discussed in the class. In a clean sheet of paper, identify three core principles we discussed in the class. Then describe how a current or previous teacher demonstrated in practice the principle you selected and discussed. Share your insights on how yout teacher's assessment practices allowed you to improve your learning.Principle Illustration of Practice @ TRANSFER Prepare a plan on how you will conduct assessment based on the core principles we learned. Refer to the K to 12 Curriculum to identify the competencies targeted by instruction and how you intend to assess your future students following the principles in assessing learning using alternative methods. Use the matrix provided to write your ideas on how you should design and conduct assessment of student learning based on the core principles. Principle Plan in Applying the Principles in Your Classroom Assessment Assessment is both process- and product-oriented.Assessment should focus 0 order cognitive outcomes. n higher- i ‘Assesssment can include measure of noncognitive learning outcomes. | real-world contexts. and holistic. Assessment should reflect real-life or Assessment must be comprehensive Assessment should lead to learning. @ EVALUATE using the following checklist: student Part 1. Evaluate the assessment plan matrix that you have developed by Criteria ! understood what each of the principles means. ! was able to provide an answer (plan or strategy in assessment) in each of the principles given. twas able to make a plan or strategy for assessment that correctly matches and addresses each principle.eir he in Portfolio Assessment Directions: Choose one (1) output in this lesson that can best show your ability in the 21st century learning and innovation skills: critical thinking, creative thinking, communication, collaboration, and knowledge of your content (SCs). What output/s in this lesson shows you are very good In the following: 1. Content (the output reflects understanding of the topic discussed) Chosen Output L Example: Constructed Table of Specifications — Why? Because it reflects the framework of the test, which is the Revised Bloom's Taxonomy where the six cognitive processes are given as well as the four dimensions of knowledge. | we] Critical Thinking (the output reflects ability to critique/evaluate/solve problems) oy Creative Thinking (the output reflects ability to create new ideas) 4. Communication (the output reflects ability to express one’s ideas in |___words or actions) 5. Collaboration (the output reflects ability to work well with others)Rts Learning Target INS ee ee Ue Trea Suggested Timeframe: 4,5 how, What are the learning targets for alternative methods of assessment? UNDERSTAND Desired Significant Learning Outcomes: In this lesson, you are expected to: > formulate learning targets that can be assessed through performance and product-oriented assessment and * create an assessment plan using alternative methods of assessment. Significant Culminating Performance Task and Success Indicators At the end of the lesson, you should be able to demonstrate your knowledge and skills in formulating specific learning targets that will be assessed at the end of instruction through an assessment plan on student learning. You ae considered successful in achieving this outcome if you have satisfied at least the following indicators of success: Performance Tasks T Indicators of Success | Describe the different types of learning targets that are best suited for alternative assessment Given a specific type of learning | target, one should be able to describe | its meaning and use. | Formulate learning targets for == Using the competencies in the K to | specific lessons. 12 Curriculum, one should be able to formulate learning targets for their | corresponding lessons. Develop an assessment plan where Given the competencies targeted for | appropriate alternative assessment instruction, one should be able to | methods are matched with specific develop an assessment plan where | learning targets appropriate alternative assessment | methods are used to assess learning | targets. Pre un lea are ani the théPrerequisite of This Lesson To be able to achieve the intended outcomes of this lesson, you should have understood the basic concepts, theories, and principles in assessing student learning using alternative methods (see Lesson 1). It is also important that you are able to remember your knowledge of assessment purposes, learning targets, and appropriate assessment methods from Lesson 2 of Assessment of Learning 1. If those were not clear to you, then this lesson will not be easy for you, too. | suggest that you review these lessons. @ PREPARE To be able to successfully prepare an assessment plan using alternative methods based on learning targets, you need to read the following information about learning targets for performance and product-oriented assessment. You are expected to read this before discussion, analysis, and evaluation when you meet the teacher face-to-face in your classroom. What are the learning targets appropriate for alternative assessment? Bloom's Taxonomy of Educational Objectives Educational objectives are specific statements of student performance at the end of an instructional unit. Educational objectives are sometimes referred to as behavioral objectives and are typically stated with the use of verbs. The most popular taxonomy of educational objectives is Bloom's Taxonomy of Educational Objectives. Bloom's Taxonomy consists of three domains: cognitive, affective, and psychomotor. These three domains correspond to the three types of goals that teachers want to assess: knowledge-based goals (cognitive), skills-based goals (psychomotor), and affective goals (affective). Hence, there are three taxonomies that can be used by teachers depending on the goals. Each taxonomy consists of different levels of expertise with varying degree of complexity. The succeeding sections describe the taxonomies for the psychomotor and affective domain. Bloom's Taxonomy of Educational Objectives in the Affective Domain describes five levels of expertise: receiving, responding, valuing, organization, and characterization by a value or value complex. Table 2.1 provides an elaboration of this taxonomy. This will be discussed further in Lesson 4 on assessment of affective learning. Table 2.1. Taxonomy of Educational Objectives in the Affective Domain Illustrative Sample Level [ Description Verhs | Objective Receiving Awareness or asks, chooses, Listens attentively passive attention to | holds, identifies, }| to the instruction aphenomenon or | listens of the teacher stimulus— Responding acti seen aoe eaves inte — a particular participates, focus-group - phenomenon or practices, discussion stimulus writes a i lue completes, Demonstrates phenomenon or differentiates, oftheelection | | Rest object. Valuing explains, Process may range from justifies acceptance to commitment | Organization Organizing values adheres, Defends the | naa into priorities by defends, importance le comparing, relating, | integrates, of graduate | and synthesizing organizes, education in specific values synthesizes the career ofa | teacher | Internalizing Having a personal acts, displays, Displays Co values/ value system that is | influences, commitment | Ov characterization | now a characteristic | solves, to helping | Re by a value or of the learner verifies economically value complex disadvantaged students In terms of educational objectives in the psychomotor domain, Bloom and colleagues did not propose levels unlike in the cognitive and affective domains. However, other scholars like Elizabeth Simpson (1972) built a taxonomy for the psychomotor domain from the work of Bloom. In Simpson's Taxonomy Educational Objectives in the Psychomotor Domain, seven levels of expertise are described: perception, set, guided response, mechanism, complex overt response, adaptation = |_ and Organizing. Table 2.2 provides an elaboration of this taxonomy. A Table 2.2. Taxonomy of Educational Objectives in the Psychomotor Domain Level Description | lustrative Sample + Verbs Objective Perception | The ability to use adjusts, Detects non- a Sensory cues to guide describes, verbal cues | Motor activity detects, from the identifies, participants selects |Set The mental, physical, begins, Shows and emotional sets that | displays, knows, | motivation to predispose a person's recognizes, learn a new skill response to different shows, situations. states Guided Demonstration of a copies, Performs the Response complex skill through performs, mathematical guided practice like follows, reacts, | operation imitation and trial and responds by following error. the steps demonstrated Le | by the teacher | Mechanism Learned responses assembles, Plays the guitar have become habitual dismantles, and movements can be | fixes, performed with some manipulates, degree of confidence plays and proficiency L Complex Performance of motor assembles, Demonstrates Overt acts that involve dismantles, one's expertise Response complex fixes, in playing the movement patterns manipulates, guitar in a quick, accurate, organizes and highly coordinated’ | (similar with manner. Characterized | Mechanisms by automatic but performed performance and inamore performance without accurate, more hesitation coordinated, 7 and quicker | way) Adaptation Psychomotor skills are adapts, alters, Modifies the well developed and the | modifies, dance steps person rearranges, to suit the can modify movement _| varies abilities of one’s patterns to fit special groupmates requirements iCera patterns to fita particular situation or specific problem. Learning ‘outcomes emphasize creativity based upon highly developed skills. Bloom's taxonomies of educational domains are able to provide te: specific learning targets in th teachers in both instruction an Creating new movement Creates new steps fora arranges, builds, | The challenge is for teachers to identify the levels of expertise that they expect the students to achieve and demonstrate. This will then lead to the identification of the assessment methods required to properly assess student learning. Highe level of expertise in a given domain sophisticated assessment methods or strategies. Learning Targets As previously learned from Assessment in Learning 1, a learning target is a statement on what students are supposed to learn and what they can do because of instruction. Learning targets are more specific compared with educational goals, standards, and objectives and lend themselves to more specific instructional and assessment activities. Learning targets prescribed by a program or level and aligned with the instructional or learning objectives of a subject or course. Teachers formulate learning targets from broader standards and learning objectives. The learning targets should be cleat, specific, and meaningful to students. Thus, learning targets are more effectively stated in students’ point of view, typically using the phrase “I can...” For example: “| can differentiate between traditional methods and alternative methods of assessment”. The purpose of learning targets is to effectively inform students of what the) should be able to do or demonstrate as evid learning targets should s| specifi assessment can be designed. _ The most common skill, product, and affect (also known a: types of learning target: ° S. ic learning targets formulated, appropriate classroom instruction 4" typology of learning targets are knowledge, reasoniné disposition). Table 2.3 summarizes thes* ines, contemporary | —— pau Sarat a || T creates, K ofa ’ designs classic dance ntl | [ Kno. | | objectives for affective and psychomoty, achers with a structured guide in formulating mor | Rea e classroom, The taxonomies serve as guide fy, d assessment of student learning in the classroom, requires are assumed to require more Ski Pr should be congruent with the standards A Wi ; lence of their learning. Therefore tq pecify both the content and criteria of learning. With ar ty TITable 2.3. Description and Sample Learning Targets Type of Learning Targets Knowledge targets Reasoning targets Description Refers to factual, conceptual, and procedural information that students must learn in a subject or content area. Knowledge-based thought processes that students must learn. It involves application of knowledge in problem- solving, decision- making, and other tasks that require mental skills. | Sample I can discuss the research design that | used for my thesis. —_|— I can justify my choice of Analysis of Variance (ANOVA) as my statistical analysis for my thesis research. Skills targets Use of knowledge and I can perform Analysis characteristics that students can develop and demonstrate | because ofinstruction. | or reasoning to perform | of Variance (ANOVA) on ‘or demonstrate physical | research data using the L skills. software SPSS. Product targets Use of knowledge, \ can write the results reasoning, and skills in} and discussion section creating a concrete or of a thesis manuscript. tangible product. Affective targets Refers to affective | can appreciate the role of a thesis adviser in the completion of a thesis research. What are the appropriate alternative methods of assessment for learning targets? While all five types of learning targets (knowledge, reasoning, skill, product, and affect) can be assessed by the use of alternative methods of assessment, three types of learning targets can be best assessed using alternative assessments. These are skills, products, and affect. Stiggins et al. (2006) defined skills type of learning targets as one's use of knowledge and reasoning to act skillfully. In other words, skills refer to learningire the development and demonstration of behavioraj 4 paeal a Tobie to a ae ata skills or act skillfully, students must be aby, to possess the knowledge and reasoning ability related or relevant to the Skills tg be demonstrated. ’ On the other hand, Stiggins et al. (2006) described product learning target; as the use of knowledge, reasoning, and skills to create a concrete product. Thus, products refer to learning targets that require the development of a tangible any high-quality product or output, Students are expected to create products that have certain core attributes that will serve as basis for evaluating its quality. Meanwhile, affect or disposition was defined by Stiggins et al. (2006) ax students’ attitudes about school and learning. In practice, we look at affect; disposition to encompass a broad range of noncognitive attributes beyong attitude that may affect learning and performance, including motivation, interest, and other affective states. The development of affect/disposition simultaneously occurs as a student learns concepts and skills in the classroom, Table 2.4 provides further examples