Authentic Assessment of the Affective Domain PDF

Module 3 Authentic Assessment of the Affective Domain At the end of the module, the pre-service teacher (PST) can: a. select appropriately developed, high quality affective assessment tools; b. use target- and learner- appropriate affective assessment methods and tools; and c. interpret...

Module 3 Authentic Assessment of the Affective Domain At the end of the module, the pre-service teacher (PST) can: a. select appropriately developed, high quality affective assessment tools; b. use target- and learner- appropriate affective assessment methods and tools; and c. interpret performance assessment data/ results for monitoring and evaluating learner achievement to improve learner performance and inform instruction. Introduction In the Bloom’s taxonomy published in 1965, three domains were identified: cognitive, affective and psychomotor. In this module, we shall be concerned with the second of these domains which is the affective domain. The affective domain describes learning objectives that emphasizes a feeling tone, an emotion, or a degree of acceptance or rejection. Affective objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience. Affect describes a number of non-cognitive variables such as the person’s attitude, interests, and values. Student’s affect is important and teachers can help their students acquire positive attitudes. Attitude is associated with what is called as individual’s affective domain, and affect adds a significant dimension to assessment. Information about learners’ experiences with a subject or an activity is only part of what is needed as input in order to explain their authentic performance. In a class, it would be an obvious evidence that experience appears to be consistent from student to student, still some perform better than the others. And in this difference among students needs to be part of the information to assess students better. Lesson 1. Affective Targets Cognitive subject matter targets are agreed on as desirable for all students. This places affect in a position of importance but still secondary to cognitive learning. It also makes difficult to determine which affective targets are appropriate for all students. It is simply not easy to define attitudes, values, and interests. Various ways by which teachers can signal to students that clearly defined positive affect is important than just simply assessing it. It begins with identifying appropriate affect targets. The word affective means a variety of traits and dispositions that are different from knowledge, reasoning and skills (Hohn, 1995). Technically, it refers to the emotions or feelings that one has toward someone or something. Most kinds of student affect involve both emotion and cognitive beliefs. The following are some of the affective traits which will be discussed in line with setting of affective targets or outcomes: 1. Attitudes Attitudes are defined as a mental predisposition to act that is expressed by evaluating a particular entity with some degree of favor or disfavor. Individuals generally have attitudes that focus on objects, people or institutions. Attitudes are also attached to mental categories. Mental orientations towards concepts are generally referred to as values Attitudes are comprised of four components: a. Cognitions – are beliefs, theories, expectations, cause-and-effect beliefs, perceptions relative to the focal point; statement of beliefs and expectations which vary from one individual to the next b. Affect – refers to feelings with respect to the focal object – fear, liking, anger; color blue refers to loneliness); others as calm or peace c. Behavioral intentions – our goals, aspirations, and our expected responses to the attitude object d. Evaluation – central component of attitudes; imputations of some degree of goodness or badness to an attitude object; positive or negative attitude toward an object; functions of cognitive, affect and behavioral intentions of the object; stored in memory. Attitudes influence the way person acts and think in a social communities we belong. They can function as frameworks and references for forming conclusions and interpreting or acting for or against an individual, a concept or an idea. It influence behavior. People will behave in ways consistent with their attitudes. 2. Interests Interest is another affective characteristic that has a powerful influence on learning. Getzels (1966) defines interest as a ―disposition organized through experience which impels an individual to seek out particular objects, activities, understandings, skills, or goals for attention or acquisition. This means that interest can drive students to learn. In order for students to learn effectively and efficiently, they must possess some extent of interest in learning what they are expected to learn. Learning is enjoyable and effective when students learn with interest. Quite on the contrary, learning can be ineffective and inefficient when stimulated by coercion instead of being driven by interest.  The term interest can describe two distinct experiences: situational interest and individual interest. a. Situational interest is a psychological state characterized by increased attention, effort, and affect, experienced in a particular moment. Experiencing situational interest can directly promote learning by increasing attention and engagement. For example, a student who sees a painting by Amorsolo for the first time in an art history class may be captivated by the bright colors and unusual brushstrokes, and as a result, will pay more attention and engage more deeply. If that interest develops into an individual interest, the student will more likely reengage with the material overtime and explore the topic further (Harackiewicz, Durik, Barron, Linnenbrink-Garcia, & Tauer, 2008). b. Individual interest highlights individuals’ stable preferences for specific content. Here, the immediate experience of interest reflects a well-developed personal preference to enjoy and value a particular subject or activity across situations. Individual interest is, therefore, a stable, underlying disposition activated in particular situations. For example, students interested in geophysics might be especially likely to be in a state of interest during a lecture on tsunamis, whether the lecture is entertaining or not, because their interest is more developed and less dependent on situational factors. 