COLLEGE OF EDUCATION
Course Code
: D81 Educ 20
Course Name
: Assessment In Learning 2
Course Schedule : 6-7 pm TTh
Course Facilitator : JEFFERSON E. FERRER, LPT
TEXT OF REPORT
Topic
: APPROPRIATE METHODS
Reporters
: JIMBOY B. MANUEL, MARK JOSEPH OLIMON, JEMALYN V.
ALEIZA ZENITH A. PISCADOR, CATHERINE TALAVERA
PATUNGAN,
UNIT 4: AUTHENTIC ASSESSMENT OF THE AFFECTIVE DOMAIN
APPROPRIATE METHODS
Appropriate methods of assessment refer to the different types of tools or
techniques used to evaluate and measure the learning outcomes of students in a particular
subject or course in a fair and effective manner.
TYPES
1. Written-Response Instruments
-
is a category of assessment methods that require students to provide written
answers or responses to questions or prompts.
a. Objective tests
- These refer to a type of assessment that has a definite and clear
answer. It aims to measure a person's knowledge or understanding of a
particular subject
b. Essays
- This test requires students to develop a thoughtful and coherent
written response to a question or prompt.
2. Product rating scales
-
Product rating scales are appropriate to use when evaluating products such as
book reports, maps, charts, diagrams, notebooks, and creative endeavors that
students create.
a. Graphic rating scale
- is a scale that uses a numerical rating system (such as 1-5 or 1-10) to
evaluate a product based on specific criteria.
b. Rubric Scale
- assesses using a detailed description of expected performance for each
criteria.
3. Performance Test
-
Performance checklist consists of a list of behaviors that make up a certain
type of performance.
4. Oral Questioning
-
Oral questioning is described as a formative assessment technique that can
stimulate learning.
Consider:
State of mind
Feelings
Anxiety
Nervousness
5. Observation and Self-report
Observation: A method of assessment involving watching and recording a
learner's behavior while they complete a task or activity.
Self-Reports: Assessment methods that involve asking students to reflect on
their learning experiences and provide feedback on their performance.
a. Likert Scale
b. Self-Checklist
SELECTION
1. Observation
Effective teachers observe their students from the time they enter the classroom.
During instruction, teachers observe students’ behavior to gain information about
students’ level of interest and understanding of the material or activity.
2. Questioning
Teachers ask questions for many instructional reasons including keeping
students’ attention on the lesson, highlighting important points and ideas,
promoting critical thinking, allowing students to learn from each other’s answers,
and providing information about students’ learning.
DEVELOPMENT
Development of Affective Assessment Tools According to McMillan (2007), the
method of assessing affective targets has three feasible methods to evaluate affective
traits and dispositions.
1. Student Self-Report
In this method, there are ways to show students’ influence as self-report. The
common and coordinate way is having a casual discussion or interview.
a. Constructed-Response Format
b. Selected-Response Format
2. Teacher Observation
This method is one of the necessary tools for formative assessment. In using
observation, the primary thing to do is determine in advance how particular
behaviors relate to the target.
3. Peer Ratings
Peer rating is seen as generally inefficient in terms of conducting, scoring and
interpreting peer ratings.
INTERPRETATION
Each of the three feasible methods (Student Self Report, Teacher Observation and Peer
Rating) has its own advantages and disadvantages. In choosing for which method or
methods to utilize, consider the following factors:
Type of affect that needs to be assessed
A common response to something or someone can best be gathered through
observation. Nevertheless, if an attitude component is to be diagnosed, a self-report
will give a better knowledge.
If the information needed is from grouped or individual responses
If grouped response and tendencies are required, selected response self-report
method is suitable, because it guarantees anonymity and is easily scored.
The use of information
If the intention of the affective assessment is to utilize the outcomes as supporting
input
to grading, then multiple approaches is essential and be mindful of the plausibility
of
having fake comes from self-report and even from peer judgment.
References:
Studocu. (n.d.). Authentic Assessment of the Affective Domain - Jose De Leon
Report by: Abella, Jhennifer Balute, - Studocu.
Talitejujee. (2024, March 27). Appropriate-Methods-Group-1-2nd-Reporter-3rdwave.pptx [Slide show]. SlideShare.
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