of learning targets for skills, products, and affect across different subject areas: Table 2.4, Sample Learning Targets Across Subject Areas Typology of Learning Targets Skills Subject Area Learning Targets | English Participate in conversation with others. Products Write an argumentative essay where arguments are justified by providing factual or empirical data as support. Affect Enjoy reciting a poem in front of an audience. Physical Education Skills Dribbles the ball to cross the half- court. Products Create a three-month personal fitness plan. Affect Show determination to complete the physical task.Mathematics Skills Measure angles using a protractor. Products Given the data, construct a histogram with normal curve using SPSS. Affect Demonstrate interest in attending mathematics class. Science Skills Use laboratory equipment properly. Products Prepare a report about the field observation. Affect Consider the safety of others in the conduct of an experiment. Skills Participate in civic discussions on current social issues. Products Create a timeline for the 2017 Marawi Siege. Affect Argue with others in a constructive manner. Once the learning targets are identified, appropriate alternative methods of assessment can be selected to measure student learning. In terms of skills, having the required skills to apply one’s knowledge and reasoning skills through the performance of a behavioral or physical task is'a step higher than simply knowing or being able to reason based on knowledge. Hence, skills targets are best assessed among students through performance-oriented or performance- based assessment as skills are best gauged through actual task performance. In terms of products, a student’s knowledge, reasoning, and skills are all required before one can create a meaningful product or output. Obviously, product targets are best assessed through product assessment. Given the need to also give value to the process of creating a product, performance assessment is also typically used vis-a-vis product assessment. For affect or disposition, a student may already hold a particular affect or disposition in relation to a particular lesson or learning target and such affect may change or not depending on the learning and instructional and assessment experiences of the student. Affect or disposition is best assessed through affective assessment or the use of self-report measures (checklists, inventories, questionnaires, scales) and other alternative strategies to assess affective outcomes. Table 2.5 presents a simple matrix of the different types of learning targets best assessed through alternative assessment methods. Social Studiesi ti ning Targets with Alternat Product: Portfolio Oriented Table 2.5. Matching Lea! Learning Performanc! Targets Oriented Affect/ Disposition lote: More checks mean better matches. ; Nc ‘Across the different nontraditional or alternative ee 2 assessny teachers can expand the role of assessor to other student Ps Sats essmey and the student themselves (self-assessment). This allows asses: ‘ fe decom really authentic. There are also other methods or strategies for alternatiy, assessment, and it is up to the teachers to select the method of assessment anj design appropriate tasks and activities to measure the identified learning target; @ DEVELOP “Let us check what ideas you have acquired about learning targets for alternative assessment methods in the classroom. 1. What is the difference between educational objectives and learning targets! 2. What are the common typologies of learning targets? 3. Why is it important that learning targets and assessment tasks/activities at matched? 4. What are the three learning target types that are best assessed throug alternative assessment methods? Why? To know if you have acquired the information in thi ‘ 01 ss0N, Kindly complene Take ve you need to learn in this le: Table 2.6. Sample Learnin i ig Targets (instruction: Complete the table by formulating sannie| learning targets per typ2! Type of Learning Targets Knowledge targets Seances [ieee ieee ce | Product targets Sample Learning Targets | Affective targets | ive Assessment Methods s Q n intere week targe Table learni addit Exam Title Obj Ou f Att les: she der use oe de:Using the example as reference, supplying the required information on the ta Title of Lesson: Table 2.7. Learning Targets Task Type of Learning Targets Lesson Content Instructional Objective/ Learning Outcome Related to the Lesson Content @ TRANSFER complete the learning targets ta, ble provided. sk 5 Sample Learning Targets Now select a specific lesson for a subj oust ject area and grade tring tne Deped Ci ee if and handle when you are already a teacher ee ere ee rae matt Guide for the subject, create an assessment ple" using alternative ng by formulating learning targets that can be best ne affective, or any ene rf sessment (you may focus on skills, sroduct eee et yea a ceaeerarT aoe tess learning targets). Then, Ses specific targets. Use Table 2.8 for this task activities to measure the identified learnsTable 2.8. Assessment Plan Using Alternative Assessment Methods = Subject Specific Lesson Learning Outcome/s/ Instructional Objectives Learning Targets Assessment Task/ Activity (Alternative) Why use this assessment task/ activity? How does this assessment task/activity help you improve your instruction? pk How does this p assessment task/activity r d help your students : achieve the intended x learning outcomes? icRST Performance Assessment Suggested Timeframe: 4,5 hoy, pel be How do you assess students’ learning outcomes using various types , pa performance assessment tools? an wi UNDERSTAND s Desired Significant Learning Outcomes: co ur In this lesson, you are expected to: : + design appropriate performance assessment tools for intended student © learning outcomes. Significant Culminating Performance Task and Success Indicators At the end of the lesson, you should be able to demonstrate you knowledge and skills in developing performance assessment tools tha are most applicable to a particular student outcome. You are consideret successful in this culminating performance task if you have satisfied the following indicators of success: al % Pp h a e Performance Tasks Success Indicators Knowing the various Identify the appropriate performance types of performance assessment tool for a specific performance or assessment tools product. Designing performance Create a performance assessment tool that assessment tools ; is aligned with the desired learning outcomes (DLO) and the teaching and learning activities (TLAs). Prerequisite of This Lesson fae be aus fo Perform successfully the above culminating performan® ee ov have distinguished between traditional and performat ‘outcomes aa lerstood the processes in setting learning objectives and stude" types of performance asses we Kable of specifications, identified the differ sessment ti . ‘ + it performance assessmentannk ‘asks, and learned the guidelines in desigh"® PREPARE A To be able to learn or enhance your skills on how to develop good and effective pe formance assessment tools, review your prior knowledge on the differences etween traditional and alternative assessment and how and when to choose a particular assessment method most appropriate to the identified learning objectives and desired learning outcomes of your course. What is performance assessment? Performance assessment is an assessment activity or set of activities that require students to generate products or performances that provide direct or indirect evidence of their knowledge, skills, and abilities in an academic content domain. It provides teachers with information about how well a student understands and applies knowledge and goes beyond the ability to recall information. It is used for assessing learning outcomes that involve designing or creating projects or products such as research papers, art exhibits, reflective essays, and portfolios. On the other hand, performance-based tasks include actual performances of making those products, such as carrying out laboratory experiments, exhibiting creative and artistic talents, such as dancing, painting, and playing a musical instrument, and demonstrating writing skills through extemporaneous essay writing, article review, and reflective papers. Both product-based and performance-based assessments provide information about how a student understands and applies knowledge and involve hands-on tasks or activities that students must complete individually or in small groups. Below are examples of product-based and performance-based assessments: Types Examples A. Product-Based Assessment Visual Products charts, illustrations, graphs, collages, murals, maps, timeline flows, diagrams, posters, advertisements, video | presentations, art exhibits diorama, puzzles, games, sculpture, Kinesthetic Products exhibits, dance recital journals, diaries, logs, reports, abstracts, letters, thought or position papers, poems, story, movie/TV scripts, portfolio, essay, article report, research paper, these audiotapes, debates, lectures, voice Written Products Verbal Products recording, scripts 37 Mk i YW BELO Me We’ neers + SSE LEssessment B, Performance-Based A: Oral Presentations/Demonstrations paper presentation, poster presentation, individual or group report on assigned topic, skills demonstration such as baking, teaching, problem solving dance, recital, dramatic enactmen, prose or poetry interpretation, ° role playing, playing musical instruments Dramatic/Creative Performances debates, mock trial, simulations, interviews, panel discussion, Story. telling, poem reading Athletic Skills Demonstration/ playing basketball, baseball, soccey, Competition volleyball, and other sports Public Speaking Similar to performance assessment is the concept of authentic assessmen, Authentic assessment requires students to actually demonstrate their skills ¢ applying skills and knowledge they have learned from class. It involves tasks tha resemble what people do in the real setting or context, such as doing an actus research, making a case study, giving a speech, or performing on a stage. What are the characteristics of a good performance assessment? With so many different types of performance assessment tasks or tools the can be used to measure students’ learning outcomes, deciding which one to ust can be confusing and challenging. In choosing and designing the best performant assessment, it is good to evaluate its suitability against the following criteria: 1, It is authentic, that is, it includes performance tasks that are meaningful a" realistic. Performance assessment should presentor require tasks thatare realist and related to everyday life. As it involves an authentic task, it should convé its purpose and reflect its relevance to the students, their discipline, andt” outside world as a whole. For example, in an Entrepreneur class wherein one of the learning outcomes is the ability to develop a business plan, insted ie giving final exams to test students’ knowledge of concepts, principles. Processes of developing a business plan, the students will be require? ' submit a proposed business plan for a putting up a new investment. Performance task entails students to identify the market needs and Be plan out the marketing mix (7Ps) and the 4Ms of operations, and forecast Costs and revenues of the business. This task allows students to have ha™ on experience in performing a task that is done in the actual world.It provides opportunities for students to show both what they know and how well they can do what they know. Performance assessment should achieve a balanced approach wherein it gives students opportunities to show their knowledge-and-skill competencies. Since the main goal of teaching and learning is for students’ acquisition and application of knowledge and. skills, course assessments should therefore help answer the questions “Do the students know it?” and “How well can they use what they know?” to determine whether the students have actually achieved this goal. For example, in a Practical Research 2 class, the teacher may require research output at the end of the course, since this performance task will not only inform the teacher whether the students learned the different parts of a research paper but also whether the students can conceptualize a good research paper, conduct review of related literature, apply appropriate data gathering procedure and analysis, and make valid interpretations and implications of the results. The main challenge is for the teachers to choose performance tasks that can measure both the competencies of “knowing” and “applying” and at most “creating”. It allows students to be involved in the process of evaluating their own and their peers’ performance and output. Performance assessment should allow students to be involved in the process of evaluating themselves and their peers. It should give students the opportunity for self-reflection or self-assessment, as well as to be involved in evaluating their classmates’ performance. Self-assessment allows students to make judgment about their learning process and products of learning, track their progress, and identify the areas where to focus or improve on. Peer assessment, on the other hand, allows students to give constructive feedback about the performance of their classmates or groupmates, which the latter can use to revise or improve their work. Both assessments require that scoring or grading is based on the criteria agreed upon by the teacher and the students. The use of a rubric can facilitate self-assessment and peer assessment. It assesses more complex skills. Unlike traditional tests that usually assess a single skill and require simple tasks such as remembering or recalling of concepts, performance assessment usually taps higher-order cognitive skills to apply knowledge to solve realistic and meaningful problems. As such, performance assessment. allows students to engage in more challenging activities that require various skills, such as planning and decision-making, problem-solving, critical thinking, communication, and creative skills, among others. For example, instead of giving final exams to assess students’ learning in a marketing class, the teacher may require the students to conduct a marketing and market research, come up with a marketing strategy, and/or conduct an actual marketing for a productformance tas! of their choice. These PE es in marketin, inciples and process' eee ares othe olaborative skills, communication ee Cn ins the task, required elements, and scoring ents by 5. It explains re ont fl the assess! the start of the activity and : Atthe startoftheclass, itisimport an En ae aa clude ee nted and explained to the students. Thes' req, ake acd the expected quality and level performay, activities or projects, ae the criteria to be included for assessment, and the rubric to be us ideally, students should be involved in the whole assessment process, roviding them assessment options, getting them irvoj, i SE ee ecltorthnakina on performance standards and crty allowing them opportunity to give feedback on teacher-made tubrics 3 to revise them, and training them on how to apply rubric for self- and ps. assessment. ig but also tap their creativity, 9, ° and research skills, What are the general guidelines in designing performance assessment? The learning outcomes at the end of the course serve as the bases in designi the performance assessment tasks. With the learning outcomes identified, t evidence of student learning that are most relevant for each learning outcor and the standard or criteria that will be used to evaluate those evidence are the identified. To guide you in designing performance assessments, the followir questions may be addressed: 1, What are the outcomes to be assessed? 