3. Motivation Motivation is a reason or set of reasons for engaging in a particular behavior, especially human behavior. The reasons include basic needs (e.g. food, clothes, shelter), object, goal, state of being, or ideal that is desirable, which may or may not be viewed as ―positive‖ such as seeking a state of being in which pain is absent. Motivation also refers to initiation, direction, intensity and persistence of human behavior. There are many theories that explain human motivation. Some of these theories are explained in the following: a. Abraham Maslow’s hierarchy of human needs theory - is the most widely discussed theory of motivation. The theory can be summarized as follows: - human needs have wants and desires which influence behavior: only unsatisfied needs can influence behavior, satisfied needs cannot. - needs are arranged in order of importance, from basic to complex.  (physiological, safety and security, social, self-esteem, self- actualization. - the person advances to the next level of needs only after the lower need is at least minimally satisfied. - the further the progress up the hierarchy, the more individuality, humanness and psychological health a person will show. http://magandangamira.blogspot.com/2017/01/assessment-in-affective-domain.html b. Frederick Herzberg presents another need theory : the two factor theory, the ―Motivation-Hygiene Theory‖. It concludes that certain factors in the workplace result in job satisfaction, while others do not, but if absent lead to dissatisfaction. Herzberg distinguished between: o Motivators – (e.g. challenging work, recognition, responsibility, which give positive satisfaction o Hygiene factors – (e.g. status, job security, salary and fringe benefits) do not motivate if present, but if absent will result in demotivation.  http://magandangamira.blogspot.com/2017/01/assessment-in-affective-domain.html Like hygiene, the presence of it will make one healthier, but absence cause health deterioration. The theory is sometimes called the ―Motivator-Hygiene Theory‖. Herzberg’s two factor theory was proven more powerful than Maslow’s since its concepts are simpler to understand. c. Clayton Alderfer expanded Maslow’s hierarchy of needs. He formulated the ERG Theory (existence, relatedness and growth). The existence category (physiological and safety) are lower order needs, followed by the relatedness category ( love and self-esteem) as middle order needs, and the growth category ( self actualization and self esteem ) as higher order needs. Motivation in education can have several effects on how students learn and their behavior towards subject matter. It can: direct behavior toward particular goals; lead to increase effort and energy; increase initiation of, and persistence in activities; enhance cognitive processing; determine what consequences are reinforcing; lead to improved performance; There are two kinds of motivation: intrinsic and extrinsic (a) Intrinsic motivation – occurs when people are internally motivated to do something because it either brings them pleasure, or make feel people feel what they are learning is morally significant. (b) Extrinsic motivation - comes when a student compelled to do something or act a certain way because of factors external to  him or her (like money or good marks) 4. Values Values refer to end states of existence or to modes of conduct that are desirable or sought (Rokeach, 1973). End states of existence refer to conditions and aspects of oneself and the kind of world that a person wants (e.g. safe life, world peace, freedom, happiness, social acceptance, and wisdom). Modes of conduct are manifested in what a person believes is appropriate and needed in everyday existence (e.g. being honest, cheerful, ambitious, loving, responsible, and helpful). Each of these values can be placed into categories consistent with different areas of person’s lives. Mcmillan (2007) suggested that in setting value targets, it is necessary to stick to non-controversial and clearly related to academic learning and school and department of education goals. The table below describes some examples of values which are non-controversial: Value Sample Value Target Honesty Students should learn to value honesty in their dealing with others. Integrity Students should firmly observe their own code of values. Justice Students should support the view that all citizens should be the recipients of equal justice from government law enforcement agencies Freedom Students should believe that democratic countries must provide the maximum level of freedom to their citizens. (Popham, 2005) Mcmillan (2007) and (Popham, 2005) recommended other non- controversial values such as kindness, generosity, perseverance, loyaly, respect, courage, compassion, and tolerance. According to them, there should be a limit to that number of affective traits and assessed. 5. Self-concept Self-concept, as a construct, has had a long history within psychology and education because it provides a gauge to determine the effects of academic and social functioning on the emotional well-being of the individual‖ (Vaughn et al., 2001). Self-concept is generally viewed as a valued educational outcome. Self- concept is typically defined as a person’s general composite or collective view of themselves across multidimensional sets of domain specific-perceptions,  based on self-knowledge and evaluation of value or worth of one’s own capabilities formed through experiences with and interpretations of the environment (Byrnes, 2003; Eccles, 2005; Snow et al., 1996). The construct of self-concept is grounded primarily in self-worth theory (Covington, 1992; Covington, 1998; Covington, 2000; Covington & Dray, 2002; Eccles & Wigfield, 2002). Briefly, self-worth theory suggests that all individuals have a motivational ―tendency to establish and maintain a positive self-image, or sense of self-worth‖(Eccles & Wigfield, 2002, p. 122). Since children spend a significant portion of their lives being evaluated in school classrooms, self-worth theory postulates that a key to developing and maintaining self-worth is to develop and maintain a positive academic self-concept. In setting targets, it can be noted to remember that self-concept and self- esteem are multidimensional (Marsh & Craven, 1997). The cognitive or descriptive component of self-concept (―I’m good at math‖) differs from the affective or evaluative self- esteem component (―I feel good about how I do my math‖), with the latter emphasizing self-worth and self-respect (Snow et al., 1996). Thus, global self-worth or self-esteem is a distinct component of self- concept (Bear, Minke, Manning, & George, 2002). There is bodily self, athletic self, a mathematical self, a social self, and others. Moreover, individuals have a sense of self-regard and self-affirmation, and self-worth in each area (self- esteem). For example, a student can have a self-concept that he is tall and thin, but feel so comfortable with it and accept the description. Another student, on the contrary, who has the same self-concept but feel inferior or inadequate, thus, have a low self-esteem. 6. Locus of control Locus of control is a psychological concept that refers to how strongly people believe they have control over the situations and experiences that affect their lives. In education, locus of control typically refers to how students perceive the causes of their academic success or failure in school. Generally, students with an “internal locus of control” believe that their success or failure is a result of the effort and hard work they invest in their education. However, students with an “external locus of control” generally believe that their successes or failures result from external factors beyond their control, (e.g. luck, fate, circumstance, injustice, bias, or teachers who are unfair, prejudiced, or unskilled). For example, students with an internal locus of control  might blame poor grades on their failure to study, whereas students with an external locus of control may blame an unfair teacher or test for their poor performance. Whether a student has an internal or external locus of control is thought to have a powerful effect on academic motivation, persistence, and achievement in school. In education, ―internals‖ are considered more likely to work hard in order to learn, progress, and succeed, while ―externals‖ are more likely to believe that working hard is ―pointless‖ because someone or something else is treating them unfairly or holding them back. Students with an external locus of control may also believe that their accomplishments will not be acknowledged or their effort will not result in success. 7. Self-efficacy Self-efficacy is an impression that one is capable of performing in a certain manner or attaining certain goals. It is a belief that one has the capabilities to execute the courses of actions required to manage prospective situations. It is also a belief (whether or not accurate) that one has the power to produce that effect. It is important to remember that the distinction between self-esteem and self-efficacy. Self-esteem pertains to a person’s sense of self-worth, while self- efficacy relates to a person’s perception of their ability to reach a goal. For example, a person is a terrible rock climber. He/she would likely to have a poor self-efficacy in regard to rock climbing, but this wouldn’t need to affect his/her self-esteem; most people don’t invest much of their self-esteem in this activity. Research on learning has indicated that in certain circumstances, having less efficacy for a subject may be helpful, while more negative attitudes towards how quickly one will learn, can prove of benefit. In addition, over-efficaciousness negatively affected student motivation, while under-efficaciousness increased motivation to study. 8. Anxiety Anxiety is an emotion characterized by an unpleasant state of inner turmoil, often accompanied by nervous behavior such as pacing back and forth, somatic complaints, and rumination. It includes subjectively unpleasant feelings of dread over anticipated events.  Anxiety is a feeling of uneasiness and worry, usually generalized and unfocused as an overreaction to a situation that is only subjectively seen as menacing. It is often accompanied by muscular tension, restlessness, fatigue and problems in concentration. Anxiety is closely related to fear, which is a response to a real or perceived immediate threat; anxiety involves the expectation of future threat. People facing anxiety may withdraw from situations which have provoked anxiety in the past. Anxiety is distinguished from fear. Fear is short-lived, present-focused, geared towards a specific threat, and facilitating escape from threat; anxiety, on the other hand, is long-acting, future-focused, broadly focused towards a diffuse threat, and promoting excessive caution while approaching a potential threat and interferes with constructive coping. Normally, we may feel anxious about moving to a new place, starting a new job, or taking a test. This type of anxiety is unpleasant, but it may motivate you to work harder and to do a better job. Ordinary anxiety is a feeling that comes and goes, but does not interfere with your everyday life. In the case of an anxiety disorder, the feeling of fear may be with you all the time. It is intense and sometimes debilitating. This type of anxiety may cause you to stop doing things you enjoy. In extreme cases, it may prevent you from entering an elevator, crossing the street, or even leaving your home. If left untreated, the anxiety will keep getting worse. Most common types of anxiety disorders: a. Generalised Anxiety Disorder (GAD) - A person feels anxious on most days, worrying about lots of different things, for a period of six months or more. b. Social Anxiety - A person has an intense fear of being criticised, embarrassed or humiliated, even in everyday situations, such as speaking publicly, eating in public, being assertive at work or making small talk. c. Phobia - A person feels very fearful about a particular object or situation and may go to great lengths to avoid it, for example, having an injection or travelling on a plane. There are many different types of phobias.  