2. What are the capabilities/skills implicit or explicit in the expected outcor? (eg. problem-solving, decision-making, critical thinking, communication skils What are the appropriate performance assessment tasks or tools to meas!" the outcomes and skills? y 4. Are the specific performance tasks aligned with the outcomes and s# interesting, engaging, challenging, and measurable? 5. Are the performance t: nti : ‘asks authentic and i f real: sees representative of re 6. What criteria should be included to rate students’ Performance level? What are specific performance indicators for each criterion? mpc termere, the choice of teaching and learning activities is also of ute ge ar ieee sal Ne performance assessments to use. There should ® enalen g the learning outcomes, the teaching learning activ’ ent tasks. For example, in a Physical Education-Dance class: : 6 ks not only assess students’ know, EE follow show' Att stud + Pe How using judg nece targe base7s ee — eas - se. st 0 $1 following three-course components should be explicitly clear and linked, as shown below: Intended Learning Teaching-Learning Performance Outcomes Activities Assessment Tasks At the end of the course, the students should be able to: | i. + Perform dance routines Lecture, class Culminating dance and creatively combine discussion, class recitals, variations with rhythm, movément exercises, | practical test for coordination, correct dance demonstration, | each type of dance, footwork technique, frame, | actual dancing with reflection papers, facial and body expression. | teacher and partners, | peer evaluation collaborative learning | rating + Participate in dance socials | Required attendance Actual dance and other community and participation performance in fitness advocacy projects. | in school and school or community community dance programs, reaction/ : performances reflection papers How do you conduct performance assessment? Unlike in most traditional tests wherein student responses can be scored using an answer key, performance assessments require the teacher’s and peers’ judgment when evaluating the resulting products and performances. This necessitates using a set of predetermined criteria that are aligned with desired ti ‘argeted standards or desired learning outcomes. The following are the basic steps in planning and implementing performance- based or’ product-based assessments: t Define the purpose of performance or product-based assessment. The teacher may ask the following questions? - What concept, skill, or knowledge of the students should be assessed? - Atwhat level should the students be performing? - What type of knowledge is being assessed (e.g., remembering to create)? 2. Choose the activity/output that you will assess. The required performance or output should be feasible given the time constraints, availability of resources, and amount of data/materials needed to make an informed decision about the quality of a student's performance or product. The performance tasks should be interesting, challenging, achievable, and with sufficient depth and breadth so that valid evaluation about students’ learning can be made.: OF JUCZIng,., ‘teria are guidelines OF rules iC eee Sty eee Shiperformances. belo oe Resi crite A Ut ia should be predetermined. The ee AS cri the performance Sh, ; reed upon by the teacher and the students. Pertoy i r be discussed and agt since they del 3. Define the cri responses, prod! fine for the students the types of beh ia iteri i nt as allow i pe criteria are importa oduct that are expected, as we ae abie aia te an or attributes of a P! aluate a performance or produc jectively a, a and the students to ev i ible. consistent as possi y evaluating student performances: iteri uate the d A. content criteria ~ to eval understanding of facts, concepts, an subject; There are four types of criteria that can be Use legree of a student's knowleq, ey d principles related to the toy B, process criteria - to evaluate the proficiency level of performance a pe skill or process; Low C. quality criteria - to evaluate the quality of a product or Performan, 2 WwW and ae D. impact criteria - to evaluate the overall results or effects of a product, ew performance. aa 4. Create the performance rubric. A rubric is an assessment tool that indicat To the performance expectations for any kind of student work. It Benes bout i contains three essential features: (1) criteria or the aspects of performer folowir that will be assessed, (2) performance descriptors or the characteristi associated with each dimension or criterion, and (3) performance levelstt: identifies students’ level of mastery within each criterion, There are differ types of rubrics: ‘ A. holistic rubric - in holistic rubric, student performance or outpt! evaluated by applying all criteria simultaneously, thus providing asié ‘ score based on overall judgment about the quality of student's work analytic rubric - in analytic rubric, student’s work is evaluated by us" each criterion separately, thus Providing specific feedback about! Student's performance or Product along several dimensions @ C. general rubric - contains criteria that are general and can be ap ‘ across tasks (e.g., the same rubric that can be used to evaluate ® By Presentation and research output) tolasse | ici by crea teria that are unique to a specific For eac i can only be used for oral presentation and a” each a, only for research output) to asse For a more detailed discussi . tep> = you hay developing a rubr on on the types of rubric and the ste | ic, please refer to Lesson 6: i ing and US Rubrics for Alternative Assessment, mS: Broce Developing a D. task-specific rubric - contains cri (.e., a rubric that Tubric applicableOF 3 Ice, tor ites ally nce tics hat ent t is gle ing the ied 5. Assess student's performance/product. In assessing a student's work, it is important to adhere to the criteria set and use the rubric developed. This is to ensure objective, consistent, and accurate evaluation of student's performance. Itis also important to provide specific and meaningful feedback and explanation to students on how they have performed the tasks, clarifying - to them what they understand, what they don’t understand, and where they can improve. @ DEVELOP Let us review what you have learned about designing performance assessment tasks. 1, What are the types of performance assessments? 2. What are the characteristics of a good performance assessment? 3. What are the general guidelines in designing performance assessments? 4 What are the basic steps in conducting performance-based or product-based assessments? : To be able to check whether you have learned the important information about identifying and designing performance assessments, please complete the following graphical representation: Q APPLY By now, you should be ready to design effective performance assessments to assess your student learning outcomes. Let us apply what you have learned by creating an assessment plan for the subjects that you are currently teaching. For each subject, list down the desired learning outcomes and course topic for each desired learning outcome, and identify the appropriate performance tasks to assess students’ achievement of the expected outcome. It is important that you have an assessment plan for each subject that you teach.Example of a Performance Assessment Pian: 1 Subject: General Chemistry Laboratory ' I! Desired Learning Outcomes: At the end of the course, the sj, tabi jural tasks in laboratory experiments and t, a are expected to execute procedi proper waste disposal procedures. Desired Learning Outcomes Design simple All topics with Oral presentation of exper), experiments to test experiments plans/protocol, pre-lab hypotheses exercises, Oral presentation . experiment results Actual laboratory performan,, Types of Performance Ta, Properly use and handle | All topics with equipment and chemicals | experiments Practice good laboratory | All topics with skills and techniques experiments Practice teamwork/ All topics with collaborative skills experiments Apply concepts, theories | End of the and ideas learned ina course “real-world” setting Actual laboratory performanc: Peer evaluation through ruby Projects, products Use the following template to come up with your performance assessm plan, ‘ Subject: Overall Desired Learning Outcomes: Desired Learning Outcomes Types of Performance TasksLesson 4 Affective Assessment Suggested Timeframe: 4.:, e 2 How do you assess affective outcomes of students’ learning? ® UNDERSTAND Desired Significant Learning Outcomes: In this lesson, you are expected to: * — develop an assessment tool to measure affective outcomes of learning Significant Culminating Performance Task and Success Indicators At the end of this lesson, you are expected to demonstrate an understan: about affective outcomes of learning and acquire knowledge on how to mi these outcomes. As a result, you should be able to develop an assessment tool measure at least one affective trait that students have developed in the cour of their learning. Your success in this performance task will be determined if hay ve done the following: 1. Tasks Define the affective factors that are important in students’ learning. Success Indicators Present at least an experiential sample situation to illustrate how feelings and emotions can influence learning. understanding of the affective traits articulated in the Basic Education Curriculum Framework in one’s field of specialization. 2. Identify the taxonomy of Present a list of affective qualities affective behaviors in students’ that students should demonst’@" learning. in a course or subject vis-a-vis the defined taxonomy in the affect” domain. 3. Demonstrate knowledge and Present and explain the affecti® factors contained in the K to " Basic Education Curriculum Framework in the chosen fiel@° teaching. 4vevelop understanding onthe |4. Develop the behavioral indicators Various assessment methods in at least one aspect of affective and tools that could measure domain in students’ learning. affective outcomes of learning. Review literature or research 5. Present a sample research studies that deal with instrument used to assess assessment of affective traits. students’ affective behavior. Develop an assessment toolto | 6. Present and discuss the measure affective outcomes of constructed assessment tool to students’ learning. measure affective outcome of learning. Prerequisite of This Lesson In order to accomplish the performance tasks identified in this lesson, you should have understood why affective domain is part and parcel in developing instructional objectives. If you have reached the high level of appreciation on the “whys” of including affective domain in your lesson plan, and you feel confident in formulating objectives on affect, the lesson as presented here will be exciting and enjoyable for you. As you walk through the text of this lesson, it is important to recall the past lessons about formulating instructional objectives, in particular, how to state objectives in measurable and observable terms. In addition, your understanding about basic concepts, knowledge, and skills about assessment as discussed in the earlier lessons will be most useful. ® PREPARE Tobe able to develop your assessment tool to measure the affective dimension of students’ learning, you need to read and understand the information in the following paragraphs that discuss important aspects about affective assessment, which will eventually guide you to accomplish the ultimate objective of this lesson, that is, to develop an assessment tool to measure affective outcome of students’ learning. To maximize the time with your teacher in the course, it is advised that you read the text by yourself such that class discussion with the teacher will be more focused on more specific concerns about the content and essence of the tmaterial, queries, and difficulties in accomplishing the tasks. What is affective assessment? Why assess affective domain? Think about your answer to the following questions: How do you feel doing mathematics? What do you like in mathematics? Your responses may vary. Some may like the subject, or for the majority, the feeling is the opposite. If we deal with measurement of feelings, attitude, 51 nnn eeFrom the WOrd ITSIT, this, Bee t essment. C , or interest, we are into affective ass' f students’ learning. The a i ae Er we affect one rfeelings”) includes a host of con, i i tus, domain (from the Latin affectus, i i i ts, and motivation, such as attitudes, values, beliefs, opinions Sern ecintseery iu a ae tH aoe this domain is not aimed to ca e ‘ n Soe a tants have learned. Rather, it looks into oe eee ees While, are learning, how their learning Soe ae co pia Knowledge rete ior. Teaching is not only im| Qu eas Gouin and understanding students as learners and hun, Therefore, it is essential that teachers know the feeling of pleasure, enjoym,, or even anxiety that learners experience because these feelings will have bez, on their attitudes, motivation, and beliefs that will eventually be manifest., their future behavior. Further, with information about the students’ affe, characteristics, teachers will be able to individualize their approaches to stude, and reshape the lesson plan based on the identified needs of students, Assessment on the affective domain is not only on the part of teachers know information about students. It is also useful for student themselves, «- awareness of feelings, emotions, and attitudes can make students reflect ; how they are in the process of learning. This type of metacognition has prow to enhance learning and contribute to success in the academic task, Stud: attainment is a result of the functioning of his or her whole personality. Cognit and affective assessment should work in tandem as what empirical studies ha: proven. Unlike cognitive and psychomotor assessment, affective assessment do: not determine the grades the students get. It rather helps teachers determi what steps need to be taken to help students achieve academic suc Knowledge of what students view, perceive, and feel as they are engage? learning activities will guide teachers to improve their teaching strategies # enhance learning. Affective assessment can Provide supplemental informa’? about a learning difficulty or behavior Problem that affects learning. For exam! if students feel nervous in just seeing numerical symbols and sign of operatio® how will the students be helped in this kind of anxiety? Fear about mathemé" will cause nervousness and possibly lead to Poor performance, if not ae Teachers have always been focused on the attainment of student cori knowledge and more often, feel frustrated with students’ poor achievement low performance may be caused by affective factors, such as attitude, inte and motivation. According to Stiggins (2005), motivation and desire represe” f very foundation of learning. If the students do not want to learn, there wil Me learning. Further, Popham (2011) contends that affective variables are ofte”.” significant than coghitive variables. In the past, more effort was devoted". meastirement of cognitive learning behavior, but in recent years, assess affective characteristics of learners has been given more importance. A } it assessment is far more difficult domain to assess and to objectively analy affecti of chai assess Taxone applyir affectis affecti in Tabl no To1 1 t affective ODJeCtives range TroM SIMple ATLENTION LU LUFTIPIEA ati Wiese srs ame of character and thinking of learners. Nevertheless, teachers need to deal with assessment and measurement of students’ abilities in this domain. what is the taxonomy of affective domain in learning? In the assessment of cognitive domain, you have used the Revised Bloom's Taxonomy of Cognitive Processes identified as remembering, understanding, applying, analyzing, evaluating, and creating. As presented in Lesson 2, in the affective domain of learning, Krathwohl et al. (1964) developed a taxonomy of affective qualities that can serve as guide in doing affective assessment. As shown in Table 2.1, these include the following behavior: 1. To receive: In this level of affective behavior, the learner demonstrates an awareness in an activity that is happening such that he/she gives attention to that activity. This level involves willingness to receive the stimulus. For example, looking at the teacher during lecture is an awareness on a learning stimulus, but listening and paying attention indicate willingness in receiving that stimulus. 2. Torespond: In this case, the learner reacts to a given stimulus or information that has been received. Ifa learner participates in a class discussion, and not merely listening, then the learner is in this level of behavior. This behavior may be compliance to a given task, voluntary engagement, or doing an activity with interest. 3. To value: This is the level where the learner demonstrates commitment to the object, knowledge, or activity. Here, the learner has internalized a set of specific values such that these values are manifested through overt behaviors. For example, picking up litters outside the classroom without teacher's presence or saving money for a book, or putting off lights after class on own volition are “valuing” behaviors. 4. To organize: This is the level where the learner has internalized and integrated his or her feelings, emotions, beliefs, opinions, etc., resulting to actions where new values and traits emerged. In this level, the learner is able to discern independently the right from wrong, and he/she is able to make a decision on what is more valuable based on his or her own judgment. 5. To characterize: In this level of affective trait, the learner demonstrates his or her beliefs and attitudes not only in a single event or situation but in multiple events, showing consistency of the behavior that establishes an image or character of the learner. The behavior extends beyond the school setting and becomes part of his or her lifestyle. For example, if doing an experiment has instilled the value of patience, such trait could be carried ‘over to the student's nonscience activities. 53| What are the affective variabl affective assessment ari n, about a lesson, a perso! 1, variables for affective assessment art tk 54 les in learning? Be nied i in be investigatey " ber of variables ca As mentioned ee oa basically deal with how Suen feel o, ,' i ield, the %y or an activity. In the education MOSt Comp, ‘e the following: , , out affective factor in a st, Attitudes. This is the Gea ates toward something. This mean pears we ones ’s reaction whether negative or positive, favor, h are referring to a ae object, activity, person, or environmen, OF Se Sin omcac with the attitude toward learning, Subj, cane classmates, homework, and projects or even attitude with wes, of uniforms, attendance to flag ceremony, and others. Here, we all deg, to foster positive attitudes. On the other hand, we also want Students , have negative attitude on things like cheating, bullying, fighting, dng absenteeism, and smoking. It is important to note that attitude cannot be taken as solely affectiy It.also has a cognitive component where the learner has the conte knowledge that defines the worth or value of the object or situation. j example, knowledge about the effect of smoking on health and knowiledg: about nicotine ideally should make students have negative attitude towa smoking. However, this is not always the case. One may have the knowledg but applying the knowledge is another thing. Cognitive knowledge can ju: be a contributing factor to effect a desired affective outcome. Some empirical research reinforced the importance of assessit attitude. Othuon (2010) found out that negative attitude toward English the most affective and psychological factor that results in the students’ po’ Performance in English. The ability of students to master a second languaé isnot only influenced by the mental competence or language skills but also? the students’ attitudes and perceptions toward the target language (Abi et al. 2012), Values and Beliefs. Values are characteristics or traits that a person hoe in high importance. These include principles that one considers to be rig and consequently which Buides the person's future actions and decisio® Ina school setting, values that are included in the curriculum are hones" Patience, perseverance, respect for others, cleanliness and order, for environment, etc, Beliefs, on the other hand, refer to our convicti®” Cad ons We hold to be true even without evidence. while belie’ * Faditionally associated with religion, they have been talked about in the ie of education. There are such thin; S as beliefs about mathematics, fre . - INgs as beliefs about Beli ; ; reads, ‘and cape, maine Sources, from what one hears: 2 . » Val “ ” as values, can ch lues are developed from beliefs. Beliefs, 25 lange over time from learned experiences. AS such, " imp bec of 1 atti rela curt Inte to “int mat tot be | boo per bec inn for cov rest pro stu witt em sus Ifa effo aca for cert inte nee see pro mot imp Self toa hers to | acave. ent “Or ige ard ige ust ing 1 is Dor age by din Ids ht, ns: sty are ns are eld es yell important that teachers provide positive learning experiences to students because from these experiences, they form beliefs that lead to the formation of values that are desired. Further, these beliefs and values determine attitudes which are correlated with a learner's performance. This sequential relationship reinforces the importance to assess these affective factors that can aid teachers in developing their instructional plan to attain intended curriculum goals and objectives. Interest. Interest is a psychological state that draws a person's attention to an object, idea, or event. In a classroom setting, it is what students are “into” or the learner's disposition about a topic, such as reading, science, mathematics, history, etc. It is interest that drives the learner to be attentive to the topic of discussion or engage in any academic activity. Interest may be personal or situational. If a student reads a book or saves money to buy books, even if this is not a course requirement, this means that he/her has personal interest in reading. However, ifastudenthasa liking for mathematics because he/she likes ‘his or her mathematics teacher, then his or her interest in mathematics is situational. Whether personal or situational, itis important for the teacher to know how students are receptive on the content that is covered in the lesson. If there is low interest as revealed from the assessment results, the teacher can think of intervention strategies to address the problem, like creating learning experiences that are more exciting to engage students in interaction with peers, or with teachers. Interest is directly linked with enjoyment and joy in doing something. Motivation. Brown (1987) defines motivation as an inner drive, impulse, emotion, or desire that moves one to a particular action. It arouses and sustains behavior. It can lead to increased effort and energy to pursue a goal. Ifa learner is highly motivated, he/her is willing to give his or her time and effort to reach a goal. It brings a learner to excitement and enjoyment to an academic task and enhances cognitive processing and improves learning. Motivation has other intrinsic factors like curiosity, appreciation, valuing for learning, as well as extrinsic factors like praise, grades for completion, certification, etc. Ausubel (1968) has identified six needs and desires that are integral parts of motivation: (1) the need for exploration, (2) the need for manipulation, (3) the need for activity, (4) the need for stimulation, (5) the need for knowledge, and (6) the need for ego enhancement. From this list, we * see the critical role of teachers in creating a learning environment that can provide for these needs in order for the learners to reach the highest level of motivation. Consequently, assessment in this aspect of affective domain is of importance. Self-confidence. This refers to how a person feels about his or her abilities to accomplish a task or reach a goal. It is the person's perception of himself/ herself and his or her capabilities to perform successfully the task given to him/her. Empirical studies showed self-confidence is associated with academic success. In particular, Stankov et al. (2012) have found that students,erform well On iviatn ang d that confidence earchers conten 3 te, ae batt learning and teaching. For exam, c ibject contents provide Stuy it 1O who think they are skilled in Math tend to Pp! : tests. In the same stu an assessment tool can benefit scores from the self-confidence uae ein with insights into the topics they ar : ; t tools are used to measure affective learning? ore challenging compared to meas, etenatoe f learning. Such measurement ma” ecto indirect The direct assessment of affective sears Sar ime attainable at the lower levels in the affective learning tax y f Wohl, (1964). Teachers, for example, can take attendance to measure pupil 'S Willingns to receive information. Likewise, teachers may consider the number of tin, the pupil raised his or her hand to answer or ask questions, or the number, completed assignments and projects. These are sample evidence at “respond, level. However, in this age of globalization, where character and morals of citize, are becoming more critical, educators are giving more attention to higher ley: of affective taxonomy. But then, behaviors at these levels are less amenai to direct measurement because affective learning outcomes (e.g., attitud: values, beliefs, etc.) are internal states that exist in the mind and thoughts oftt learners. Because of these, indirect measurements are thought to be less relist: Nevertheless, researchers and educationists are in continuing effort to overcor: these perceived difficulties. What assessment Measurement of affective traits is m ;chomotor dimension 0} The information generated from the use of indirect assessment of affecti learning outcomes can come from different sources—student himself/herst teachers, or peers. A variety of methods for indirectly assessing intended affect learning outcome have been espoused. Some of the most common assessmet™ include self-report inventory, questionnaire, opinionnaire, semantic differen” observation, and interview. 1. Self-Report Questionnaires. As the name implies, self-report or ® inventory is a type of assessment where the respondent is asked to as’ @ question about himself/herself, his or her behavior, emotions, feelings views. It Serves many purposes to include diagnosis of students’ mental” enotionalstate.Thisis also popularinapre-testand post-test design whe" ar FA wants to assess change (eg., in attitude, interest, motivation) bef? etter instructional period. This assessment tool is easy to admin to get immediate results and information directly from the person wh? eee knowledgeable about himself/herself. One limitation of this met” e honesty of the person—his or her tendency not to write the t! f what he/she feels. Instead . , the s a satisfy the teacher, rather tha tudent may choose a response t! df can also be personally biased bi OF Subjective statement from hi ecause he/she is responding to a nom we is or her own point of view only. To P™ ke this ther pres Ratin; To what e box. 1. Mathem formula in sobvin 2. In math new thin 3. Tobeal problem follow 4. Mather requires 5. Mathem Fron the Likert scale on \this possibility, the one handling the assessment should try to ensure setting the right environment for getting the most truthful data. Self-report inventories use a variety of formats. The most common are presented in the following: a. Likert scale. This measuring tool, invented by Rensis Likert, is a series of questions or items that requires the respondent to select on a scale a rating reflecting the level of agreement or disagreement on items that are related to a particular topic, experience, or issue. The responses, both in descriptive and numeric form, range from one extreme to another, such as “strongly agree” to “strongly disagree”, where “S” is the numerical value of the extreme positive feeling and “1” for the extreme negative. This kind of scaling gives deeper insight into.what the students are thinking and feeling. An example of Likert scale is shown below: Rating Scale on Views About Mathematics and Mathematics Learning To what extent do you agree or disagree with the following views about Mathematics? Check the appropriate box. Strongly Agree Slightly Disagree Strongly ‘Agree Agree Disagree 6) (4) 3) (2) (1) 1. Mathematics is the study of formulas, rules and procedures in solving problems. 