d. Panic disorder - A person has panic attacks, which are intense, overwhelming and often uncontrollable feelings of anxiety combined with a range of physical symptoms. Someone having a panic attack may experience shortness of breath, chest pain, dizziness and excessive perspiration. Sometimes, people experiencing a panic attack think they are having a heart attack or are about to die. If a person has recurrent panic attacks or persistently fears having one for more than a month, they're said to have panic disorder. e. Obsessive Compulsive Disorder (OCD) - A person has on-going unwanted/intrusive thoughts and fears that cause anxiety. Although the person may acknowledge these thoughts as silly, they often try to relieve their anxiety by carrying out certain behaviours or rituals. For example, a fear of germs and contamination can lead to constant washing of hands and clothes. f. Post-traumatic Stress Disorder (PTSD) - This can happen after a person experiences a traumatic event (e.g. war, assault, accident, disaster). Symptoms can include difficulty relaxing, upsetting dreams or flashbacks of the event, and avoidance of anything related to the event. PTSD is diagnosed when a person has symptoms for at least a month. g. Illness anxiety disorder - This is an anxiety about your health (formerly called hypochondria) Anxiety feels different depending on the person experiencing it. Feelings can range from butterflies in your stomach to a racing heart. You might feel out of control, like there is a disconnect between your mind and body. But in general, these are the symptoms of anxiety:  increased heart rate  rapid breathing  restlessness  trouble concentrating  difficulty falling asleep 9. Creativity Creativity is the ability to generate, create, or discover new ideas, solutions, and possibilities. Creativity happens when someone comes up with a creative idea. An example would be a creative solution to a difficult problem. But what makes an idea or solution creative? Very creative people often have intense knowledge about something, work on it for years, look at novel solutions, seek out the advice and help of other experts, and take risks. Although creativity is often associated with the arts, it is actually a vital form of intelligence that drives people in many disciplines to discover something new. Creativity can be found in every area of life, from the way you decorate your residence to a new way of understanding how a cell works. The three criteria of creativity include: a. Originality: The idea should be something new that is not simply an extension of something else that already exists. For example, Albert Einstein’s special theory of relativity certainly satisfied this criterion. No other scientist came up with the idea. b. Functionality: The idea needs to actually work or possess some degree of usefulness. For example, a solution must, in fact, solve the problem. An original recipe that produces a dish that tastes too terrible to eat cannot be creative. c. Surprise: The idea should be surprising, or at least non-obvious For instance, a solution that is a straightforward derivation from acquired expertise cannot be considered surprising even if it were original. For example, Einstein’s relativity theory was not a step- by-step deduction from classical physics but rather the theory was built upon a new foundation that challenged the very basis of traditional physics. When applying these three criteria, it is critical to recognize that originality, usefulness, and surprise are all quantitative rather than qualitative attributes of an idea. Specifically, we really have to speak of degree to which an idea satisfies each of the three criteria. In addition, the three attributes should have a zero point, that is, it should be possible to speak of an idea lacking any originality, usefulness, or surprise whatsoever. Finally, we have to assume that if an idea scores zero on any one criterion then it must have zero creativity as well. For example, someone who reinvents the wheel is definitely producing a useful idea, but the idea has zero originality and hence no creativity whatsoever. Similarly, someone who invented a parachute made entirely out of steel reinforced  concrete would get lots of credit for originality—and surprise!—but none for usefulness. 10. Epistemological beliefs The term ―epistemology‖ comes from the Greek ―episteme,‖ meaning ―knowledge,‖ and ―logos,‖ meaning, roughly, ―study, or science, of. Thus, Epistemology is the study of knowledge.‖ ―Logos‖ is the root of all terms ending in ―-ology‖ – such as psychology, anthropology – and of ―logic,‖ and has many other related meanings. The examination of epistemological beliefs as a branch of philosophy in education and psychology started with Piaget's work on genetic epistemology in 1950's and the studies of Perry, who was an educational psychologist, with university students in 1960's. Let us take a closer look at the different definitions of epistemological beliefs: Perry defined epistemological beliefs as "individuals' perspectives on what knowledge is, how it is acquired, its certainty, limitations and criteria" (Brownlee, Purdie & Boluton-Lewis, 2001 cited in Arslan et al.). Schommer defined epistemological beliefs as individuals' subjective beliefs of the definition of knowledge and the way in which the process of acquiring knowledge takes place (Schommer, 1990 cited in Deryakulu & Büyüköztürk, 2002). Lesson 2. Appropriate methods 1. Types There are three types of methods in assessing affective traits and dispositions. These are teacher observation, student self-report and peer ratings. a. Teacher observation – is one of the essential tools for formative assessment. In using observation, determine in advance how specific behaviors relate to the target. Behaviors and actions are identified initially by listing what the students with positive and negative behaviors do and say. These lists will serve as the initial or starting point of what will be observed. The table below contains some positive and negative students’ behaviors towards learning: POSITIVE NEGATIVES - Rarely misses class - Is frequently absent - Rarely late to class - Is frequently tardy - Asks lots of questions - Rarely asks questions - Helps other students - Rarely helps other students - Works well independently without - Needs constant supervision supervision - Is not involved in extracurricular - Is involved in extracurricular activities activities - Says he or she doesn’t like school - He or she likes school - Rarely comes to class early - Comes to class early - Rarely stays after school - Stays after school - Doesn’t volunteer - Volunteers to help - Often does not complete homework - Completes homework - Doesn’t care about bad grades - Tries hard to do well - Never does extra credit work - Completes assignments before - Never completes assignments before they are due the due date complains - Rarely complains - Sleeps in class - Is rarely off-task - Bothers other students - Rarely bothers students - Stares out window  These behaviors may serve as foundation in developing guidelines, checklists or rating scales. The positive behaviors are called approach behaviors while the negative ones are termed avoidance behaviors. Approach behaviors result in less direct, less frequent, and less intense contact. These dimensions are helpful in describing the behaviors that indicate positive and negative attitudes. After the list of behaviors has been developed, the teacher needs to decide whether to use an unstructured observation (informal) or a structured (formal). These two types differ in terms of preparation and what is recorded.  Unstructured Observation Unstructured observation (anecdotal) may also be used for the purpose of making summative judgements. This is normally open- ended, no checklist or rating scale is used, and everything observed is just simply recorded. This type of observation is more realistic, which means teachers can record everything they have observed and are not limited by what is contained in a checklist or rating scale.  Structured Observation Structured observation is different from unstructured observation in terms of preparation needed as well as in the way observation is recorded. In structured observation, more time is needed since checklist or rating forms are to be made since it will be used to record observations. The form is generated from a list of positive and negative behaviors to make it easy and convenient in recording. b. Student self–report - There are varied ways to express students’ affect as self- report. The most common are interview and written questionnaire or survey about themselves or other students.  Student Interview. There are different types of personal communication that teachers can use with their students, like individual and group interviews, discussions, and casual conversations to assess affect. It is similar to observation but in here, there is an opportunity that teachers may have direct involvement with the student wherein teachers can probe and respond for better understanding.  Surveys and Questionnaire. The second type under self-report method is questionnaires and surveys. The two types of format using questionnaires and surveys are: Constructed-Response format; and Selected-Response format.   Constructed-Response format. It is a straight forward approach asking students about their affect by responding to simple statement or question. Another way to implement constructed- response format is by means of an essay. Essay items provide more in-depth and extensive responses than that of the simple short sentences.  Selected-Response format. There are three ways of implanting the selected response format in assessing affective learning outcomes. These are rating scale, semantic differential scale, and checklist. The advantage of selected-response formats is that it assures anonymity which is an important aspect when considering the traits that are personal such as values and self-concept. c. Peer ratings. Peer ratings or appraisal is the least common method used among the three methods of assessing affect. Because of the nature of learners, they do not always take this activity seriously and most often than not they are subjective in conducting this peer rating. Thus, peer rating is seen as relatively inefficient in terms of nature of conducting, scoring, and interpreting peer ratings. However, teachers can accurately observe what is being assessed in peer ratings since teachers are very much engaged and present inside the classroom and thus can verify the authentically of results of peer rating. The two methods of conducting peer ratings are: (a) guess-who approach; and (b) socio-metric approach. These approaches can be used together with observations and self-reports to strengthen assessment of interpersonal and classroom environmental targets. 2. Selection Each of the three methods (observation, self-report, peer ratings) that was discussed previously has its own advantage and disadvantages. In choosing for which method or methods to use, consider the following factors:  Type of affect that needs to be assessed; A general reaction to something or someone can best be gathered through observation. However, if attitude components is to be diagnosed, a self-report will give a better information. Observation can be supported by peer rating method if the target is socially-oriented affect.  If the information needed is from grouped or individual responses; and  If grouped response and tendencies are needed, selected response self- report method is suited because it assures anonymity and is easily scored.  The use of information If the intention of the affective assessment is to utilize the results as supporting input to grading, then multiple approaches is necessary and be mindful of the possibility of having fake results from self-report and even from peer judgement. 