2. In mathematics, you can discover new things that can be exciting. 3.To be able to solve mathematics problems, you have to memorize and follow procedures as taught in class. 4, Mathematics is an exact subject that fequires precision and accuracy. 5. Mathematics is logic and reasoning From your review of research literature, you must have noted that most of the Likert scale instruments indicate the numeric scale value as seen in the rating scale on Views About Mathematics: Strongly Agree Slightly Disagree Strongly Agree Agree Disagree (5) (4) (3) (2) (1)meric scale values of 5, 4, 3,2, 1is the Poss, , will be more attractive to the responden, N cale and just indicate neacual Scale a ikewi: ive labels and numeric scale value ca, in oe Ee Ae wth Ser ere: For example, in a Reading Int ian some items may be written this way: | like reading books by myself.” a “| save my money to buy extra books | like.’ The two statements above are action statements rather than comm used Strongly Agree, Agree, etc. It may be more appropriate to use the escripg, scale labels and numeric scale values as: Always (5); Almost Always (4); Someti, (3); Rarely (2); Never (1) OR Always (5); Very Often (4); Often (3); Not Very Ofteng Never (1). : The 5-point scale is the most common continuum, but this will be more iy, if your respondents are adults. A 4-point or 3-point scale will be easier for yourg respondents. Also, instead of the numerical values that usually appear in ma of the standardized rating scales, some visuals might be more useful to catchiy attention of the younger respondents in answering the instrument. aving the nu! er of hi One dang higher value that an option with a v have the choice to omit the numeric s The following is another example: ee. Rating Scale on Attitude Toward Science Lesson {In your science class, how frequently did you find yourself experiencing the following Te ©oe©e Always Sometimes Rarely | enjoy being in science class, ‘My science teacher gives me interesting things to do in and outside the school. 3. Doing experiment in science is fun and exciting, 4. love listening to what my teacher sa ‘about the world we lve in, pa enjoy making science assignments and Projects with classmates. . Handling microscope and other science equipment makes me nervous. Es ares ‘Makes me nervous than any other et eg cml eel Cen Cae ele 0) The exercises during our less barbs 9 ons are Oo Ancalte may work 0 Writing Ste some | instrument bh 7. Statem situatic The st measu Avoid f Staterr Statem langua, Consid should ambigt Use vor Avoid d Steps in th 1 Select teachin benefit Ex educati will not may als Manage Constrv measur the iten items s respon Pilot tes unclear. and lon; instrum difficulti It is pre inventor 6 to giveOnly tive Mes 1 (2); tteq ger any the Anvalternative format for labeling the response shown in the previous page may work out better for some respondents especially to lower age level of students, writing Statements for Rating Scale for Self-Report Some guidelines might be of help in creating your self-report assessment instrument. 1 a 8. Statements should refer to the present conditions rather than past or future situations. The statement should be relevant to the psychological construct being measured. Avoid factual statement since the nature of what is assessed are affective traits, Statement should elicit a response that lends itself to one interpretation. Statements should be clear and simple sentences using precise and direct language. Considering that responses in the instrument reflect gradation, statements should no longer contain always, nearly, only, never, and just. These words are ambiguous. Use vocabulary appropriate for the level of understanding of the respondents. Avoid double negative sentences. Steps in the Construction of the Rating Scale 1. Select the affective trait you want to assess which you find relevant to teaching-learning situation. Make sure that you or your school is going to benefit from it and use the data to improve the present situation. Example: You may be interested to know students’ interest aboutspecific educational issues like climate change and environment. This inventory will not only help the science teacher in classroom situation, but the data may also help teachers to know who can be tapped to participate in Waste Management and Segregation Project the school is launching. Construct items that are clear, definite, and focused on the trait you want to measure. Consider the different levels of affective taxonomy in constructing the items. In addition, since what you are assessing is on emotion or affect, items should include positive and negative positions that will make the respondent think carefully the answer to the item. Pilot test or field try the inventory and revise the parts that appear to be unclear, This is advised when you want to measure more encompassing and long term affective learning outcomes. The purpose of field testing the instrument is to detect unclear questions and statements and procedural difficulties the intended respondents can experience with the questionnaire. It is preferred that field test be given to comparable set of students. If the inventory is intended for Grade 6 students, then having another class of Grade 6 to give feedback to the inventory will best suit the purpose of field testing. 59torytoyour ta ‘ : ; Administer the self-reportinvent® "provided for completion of the inven” adequate time like on power tes' Its and consider the is 1 to 5, with 1 as A , findings and draw the implicatg, the extreme negative option, and mid-range ratings indicating a level of ne i‘ i i itive or favorable response. For the through 5 ei es a reversed. The use of simple sta pale ia his involves frequency count relative to each option in the. sandal rercentages to see pattern of responses in each item as eens simple computation of mean will be useful in Visual collective outcome as a class, OF as a grade level or in the entire Schoo, most common way to treat data using Likert scale is to sum the Val, each selected option and determine the score for each respondent, They, represents a specific trait—agreed or not agree, satisfied or not sats confident or not confident, etc. Again, if your intention is for classroom setting only, data analysis t Analyze the results al most common scale i by the less negative, not have to be complex and computation of a score may not be the focus; teacher may give more attention to patterns of responses vis-a-vis the con, and essence of the affective items. Consequently, the teacher should be atl; define the implications of the results to improve the learning environment. b. Semantic Differential. This is a widely used scale that employs rating concepts with contrasting adjectives placed at opposite ends of the nurt scale. For example, the concept of “Problem Solving” can be assessed: the following semantic differential scale: Problem Solving Difficult —— Easy 1 2 3 4 os Interesting Boring 1 2 3 4 5 Useful Useless" 1 2 3 4 5 Realistic Unrealistic 1 2 a 4 5 Rigid Loose 1 32) gad 5 j < it , m |n this example, the students are asked to express their antitude ig Proce solving. They need to make a check mark on the scale in ‘ elf legree of agreement they have with the adjectives listed. similar t° rget respondents. Itis adyj. = scale wh » adjective less bias be deter solving” c. Che whe affe feeli valu may actic and indic Name _ Put ach ascale where there are negative items, the position of the positive and negative adjectives In semantic differential are reversed to balance the scale and create a less blased measurement. The response could then be summed, anda mean could be determined in each of the adjective pairs. In this way, the concept “problem solving” would be scaled on the various pairs of the adjectives. Checklist, A checklist is a form of self-report that asks persons to indicate whether they demonstrate a set of qualities or behaviors. In particular, for affective assessment, it Is a tool for identifying the presence or absence ofa feeling, attitude, or behavior, The behaviors that are checked will reflect what values and beliefs learners hold, For example, attitude toward environment may be measured by giving students a checklist that enumerates different actions related to environment awareness and commitment in one column and space in another column where students will put a check or a cross, indicating whether those actions are being done or not. An Example of a Self-Report Behavior Checklist Name Grade, Date. Put a check (v) on the options that correspond to your answer to each item. 1, How would you like to be part of environmental program activities? | do volunteer to be part of the crusade | give donations | just let my’parents pay their taxes |am not interested 2. Do you follow any of the television shows about environmental issues and programs? Yes, always Not regularly No 3. Which of the following waste materials do you segregate at home? Papers, newspapers Glass and bottles —___ Plastics ____ Food leftovers | do not segregate 4. Do you read magazines and publication about environmental issues? Yes, every time Sometimes Rarely No, not my interest 61 —_—of Executive UIYE! «YUH Foy, iy Environments in Public ang ur reaction on 5, What is yo ne th gn Free for the Establishme! smoke: ne Cette Executive Order to protect the health of peop sl F rend the Executive Order as anti poor Itis not my concern " {do not know what it is all about ‘al polluters? ned officials them doing the act. 6. Whatis your reaction to environment twill report them to the concel 1 will call their attention when I see {will tell others not to imitate them ; ; Itis their concern, they are responsible for their own action 7. Are you a member of any environmental organization? Yes No Planning to do so Another form of checklist also provides students a list of adjectives: describing something or making judgment about behavior and actions and the respondents to check those that apply to them. Put a check mark (Vv) on the blanks that are true to you. The reading class is: | find English: _— _ boring fun —— exciting tiring fun : easy stimulating difficult informative irrelevant unpleasant uSeful routin i ‘ine interesting"tin ves for 1d asks “moment of sharing” where the learner is able to express face-to-face his or her feelings and emotions. Prerequisite to achieve all of these is the trust you have to build with the interviewee by demonstrating care and respect. Interviews may be structured or unstructured. In the structured interview, there is a planned sequence of questions, which lead to open- ended discussions between the teacher and the student, either done individually or by group. One limitation though of the structured interview is that predetermined questions tend to limit flexibility. Some important information about the learner on constructs you want to pursue may be missed or ignored because you can be controlled by the list of questions you need to complete. On the other hand, informal interview will appear to be natural, and it can create a more conversational environment for sharing, wherein the teacher will be able to elicit more truthful information from students about themselves. In many cases, even when trust has been established, students may not also be comfortable talking about values and sharing feelings when he/she is in a one-to-one conversation with the teacher. This is especially true for young adolescents who are more particular with the image they create with others. A group interview may work better on older students to elicit most authentic information. Younger children can be more candid and honest with their answers whether the interview is done individually or in a group. Nevertheless, in whatever manner, interview is considered an effective tool for affective assessment. Imagine yourself as a student and you experience a teacher spending time talking to you about how you are doing in his or her subject, asking you face-to-face on how you are learning, or how you are feeling toward his or her subject. Questions like “How did you do on the assignment | gave you?”, “What questions in the test excite you most?”, and “What task did you find most difficult?” will make a great deal on students’ feelings. In other words, interviews may go beyond cognitive improvement. Spoken words will motivate students to learn. For interview to be an effective assessment tool, the following are general steps in developing and conducting an interview: 1. Select the assessment objectives. 2. List the oral questions in sequence based on the objectives. However, the sequence is not absolute, instead, there should be a room for flexibility. Questions should start with general questions followed by more specific ones. 3. Make a report sheet or any form to record responses Conduct the interview. Start with statements that will make the learner be at comfort level with the teacher. 