3. Development The affective domain comprises behaviors in terms of attitudes, beliefs, and feelings. Sets of attitudes, beliefs, and feelings comprise one’s value. There are various assessment tools that can be used to measure affect. a. Checklist Checklist is one of the effective assessment strategies to monitor specific skills, behaviors, or dispositions of individual or group of students (Burke, 2009). Checklists contain criteria that focus on the intended outcome or target which help student in organizing the tasks assigned to them into logically sequenced steps that will lead to successful completion of the task. Checklists can be used for individual or group cases. A checklist consists of simple items that the student or teacher marks as absent or present Checklists should be utilized because these  Make a quick and easy way to observe and record skills, criteria, and behaviors prior to final test or summative evaluation.  Provide information to teachers if there are students who need help so as to avoid failing.  Provide formative assessment of students of students’ learning and help teachers monitor if students are on track with the desired outcomes. Here are the steps in the construction of a checklist: a. enumerate all the attributes and characteristics you wish to observe relative to the concept being measured. For example, if the concept is interpersonal relation, then you might want to identify those indicators or attributes which constitute an evidence of good interpersonal relation; b. arrange this attributes as a ―shopping list‖ of characteristics; c. ask students to mark those attributes or characteristics which are  present and to leave blank those which are not. https://www.examples.com/business/student-checklist-examples.html b. Rating Scale - refers to a set of categories designed to elicit information about a quantitative attribute in social science. Common examples are the Likert scale and 1-10 rating scales for which a person selects the number which is considered to reflects the perceived quality of a product. The basic feature of any rating scale is that it consists of a number of categories. These are usually assigned integers. Types of Rating Scale The most commonly used type of rating scales are:  Numerical Rating Scales A numerical rating scale translates the judgements of quality or degree into numbers. To increase the objectivity and consistency of results from numerical rating scales, a short verbal description of the quality level of each number may be provided. Example: https://www.questionpro.com/blog/rating-scale/  Descriptive rating scale The descriptive rating scale does not require numbers, instead offering responders the choice of descriptive statements. For example, the question ―How happy were you with our service?‖ could be answered by either Unhappy, Neutral, or Happy. Common Rating Scale Errors The table below contains the common rating scale errors that teachers and students must be familiar with in order to avoid committing such kind of errors during assessment. Error Description Occurs when a teacher tends to make almost all ratings towards the Leniency Error high end of the scale, avoiding the low end of the scale. A teacher tends to make almost all ratings toward the low end of the Severity Error scale. This is the opposite of leniency error. Occurs when a teacher hesitates to Central Tendency Error use extremes and uses only the middle part of the scale. Occurs when a teacher lets his/her general impression of the student Halo Effect affect how he/she rates the student on specific dimension. Occurs when a teacher has a general tendency to use inappropriate or Personal bias irrelevant stereotypes favouring boys over girls, from rich families over from middle-income families, etc.. Occurs when a teacher gives similar ratings to two or more dimensions Logical Error that the teacher believes to be related where in fact they are not related at all.  Occurs when the raters, whose Rater Drift ratings originally agreed, begin to redefine the rubrics for themselves. c. Likert Scale Another simple and widely used self-report method in assessing affect is the use of Likert scale wherein a list of clearly favourable and unfavourable attitude statements are provided. The students are asked to respond to each of the statement. Likert scale uses the five-point scale: Strongly Agree (SA); Agree (A); Undecided (U); Disagree (D); and Strongly Disagree (SD).The scoring of a Likert scale is based on assigning weights from 1 to 5 to each position of scale. In using attitude scale, it is best to ask for anonymous responses. And in interpreting the results, it is important to keep in mind that these are verbal expressions, feelings and opinions that individuals are willing to report. Example: Likert Scale Directions: Put a check on the column for each of the statement that applies to you. Legend: SA – Strongly Agree, A – Agree, U – Undecided, D – Disagree, SD – Strongly Disagree (SA) (A) (U) (D) (SD) 5 4 3 2 1 1. I am happy during Mathematics class. 2. I get tired doing board work and drills. 3. I enjoy solving word problems. Constructing Likert Scale Instrument Below are the steps in constructing Likert scale instrument: 1. Write a series of statements expressing positive and negative opinions toward attitude object.  2. Select the best statements expressing positive and negative opinions and edit as necessary. 3. List the statements combining the positive and negative and put the letters of the five-point scale to the left of each statement for easy marking. 4. Add the directions, indicating how to mark the answer and include a key at the top of the page if letters are used for each statement. 