5. Record the responses, both elicited responses and responses that were aided by prompts. Record as well the questions that were not 63| answered, and soot time for the response. It WIII also ph, ‘bal bel rd the w process. Recor noting to record the nonver! the interview process. Sample: TI Questions + How did you feel about your participation in our class today? + What did you think about the story that we discussed? * Did the story interest you? + Whats the part of the story that caught most of your attention? Why did it interest you most? + What makes you read a book without being told so by your teacher? + How do you like your reading class? What makes you dislike it if ever you feel so? What different approach should your teacher use to help you and L your classmates better? “ hy havior like body movements he Interview Teacher Notes os Student Journals. These are effective tools that can be used in asse* and monitoring student thinkin, g and attitudes. Journal writing gives stud guided opportunities to “think aloud” of documentation that records persot reflection of learners’ own Perceptior activity they are tasked with. A studel and is asked to write about the situati deeply and think critically about the and decisions were made to hurdle thi through writing, It is a special nal experiences and thoughts. "’ n about a problem, a situation. nt who encountered a difficult p”, which can re 64. Pportunity to open up and eveal their thinking both on express their thoughts and f@°, the coghitive and affective 5”the problet I i oe ee For example, if the student is asked the question, "When Recerca lero to you?", the student's writing will reveal not only his or ecres eliefs and values (the affective component), but also his or her ledge on the concept of heroism (the content part). ese writing opens the door for a one-to-one dialogue between the ai al student. Itcreates an environment of partnership where teachers no lents resolve issues and conflicts of ideas and understanding in o i oe manner. The written journal provides information for teachers Co) ee Sey and ask questions to students that can develop different ways of thinking, While the primary intention of journal writing is to capture students’ feelings and emotions, the discourse can lead to improving the cognitive domain of learning. To attain this, journals are guided by a set of ideas, questions, or problems. In choosing journal writing as an assessment tool for affective learning outcomes, here are some guide questions to consider: + What is your purpose for the student journal writing (.e., critical thinking, reflection, -self-awareness, goal review, developing self-confidence, overcoming anxiety)? + What is the format (i.e., handwritten free form, typed, full sentences)? + What is the topic? What do you want the students to write about? + How much do you want your student to write (i.e., number of pages, number of paragraphs, or number of words)? + How will the students be given feedback (i.e., individual, with a small group, with the teacher)? + Who will read the journal (ie., with teacher only, with other teachers, with selected students)? + How will the students be graded (i.e., Pass/Fail, Rubric, no scoring needed)? be Observation. It is an assessment tool that involves looking out for the presence or absence of behaviors oflearnersina natural setting. Observation allows the teacher to assess student behavior in the actual teaching and learning process unlike ‘other forms of assessment that require separate time with the student to answer the measuring, instrument. This method is hat can be both obtrusive and unobtrusive measures a rich source of clues t! ; Y of attitude, beliefs, disposition, character, ett. Example: A Physical Education (PE) teacher watches students play basketball in a school court. While the focus may be on the skill of playing basketball like shooting or throwing the ball correctly, the teacher can also directly watch who play the “clean” game and who play on “foul” moves or what we often term, the “dirty tricks”. Such behavior is indicative of important affective characteristics like honesty, patience, and positive disposition, which we aim to develop not only in P.E. but across the school curriculum. 65y be structured or unstructy,,, aoe observation 0 ended, with no formal recording unstructured observation Is OP s is ongoing. This does not mean, nt proces: is observed as assessmen’ FT’ vou have to be very clear of e planning. ill indi tat does igi Fors and actions that will indicate the po. observe an ed to record observed data right after. of he eae ee Mae he more specific events, which can be Signi, pasacyat both postive and negative actions. Unstructured obser, a me pean criticized for being subjective. Thus, be mindfyj ¢; ; el interpretation of observed data. é Onthe other hand, in the structured observation, you Need to pre, " checklist or rating form before the actual observation. This checklist des the positive and negative behaviors indicative ofthe trait you wish to Meas, The recording is straightforward as it just requires a check on the “Ye, “No” column for the presence or absence of the behavior, respectively , check on the appropriate numerical and descriptive scale if rating sca, used. These are illustrated in the exhibits below. Like Interview, Checklist for Structured Observations in Science Class Student/s Observed Date Time. Grade & Section Observer. 1, Raises hand during class discussions Behavior Frequency of Occurrences 2. Tells others that the lesson is fun ! 3. Gives criticism to classmates’ response to teacher's questions 4. Asks questions about issues connected to the science concepts presented 5. Goes through the labora’ engaging in the actual e; tory manual before ‘xperimentsRating Scale for Structured Observations in Science Class Student/s Observed Date Time____ Grade & Section Observer. Behavior q] Not 5 Most of | Almost at ait | Rarely | Sometimes Meee ee . Raises hand during class discussions | 4 Tells others that the lesson is fun Ss » Gives criticism to classmates’ response to teacher's questions 4, Asks questions about issues connected to the science concepts presented v Goes through the laboratory manual before engaging in the actual experiments The measures obtained from observation approach can be made more valid and reliable with the following guidelines: 1. Seta clear definition of the affective trait you want to observe. 2. Prepare a checklist or rating scale that will define the more specific affective behavior you want to capture. This checklist or rating scale will also be used in collecting and recording your data. 3: Consult with a colleague or expert about the behavior listed as doable for observation or not. You can try this with a sample of students. 4. Have a colleague/colleagues to work with you in the actual observation time. 5. Be clear on ethical issues. Record the observation immediately. Use the checklist, supplemented by anecdotal records that are an open-ended way to record observation. Record factual observation and be cautious on personal interpretation and biased statements. 677 Rewew data. Reflect on outcomes. & Decide future steps based on the observation results, & Adjust planning and apply interventions. 2) 10. Monitor progress. 1 6 @ DEVELOP Following are some questions to see how far you hav have been earlier discussed. 1. Whats affective learning? Why do we need to measure affective learning? What are some affective traits that are relevant to students’ learning? Why is it more challenging to measure the affective domain of learning? What are the levels of affective domain of learning? What tools can you use to measure the affective dimension of learning? Wha are the advantages and limitations of each measuring tool? Jo further check if you have learned the contents about assessmer of affective domain of learning, fill in with a word, phrase or sentence that appropriate for each blank in the boxes below. fe understood wha OW mw —_ Affective Leaming im Variables \easuring Tools a paonnaunrRWwn > SsQ nrerv a 1, Below is a sample Environment Attitude Scale. Classify the items according to the taxonomy of affective traits: receiving, r esponi snd characterization, \g. responding, valuing, organization, oo sake ae Student Environmental Survey | wi Direction: Please put a (Vv) mark on Yes or No to indicate which actions you | - have taken on behalf of environmental issues. Your honest response Is very | important. < opoooooooonog oooo000000g Listened to announcements Attended a rally for tree planting Read information about climate change Wrote a letter to a club officer Apprehended one who threw garbage on the floor Took part in a protest for cutting trees Filed a complaint about vandalism Joined an action group in clean-up activity Contributed money for an environmental cause |. Wrote a letter to the newspaper about traffic jam What ment hat is Pen anewna 3° 2. Pick five to seven grade school students to sit with you. Using the attached interview guide questions, invite the students to a conversation for this interview session to enable you to assess their attitude toward reading. Record what transpired and interpret results. What implications can you draw from the conversation with these children? Interview Questions Do you enjoy reading? What do you like about reading? | What type of books do you like to read? Do you prefer to read in or outside of school? Does it matter? Are there any books you don't like to read? What makes reading exciting for you? What makes reading boring? | | 8 What does your teacher do to make reading and learning enjoyable? | 9. How do you rate yourself as a reader? | 10. Do you prefer to read books in print or e-books? Why? | wap Pw pea Develop at least five action behaviors that can measure how students possess the qualities below. b. Geta friend to check whether the items you have developed are i, with the affective trait that is being assessed. Prepare a simple m |™ point scale evaluation checklist for your friend to use in determining , appropriateness of the behaviors you have developed on these afte, traits Compassion Honesty Punctuality Dependability Politeness 6. Patience vRwn = 3. To guide you in developing your own affective tool, examine the follow: Portions of high-quality assessment instruments that were developed the International Association for the Evaluation of Educational Achieveme (IEA). Exhibit A. Student Confident in Reading How well do you read? Tell how much you agree with each of these statements. Agee Agee Omagree Daag ac alte am at Hoy * * * * 1 lumatydowelinreadngp———___ QO ef 2 Reading i easy for me —————_____ oO oO Oo '@) ft caawe Geant Oo 0 90 Oo 4 Renta hart me tan tx manyot Oo oO O ‘5. Reading shader for me than any other leet gat neg? oO oO 9 °O Oo Oo Go. o * Reverse Coded Source, PIR Sy ‘Source: hep:i/timssandpws. bc edu/piris2016/international-result Shap a pa ONEENL uploads /str UC ture!Exhibit B. Student Attitude on Reading for 4th Grade ‘what do you think about reading? Tell how much you agree with each of these statements. Agee Agee Ossagwe — Omagree am alte ' (ue ating about what read C) of other peopie: | would be happy # someone gave me —— ©) 9 DOok a5 @ present | tea reading 6 boring? ——___ ) {woud the 1o have more time. O) for reading toy 0889 O ‘eam a ot fom reading ——————- C) {tht ead things that make me tine ——~- ) 0000 000 O- ©0000 00 O OO. {a t whan 2 book helps me imagine ———- other words, How often do you do these things outside the school? Every day oF almost every day O 1. bread for fun 2 {read to find out things | want to ————— oO team Source, http.//timssandpiris..bc. ‘edu/piris2016/international-results/wp-content/upioads/structure/ PARLS/10.-studert-engagement-and-attitudes/10_3_studeExhibit C. Attitude in Learning Mathematics How much do you agree with these statements about learning mathematics? Pill in only one oval for each row. agree Agee (ieagee Binge ales ee ee) J $ ’ ’ 8) Lenjoy learning mathematics —— © ——— D ——=- D ——— © have to eve Se ae ae ) I like any schoolwork that involves numbers Source: TIMSS Technical Report (2011) rE Examine the items that are contained in the above rating scales. Supp® you were asked to respond to the questionnaire. a. What does your teacher want to assess about you in Exhibits A-C? b. What different behaviors were included in assessing your attitude 30° reading? About learning of mathematics? «What behaviors were included in assessing your confidence in read” Consider yourself as a teacher. Give examples of specific interview quest? yOu Can ask your students about the traits being assessed in any of the abe Sample rating scales. N you w! To assess follow! 1 Lo of 2 bis 3. Ar yo qu ap 4 Re asi ea S$. Ca as: 9, Re lea me wh rev | Instru for rel | data fr IMProy Fill int it oteee) ad How do you assess students’ learning using portfolio assessment? & UNDERSTAND Desired Significant Learning Outcomes: In this lesson, you are expected to: [ develop a plan in assessing s ts’ learning using portfolio a: Significant Culminating Performance Task and Success Indicators At the end of the lesson, you should be able to demonstrate your knowledge and skills in planning individually how to use portfolio assessment method in assessing students’ lear in at least one quarter in a subject are: and grade level. You are considered successful in this culminating performance task if you have satisfied at least the following indicators of success: a Contents of the Portfolio Plan Indicators of Success 1, Identified Competencies All identified curriculum competencie: Assessed through Learning _| are appropriate for portfolio assessment Portfolios | 2. Significant Evidence All identified evidence of attainment of Attainment of the of the curriculum competencies are significant or valuable to keep in one’ learning portfolio Competencies —h 3. Assessment Rubric for All the descriptions of a high-quality Portfolio Evidence evidence of a successful performance =| task are clear and realizable | 4. Analysis and Rep There is a clear guide for st sce’ Assessment Re:To be able to do successfully this culminating performance task, You sho, . identifying the appropriate assessment met, ‘at lesson on methods of assessme, have understood the process in nt Wen curr « ney. In Ieee ven 2 vou weve guided in identifying curriculum competencies whe portfolio assessment is the appropriate method. If that was not clear TO YOU. the this lesson will not be easy for you, too. | suggest that you go back to the less, that explains the different methods of assessment and the type of learning tary appropriate for them. Another option is to try this lesson just the same then seg ~ you can catch up with what it requires from a student to be successful in doing tp, desired significant culminating performance task, which is to plan how to asse, | Prerequisite of This Lesson an your students in a subject area and level using portfolio assessment ; @® 2 PREPARE To know how to develop portfolio assessment. you can surf the Internet and rex: 3. information from there. You can also read what fs provided in this worktext aboy what, why, when, and how to assess students’ learning using portfolio assessmen You are expected to read this before discussion, analysis, and evaluation when yo : meet the teacher face-to-face or in your virtual classroom. 5 What is portfolio assessment? 2. Portfolio assessment is an 3 alternative to pen-and-paper objective test as an approach to assessing students’ learning. It is a Purposeful, ongoing, dynamic, and collaborative process of gathering multiple indicators of the students’ growth and developmentin a course or program of study. Portfolio \ i, assessment is also a performance- based approach to assessing learning but more authentic than any one-time performancetaskas it allowsexaminat™ of multiple evidence of the process and product of learning developed across time Why portfolio assessment? Burke (1999) recognizes portfolio as another type of assessment a considered authentic because of the following reasons: * — It tests what is really happening in the classroom. * Itoffers multiple indicators of students’ progress. * It gives the students the responsibility of their own learning. * — ttoffers opportunities for students to document reflections of their lear 82it demonstrates what the Students know in ways that encompass their Personal learning styles and multiple intelligences. it offers teachers new role in the assessment process. Itallows teachers to reflect on the effectiveness of their instruction. It provides teachers freedom of gaining insights into the students’ development or achievement over a period of time. How do we do portfolio assessment? In doing portfolio assessment, one should be guided by the content, learning, and equity principles. 1 Content principle suggests that portfolios should reflect the subject matter that is important for the students to learn. Learning principle suggests that portfolios should enable the students to become active and thoughtful learners. iple explains that portfolios should allow students to demonstrate their learning styles and multiple intelligences. Portfolios could come in three types: working, show, or documentary. The working portfolio is a collection of a students’ day-to-day works that reflect his or her learning. The show portfolio is a collection of a students’ best works. The documentary portfolio is a combination of a working and a show portfolio. Figure 5.1 shows the steps in portfolio development. 6 Set Goals Confer/Exhibit 2. Collect Evaluate 3. Select (Using Rubrics) 4. Organize Refiect a4 Figure 5.1. The Portfolio Development Processa Set Goals nt in which the students ser , io assessme' ' This is the first step in portfol tfolio, To guide the students in stating % goals in developing a learn Por ne goals of the COUrSe OF Subjec, bat goals, the teachers nie mie students. Students could also ask wha , his or her expectat! , ven I-setting play ould also be given goa! ne, them. They ¢ parents expect from ; the students should start collecting all possible entries in», In this stage, a temporary container for aij», ead aT et cet im cena so that keeping of entries, ao arth daly activities of the students. A good practice in-collecs, ols entries is to have a log of all entries with a ee descriptions eras obtained and why they were kept in the portfolio. Goal-Setting Planner | participate in this activity because: 1am doing this work because: What | target to accomplish are: Select This is the stage where the students are asked to select what will finally’ used to gauge their success from all their collections of Possible entries * Portfolio. The selection usually depends on what the teacher requires we to do, their parents’ choice, and the entries that they personally cho! the best gauge of their accomplishment in the Program. Selections or include evidence that show in- and Out-of-class activities participated Lee the students in relation to the program, Organize This is the stage where the student entries. The teachers should guid contents for their portfolio entri The organization of the portfoli Students. Some teachers take t ts decide on how they will organize ™ le them by telling them to make a (20" es and a direction on where to find '0 could vary depending on the stylé his stage as the ©Ppportunity for the 5"to develop or hone their creativity and resourcefulness. The organizer could also be of any material, but it is suggested that the container is something flexible that it could allow one to add, modify, or delete any entry any time. Examples of materials used in making portfolios are clearbook, album, accordion bag, box with dividers, envelopes, colored magazines, CDs, flash drives, or cloud-based storage. Reflect An important trait of a portfolio is the presence of students’ reflections of their experiences. Making reflective journals, log of entries, and labeling an evidence in a portfolio are just some of the different ways to show knowledge, understanding, attitudes, values, writing skills, and creativity. This is the opportunity for the students to reflect on the meaningfulness of their experiences, as well as the impact of their teacher's styles and methodology in teaching. Evaluate This is the stage where the students, their peers and teachers, or even the parents are involved in rating the achievement of the students based on their evidence of learning, their reflections of their experiences, and the organizations of their portfolio. Rubrics are often used in rating students’ performance using their portfolios. Rubrics in rating portfolios should be given to the students, even at the beginning of the portfolio process, so that they are guided on what to put in their portfolio and how to organize them based on the criteria and indicators of a quality product or excellent performance. Evaluation of the portfolio could be done by individual entry on a specified date or when the development is complete. However, most teachers prefer rating the student-required evidence upon their submission so that the students can be given immediate feedback on their work, What are usually rated at the end of portfolio development are the students’ selected evidence of their learning, and the packaging of their portfolio, which could reveal their personal traits. Confer This is the stage when the teachers confer with the students or parents to discuss the students’ performance and progress of learning. This is also the time to congratulate the students for their accomplishment or to help them identify areas for their improvement Exhibit This is the time to celebrate success in the form of an exhibit of students’ Portfolios. The highlight of the exhibit is the awarding of the best learning Portfolio. Again, since reading, viewing, and or exploring the Internet need time from you, they should be done outside the class time. Your class time shouldthen be reserved to clarify with your teacher your confusions and to in», with your classmates on what they have understood and probably fo,,,.. different from what you have discovered from your own exploration .,° 3, How lesson. and: fora After provided DEVELOP portfolio hi ; fol fi forget to, Check the ideas you have acquired about portfolio assessment from diffe, the begin sources. — 1. Why would you assess students’ learning using their portfolios? My) 2. Whatare the benefits of the students when you use their portfolios to asse. their learning? What about their teachers? 3. What are the challenges that portfolio assessment poses to students a | method of assessing their learning? What about their teachers? 4. How different is the use of students’ portfolio from the other methods assessing learning? 5. What do you need to do when planning for portfolio assessment? NOUR WNo To know if you have acquired the needed information about portto assessment, kindly complete this graphic organizer based on what you ret viewed, and listened to. Now subject ai handle wl assessme individual following 1. Curri appr 2. Ther APPLY stud ; agau Plan your own course portfolio. See the scoring instrument that issho"”” 3. The. the back of this lesson and worktext. Try to answer the following questions’ these your guide in developing your course portfolio. 4. Thes 1. What do | want to assess about you through your learning portfolios? the s 2. What are the important evidence that you should produce to prove that)? have successfully performed the significant learning outcomes of the cou” 86an ean 3, How do you know that these evidence you will produce are worth keeping and showing to school principals or educational institutions when you apply for a teaching job? After seeing my portfolio plan in this course, please list or draw in the space provided below the parts of the portfolio plan that you intend to prepare for your portfolio assessment. You can follow my sample plan or create your own. Don't forget to go back to the defined significant culminating performance task set at the beginning of the lesson and the indicators of success in performing it. My Course Portfolio Plan | 1. My Target Goals: | 2. My Target Collections: | 3. My Nonnegotiable Collections: 4. My Plan for Organization: | 5. My Style of Reflection: | 6. My Own Evaluation Rubric: | | 7. My Plan for Portfolio Exhibit: @ TRANSFER Now put the details needed in your plan for portfolio assessment for a subject area and grade level that you thought you should be able to teach and handle when you are already a teacher in a school. You may plan for portfolio assessment for one quarter, for all quarters, or the whole school year. This is an individual portfolio plan you have to make. In your plan, you should provide the following information: 1. Curriculum competencies in the subject area and grade level that are appropriately assessed through portfolio assessment 2. The nonnegotiable evidence in the portfolio that should be produced by the students as a product of performance tasks done individually or in groups as @ gauge to success in achieving the identified curriculum competencies 3. The assessment rubric to allow students’ tracking of their way to success to these nonnegotiable evidence of doing the defined performance tasks The students’ self-selected entries as supporting evidence to their journey to the successful achievement of their defined performance tasksLesson 6 : ; a een Ta (yu RUC Reh Bie PVE hPL Penis Suggested Timeframe: § he How do you develop and use rubrics for performance assessment? UNDERSTAND Desired Significant Learning Outcomes: In this lesson, you are expected to: + develop appropriate rubrics to assess students’ performance and outputs; and * use rubrics to assess students’ performance and output. Significant Culminating Performance Task and Success Indicators At the end of the leSson, you should be able to demonstrate your know and skills in developing rubrics that are most applicable to a particular sti performance and output. The following indicators will help you determine if are successful in developing rubrics: _— Tasks Success Indicators Developing rubrics for Come up with assessment rubrics contain" * students’ performance and the essential features of a sound rubric outputs Prerequisite of This Lesson The development of sound rubrics requires specific skills and experien® be able to perform successfully the above culminating performance tasks should have background on the different types of performance assessment ™ understood the guidelines in designing performance tasks, and recognize? elferent components of a good assessment rubric. Please refer back to Less” erformance Assessment to fully grasp this lesson.® PREPARE To get started, it is import: " ! ‘ant to review your prior knowledge on the aes traditional and authentic assessment and how and when to choos lee r assessment tool that is most appropriate in measuring the learning, ructional objectives and intended learning outcomes of your subject. what is a rubric? A oe . an assessment tool that specifies the performance expectations for any kind of student work, particularly those that are not traditional in nature, such as portfolio, outputs or projects, performances, collaborative work, and research. Generally, it contains three essential features: (1) criteria or the aspects of performance that will be assessed, (2) descriptors or the characteristics associated with each criterion, and (3) performance levels that identify students’ level of mastery within each criterion. The following are examples of student performances and outputs that can be assessed by a rubric: Student Performances: 1. Oral Presentations/Demonstrations + Research paper/poster presentation + Individual or group report * Skills demonstration, such as baking and teaching + Extemporaneous speech 2. Dramatic/Creative Performances + Dance recital + Performance in a play or musicals * Poetry reading and interpretation + Playing musical instruments 3. Public Speaking * Debates + Declamation * Panel discussion + Inspirational speech 4. Athletic Skills Demonstration/CompetitionProducts/Outputs 1. Visual Products + Paintings + Collages + Posters + — Video presentations 2. Kinesthetic Products + Diorama + Sculpture + Dance recital + Wood carvings 3. Written Products + Essays + Poems + Thesis/term paper . + Movie/TV script 4. Verbal Products + Audiotapes + Voice recording + Speech scripts (to inform, to persuade, etc.) What are the different types of rubric? Rubrics are usually classified according to two different aspects of the! composition: (1) whether the rubric considers each of the criteria one at a time" all criteria together, and (2) whether the rubric is applicable to all similar tasks" |_ can only be used for a particular task. The following are the types of rubrics: Type of Rubric | General/ Generic Rubric Description It contains criteria that are general and can be applied across tasks. This is most convenient for teachers who do not hav the time and skills in developing different types of rubric as they can reuse the same rubrics for several tasks or | assignments. However, the teacher may not be able to 255% | accurately the student's performance for a particular task: For example, the same rubric that can be used to evaluat® oth oral presentation and research output. E i 100 g33eeit oF Holistic Rubric L Analytic Rubric The following is an exampl assess how a student, peer, clas: one’s work or performance. type of performance tasks oF petra: ceria that are unique to a specific ee — task to be assessed. This kind of rubric is proche enuction and formative assessment since it will aera che students feedback on what aspects of their developin, © or Work need to be improved. However, rien e analytic rubrics is time-consuming for teachers. et ple, a rubric can only be used for oral presentation Nother rubric is applicable for research output. Asstudent's performance or output is evaluated by applying all criteria simultaneously, thus providing a single score based on an overall judgment about the quality of student's work. It does not provide a score on each individual criterion. One advantage of holistic rubric is that it is quick to develop and use by the teachers. However, it does not inform students about their specific strengths and weaknesses, and thus, may not be as sufficient and helpful in guiding them in improving their performance. For example, rubric for problem solving activities which entails scoring the student's overall ability to solve a particular problem or issue, and rubric for creative work (eg., painting), which gives an overall score for the student's creativity and skill. ‘A student's work is evaluated by using each criterion separately, thus providing specific feedback about a student's performance or product along several dimensions. This is most applicable for assessing a complex performance or product, One advantage is it identifies the student's strengths and areas for improvement based on the criteria identified. Scoring with an analytic rubric however would entail more time than with a holistic rubric. For example, rubric for research paper that requires scoring, a student's work on different parts of the research paper, ora rubric for chemical laboratory experiment taking into consideration the student's performance in every stage of the experiment. le of a General/Generic Rubric that can be used to smate, or groupmate make a review or critique of This is a generic rubric as this can be applied to any outputs (€.8-, research report, dance performance, Oral presentation, etc.)