5. Some prefer to drop the undecided category so that respondents will be forced to indicate agreement or disagreement. d. Semantic Differential Scale Another common approach to measuring affective traits is to use variations of semantic differential. The Semantic Differential (SD) tries to assess an individual’s reaction to specific words, ideas or concepts in terms of ratings on bipolar scales defined with the contrasting adjectives at each end. Students would place a check between each pair of adjectives that describes positive or negative aspects of the traits. Example: Traits/attitude toward Mathematics subject Mathematics Boring __ __ __ __ __ Interesting 2 1 0 1 2 Good ___ ___ ___ ___ ___ ___ ___ Bad 3 2 1 0 1 2 3 From the example above, the position marked 0 is labelled ―neutral‖, the 1 positions are labelled ―slightly‖, the 2 positions ―quite‖ and the 3 positions ―extremely‖. The scale actually measures two things: directionality of a reaction (e.g. good versus bad) and also intensity (e.g. slight to extreme). Semantic differential, like other selected-response formats, is that it makes it easier to assure anonymity. Anonymity is important when the traits are more personal, such as values and self-concept. It is also an efficient way of collecting information. Though this may be an efficient way note that it is not good to ask too many questions. It is important to carefully select those traits that are concerned or included in the defined affective targets or outcomes. It is also a good point to have open-ended items such as ―comments‖ or ―suggestions‖. e. Thurstone Scale Robert Thurstone is considered the father of attitude measurement and addressed the issue of how favorable an individual is with regard to a given issue. He developed an attitude continuum to determine the position of favorability on the issue where each statement has a numerical value.. A mean score of the agreements or disagreements is calculated as the attitude of the respondent towards the topic. The Thurstone scale is built upon the fundamentals of the Likert scale, but this method of constructing an attitude scale not only takes value of each item of into consideration while evaluating the final attitude score but also caters to neutral items. There are three scales while talking about the Thurstone scale question but the most commonly used method is the equal appearing intervals and hence the scale is also called the equal-appearing interval scale. The two other are slightly more complex to develop but still result in the same agree/disagree quiz question type; they are the method of successive intervals and the method of paired comparisons. Method of Equal-Appearing Intervals: Step 1: Develop a large number of agree/disagree statements for a topic. For example, if you wanted to find out people’s attitudes towards immigrants, your statements might include:  Immigrants drain social services.  Immigrants take jobs away from regular people.  immigrants perform low-wage, unpopular tasks. Step 2: Have a panel of judges rate the items on a scale of 1 to 11 for how favorable each item is towards the topic (in this case, immigration). The lowest score(1) should indicate an extremely unfavorable attitude and the highest score(11) should indicate an extremely favorable attitude. Note that you do not want the judges to agree or disagree with the statements — you want them to rate the statements on how effective they would be at uncovering attitudes. Step 3: Find the median score and interquartile range(IQR) for each item. If you have 50 items, you should have 50 median scores and 50 IQRs. Step 4: Sort the table in ascending order(smallest to largest) by median. In other words, the 1s should be at the top of the table and the 11s should be at the bottom. Step 5: For each set of medians (i.e. 1s. 2s, 3s) sort the IQRs by descending order (largest to smallest). The figure below shows a partial table with the data sorted according to ascending medians with their respective, descending IQRs. https://www.statisticshowto.com/thurstone-scale/ Step 6: Select your final scale items using the table you created in Step 4 and 5. For example, you might choose one item from each median value. You want the statements with the most agreement between judges. For each median value, this is the item with the lowest interquartile range. This is a ―Rule of Thumb‖: you don’t have to choose this item. If you decide it’s poorly worded or ambiguous, choose the item above it (with the next lowest IQR). Scoring the Scale You should now have a scale of items that’s ready to administer. Add a check box (or radio button) with ―Agree‖ or ―Disagree‖ and you’re ready to go! To score the questionnaire, simply calculate the percentage of agreed. For example, if a person answers 4 out of 11 questions as ―agree‖, then that person has a score of 4/11 = 36%. The lower a score, the less favorable the opinion. For example, a person with a score of 2 views the topic a lot less favorably that a person with a score of 8. Example: ( taken from Thurstone, 1931) Directions: Put a check mark in the blank if you agree with the item:  ____ 1. Blacks should be considered the lowest class in human beings. (scale value = 0.9) ____ 2. blacks and whites must be kept apart in all social affairs where they might be taken as equals ( scale value = 3.2) _____3. I am not interested in how blacks rate socially. (scale value = 5.4) _____4. A refusal to accept blacks is not based on any fact of nature, but on a prejudice which should be overcome. (scale value = 7.9) _____5. I believe that blacks deserve the same social priviledges as whites ( scale value = 10.3) 4. Interpretation and utilization There are many psychological measures that assess the affective traits, but due to sophistication of those instruments, classroom teachers rarely use them. Instead, own observations and students self-reports are commonly used. There are three considerations in assessing affect: a. Emotions and feelings change quickly most especially for young children and during adolescence. Thus, to obtain a valid indication of an individual student’s emotion or feeling, it is necessary to conduct several assessments over a period of time. It needs to be repeated for several times. b. Use varied approaches in measuring the same affective trait as possible. It would be better on not to depend on a single method because of limitations inherent in that method. For instance, if the self-reports are consistent with the teacher’s observation, then a stronger case can be made. c. Decide what type of data or results are needed, whether individual or group data. A consideration of the purpose of assessment will influence the method which will be used. For reporting or giving feedback to parents, individual student information is necessary. If the assessments is to improve instruction, then results for group or whole class is more appropriate to use. This is one of the usefulness of affective assessment. It is more reliable to use anonymous student self-reports. Things that should be considered if teacher observation method will be used to assess affect.  