- 101/ Sample Generic Rubric for Reviewer/Critic of Performance Tasks/Outpyr, Criterion Not Evident | Insufficient | Sufficient Excellent 1 2 3 4 Provided | No/few Comments |Comments | Comments meaningful/ | comments or | are are relevant | include relevant suggestions superficial, | and ‘suggestions feedback to improve not appropriate; | and additiona, on peer's the work, relevant, comments resources; work, output, | performance, neutral include comments, performance | or output, or non- positive praise specific comments encouraging. | feedback and | strengths of | might be suggestions. | the work/ interpreted performance as insulting, as well as with little constructively understanding address ik of the assigned weaknesses | task. with alternatives| | that might be considered. To differentiate the above with a task-specific rubric, the following examplei| given below. in this rubric, the differentcriteria that are specificto the performance task to be assessed are indicated. Sample Task-Specific Rubric for Reviewer/Critic of Performance Tasks/Outputs Criteria | Not Evident | Insufficient | sufficient Excellent || 1 2 3 4 | Provided meaningful/ relevant feedback on: - significance | No/few Comments /Comments |Comments of the study|comments or | are are include suggestions; superficial |relevant Suggestions with little andnot — and and additional understanding. |relevant. | appropriate. | resources 5 regarding the construct/ 5 problem. ; 102(ineoretical No/few Te basis/ comments or Semen Comments |Comments conceptual | suggestions. are include framework itchy aebertcal relevant —_| suggestions not and and additional f the stud) ol ly understanding. relevant. appropriate. | resources regarding the construct/ roblem. - methods No/few e cannes Comments |Comments |Comments suspen or jare are relevant | include ggestions. superficial | and suggestions and do not | appropriate. | and additional Provide resources appropriate regarding the suggestions construct/ on how problem. research should be conducted. a comments | No/few Comments |Comments |Comments ina positive, }comments or |are neutral |include praise specific encouraging, | suggestions or non- positive strengths and given to encouraging; |feedback —_| of the work/ constructive | improve comments | and performance manner the paper; are not suggestions. | as well as comments relevant to constructively might be the study. address interpreted as weaknesses insulting. with alternatives that might be considered. Grade [Cd nl Onthe other hand, examples ofthe holistic and analytic rubrics are presented below,Sample Holistic Rubric for Oral Presentation ating/Grade | Characteristics ) A Is very organized. Has a clear opening statement ; (Exemplary) that catches audience's interest. Content of report is comprehensive and demonstrates substance and depth. | __ Delivery is very clear and understandable, uses slides/ os multimedia equipment effortlessly to enhance presentation, B Is mostly organized. Has opening statement relevant to (Satisfactory) topic. Covers important topics. Has appropriate pace and without distracting mannerisms. Looks at slides to keep on track. Cc Has an opening statement relevant to topic but does not (Emerging) give outline of speech; is somewhat disorganized. Lacks content and depth in the discussion of the topic. Delivery | is fast and not clear; some items not covered well. Relies heavily on slides and notes and makes little eye contact. D Has no opening statement regarding the focus of the (Unacceptable) | presentation. Does not give adequate coverage of topic. Is often hard to understand, with voice that is too soft or too loud and pace that is too quick or too slow. Just reads slides, slides too much text. Sample Analytic Rubric for Oral Presentation Standards a i: 5 2 ii : Exemplary |Satisfactory| Emerging Unacceptable Organization |Has a clear Has opening | Has opening Has no opening statement | statement opening statement that is relevant to topic | statement that catches relevant to | and but does or has an audience's topic and not give outline | irrelevant interest, gives outline | of speech, is statement, maintains focus |of speech, | somewhat gives listene” throughout, is mostly disorganized. no focus of summarizes organized, outline of the main points. provides presentation adequate “road map" for the listener.i content Demonstrates Substance Covers Lacks content | Does not give and depth, topic, uses | and depth in ea s compreher 'S _ |aPPropriate | the discussion of elas sive, | sources, is the in of | coverage of shows Mastery | objecti 7 'e topic, lacks —_| topic, lacks of material, ve. resources. sources. Delivery Has natural Has delivery, arora Delivery is fast, ||s often Projects paces hs some items not | hard to enthusiasm, | Gistracnr covered well, not | understand, interest, and mane understandable, |has voice that confidence, is easily : . we Serie report canbe | understood, es understood a pacewatae well. is too quick or too slow, demonstrates ‘one or more distracting mannerisms. Use of media | Uses slides ES at |Reliesheavily _ |Justreads effortlessly |slidesto —_jonstides and _| slides, slides to enhance keep on notes, makes too much text. presentation, | track, little eye contact, has an effective | uses an uses slides with presentation appropriate | many texts. without media. | number of slides. Response to |Demonstrates | Shows Answers Cannot Questions full knowledge | ease in questions, answer most of topic, answering | but not questions, explains and questions convincingly/ Demonstrates elaborateson | but does not | vague or unclear, | little grasp of all questions. | elaborate. information, undeveloped or unclear answers to questions. + GRADE LC 105ic? What are the characteristics of a good rubric? ric should have the following qualities id performance indicaty,, should contain criteria an : a and observable as well as relevant and applicap, | Each benchmark and point va), formance task to be assessed " Sana ais have clearly delineated indicators, differentiating the expect. quality of work for each performance level. 2. Aligned. A good rubric should contain criteria that are aligned with t, : expected quality of performance for a particular task or assignment, as we as with the intended level of learning outcomes in the subject. 3. Authentic. A good rubric should include criteria and performance indicate, or descriptors that are meaningful and require application of real-life skills 4. Valid. A good rubric should be able to measure what it intends to measure 5. Diagnostic. A good rubric should be able to. communicate to the studen; what are expected of them in the course, allow them to reflect on the performance, and provide them opportunities to improve on areas that the did not do well. A good ru 1. Explicit. A good ru! that are clear, concrete, What are the basic steps in developing rubrics? There are five basic steps in developing rubrics for assessing student performance and product (Figure 6.1). Figure 6.1. Steps in Rubric Development Step 1: Determine the learnin, outcome ai » evaluated. - ind the performance task to It is important to be clear about the learning o f Performance task that will be evaluated. Choose tasks fara fa ee with desired learning outcomes), authentic (ie., involves meaningful and rea" application of skills), complex (i.e., contains numerous Possibilities for applicat® extensions, and connections of knowledge and skills), feasible (ie, can be 4° given the time constraints and availability of resources ae be observed and measured). MN eel 106 ant ine exe dar inc res anc as | ana You imp Ste (wit Of lents’ pe fic To guide you in identify ing th evaluated, ask yourself the fomee the Performance task/s that you want to be lowing questions: 1, What learning outcome/s are to be evaluated? 2. Which student performances: ‘S or output/s in relevant measures of such students’ le: i ee arning outcomes? 3. Are all of these tasks equally important? 4, Which is the best representation of the expected learning outcomes? Step 2: Identify the quality attributes or indicators of the performance task. Next, you need to identify and list all possible attributes or indicators of a good performance. This can be based from your own expectations and benchmark exemplars of work that reflect key standards. You may explore and specify the skills, knowledge, and or behavior that you will be looking for to describe the standard in one's performance. Be sure to limit the characteristics that are important. Step 3: Determine the criteria or dimensions. Cluster the list of attributes and or indicators into possible groups or categories and label the categories. This will form the criteria for assessment. For example, in a dance performance task, all attributes that pertain to how well the students execute the dance in terms of movement, body position, placement in stage, and dance style can be grouped under the criterion “Technical Skills". You can also include criteria in terms of the components of a performance task. For example, for a research report rubric, you can include as criteria the different parts of a research, such as introduction, method, data gathering and analysis, conclusion, and recommendations. Likewise, for a chemistry laboratory report, you can include as dimensions introduction, materials/equipment, procedure, data, results, and analysis. Keep in mind that only relevant criteria should be included in the rubric. You also need to determine what type of criteria (i.e., content, process, quality, or impact) and rubric (ie., holistic, analytical, general, or task-specific) will be used. Step 4: Determine the benchmarks and point values. A number of descriptors can be used to denote the levels of performance (with or without accompanying symbols for letter or number grades). Examples of levels of performance include: Substantial . Level 4 [exer Distinguished DeRbacdd Outstanding Level | Accomplished | Proficient _| Mostly Developed | _ Proficient Level 2 | Developing Apprentice Developed Acceptable Level 1 | Beginning Novice Underdeveloped | Unacceptable 107Step 5: Write the benchmark or performance descriptors for quality work cri¢, Pp characteristics, or qualities that Mustra, lear and delineated. These performs, exemplify each performance level are clea , descriptors should describe the relative differences between performanc, ‘ each level. The differences between performance points can be pi ed by ame (1) aspects of performance or behavior at different levels e.g., evaluates the different characteristics of... (4 points) gnalyzes the different characteristics of... (3 points) describes the different characteristics of... (2 points) lists the different characteristics of... (1 point) (2) adjectives, adjectival phrases, adverbs and adverbial phrases to present different qualitative differences between levels e.g., explains to a very great extent the ... explains to a great extent the ... explains with moderate accuracy the ... explains with limited accuracy the... It is important that the behaviors, (3) numeric references to identify quantitative differences between levels @.g., gives more than 4 relevant examples of... gives 3-4 relevant examples of the... gives 1-2 relevant examples of the... gives no (0) relevant examples of the ... (4) degrees of assistance needed by the student to complete the task explains the topic with from the teacher or classmates explains the topic with occasional assistance from the teacher or classmates needs assistance from the teacher or Classmates in explaining the topic most of the time How can you make rubric useful to your students? Rubric is an important component in the teaching-learning process: i does not only help teachers in assessing students’ work through application Q Consistent standards and in identifying the gaps in their learning, but it also mak" e.g, explains the topic correctly and independently on his own estudents aware of what are in particular a of how well they are m tees of them in relation to the assessment tasks aan S a whole, of how they will be graded, and eventually Sting these expectations. Thus, to make the rubri id the subj ic more ri important for teachers to: elevant and useful to the students, it is 1 prepare the rubric and mak assigned task: so as to guid Starr € it available to students before they begin with the in form them the requirements, criteria, and expectations le them in Carrying out their tasks; develop rubric with performance descriptors that are clear and easily understood by students; present the rubric to students and allow them to give their feedback and suggestions to improve or refine it; if possible, involve students in the creation of rubric to enhance their motivation, engagement, and self-regulation; and orient the students on how to effectively use the rubric, especially those that are used for self-assessment and peer-assessment. @ DEVELOP Awe about creating rubrics, please comp Let us review what you have learned about creating rubrics. What is a rubric? What are the different types of rubrics? What are the characteristics of good rubrics? What are the basic steps in developing rubrics for assessing students’ performance and product? Sh meen iniorintion hether you have learned the important ! £ To be able to check whet Prete the following graphical representation:Yes No | Performance Task; 1. Is the performance task aligned with desired the learning outcomes? el Gl 2. Does it include meaningful and real-life application of skills? El el | 3. Does it allow numerous opportunities for application, | extension, and connections of desired learning outcomes? oo 4, _Isit feasible to implement? oda 5. Is it observable and measurable? Db oO 6. Is it interesting and challenging? oa | 1. Isthere an appropriate number of performance criteria? oo 2. Are the criteria clearly defined and indicated in the rubrics? oo 3. Are the criteria relevant to the skills being measured? oa 4. Are the performance criteria measurable and observable? oo | Levels of Performance or Benchmark and Point Values: 1. Isthere appropriate number of levels? ec) 2. Are the levels meaningful and suitable to the performance task? O O 1. Are the performance indicators clear and understandable | tothe students? oo 2. Are they observable and measurable? eo) 3. Do they appropriately describe the relative differences between performances at each level? oo Overall: 1, Isthe rubric appropriate for the performance task being assessed? O O | 2. Is it manageable and practical to use by students andteachers?) O O u Checklist for a Good Rubric