Determine behaviors to be observed in advance.   Record student’s important data such as time, data, and place  If unstructured, record brief descriptions of relevant behaviour  Keep interpretations separate from description  Record both positive and negative behaviors  Have as much observations of each student as necessary  Avoid personal bias  Record immediately the observations  Apply a simple and efficient procedure Checklist for Using Student’s Self-Response to Assess Affect (McMillan, 2007):  Keep measures focused on specific affective traits  Establish trust with students  Match response format to the trait being assessed  Ensure anonymity if possible  Keep questionnaires brief  Keep items short and simple  Avoid negatives and absolutes  Write items in present tense  Avoid double-barreled items Considerations for Using Peer Assessment  Let students know the rationale for doing peer review. Explain the expectations and benefits of engaging in a peer review process.  Consider having students evaluate anonymous assignments for more objective feedback.  Be prepared to give feedback on students’ feedback to each other. Display some examples of feedback of varying quality and discuss which kind of feedback is useful and why.  Give clear directions and time limits for in-class peer review sessions and set defined deadlines for out-of-class peer review assignments.  Listen to group feedback discussions and provide guidance and input when necessary.  Student familiarity and ownership of criteria tend to enhance peer assessment validity, so involve students in a discussion of the criteria used. Consider involving students in developing an assessment rubric. Lesson 3. Other Affective Measures and Assessments 1. Non-test Indicators An educational variable (e.g. English alphabet X) is a measureable characteristic of a student. Variables may be directly measured as in X = age or X = score of a student in a test. But there are instances where a variable cannot be directly measured like when we want to measure ―class participation‖ of a student. For those variables where direct measurements are not feasible, we introduce the concept of indicators. An indicator I, denotes the presence or absence of a measured characteristic. Therefore: I = 1 if the characteristic is present = 0 if the characteristic is absent For the variable X = class participation, we can let I 1, I2, …, In denote the participation of a student in n class recitations and let X = sum of the I’s divided by n recitations, Thus, if there are n = 10 recitations and the student participated in 5 of these 10, then X = 5/10 or 50%. Indicators are an essential component of any effective monitoring and evaluation system. Monitoring and evaluation professionals have access to a wide range of tools. Indicators are one of the more valuable and versatile, but if indicators are not used carefully they can consume extensive resources and generate data with little or no value. The key challenge with indicators is to ensure their quality and integrity. Indicators should generate data that are needed and useful. They should be technically sound. They should be understandable, practical and feasible. In addition, they should have a proven record of performance. Fundamentally, an indicator provides a sign or a signal that something exists or is true. It is used to show the presence or state of a situation or condition. In the context of monitoring and evaluation, an indicator is a quantitative metric that provides information to monitor performance, measure achievement and determine accountability. It is important to note that a quantitative metric can be used to provide data on the quality of an activity, project or programme. Quantitative metric – Data can measured on a numerical scale Sample indicator: Percentage of health facilities that offer antiretroviral therapy Sample indicator (quality): Percentage of counselling and testing service providers accredited to offer these services  Performance – The effective or efficient operation of an activity, project or program Sample indicator: Percentage of condom delivery sites that reached their coverage targets Achievement – The successful accomplishments of an activity, project or programme Sample indicator: Percentage of HIV-positive pregnant women who received antiretroviral drugs Accountability – Responsibility for the performance and/or achievements of an activity, project or programme Sample indicator: Percentage of clinics complying with national guidelines for sexually transmitted infections Non-test is an alternative assessment in the sense that it diverts from the paper- and-pen test (Reganit et. al., 2010). These are tests that do not force the students to give their responses (Rico, 2011) but rather allow the students to manifest their acquired knowledge and skills from the subject. This is one of the authentic assessment methods that is able to zoom in the effectiveness and efficiency of the employed teaching methodologies, techniques, and styles. The following are the different types of non-test:  Portfolio. A purposeful collection of students’ works that exhibit the student’s efforts, progress, and achievements in one or more areas of the curriculum.  Teacher Observation. The teacher observes the students while they work to make certain the students understand the assignment and are on task. Example: Cooperative learning  Journal. Students write daily on assigned or personal topics. Example: What is the thing you remember about yesterday’s lesson?  Slates or Hand Signals. Students use slates or hand signals as a means of signaling answers to the teacher. Example: Review questions – write answers and hold up slate.  Games. Teachers utilize fun activities to have students practice and review concepts. Example: Science trivia  Projects The students research a topic and present it in a creative way.  Debates. The students take opposing positions on a topic and defend their position. Example: The pros and cons of environmental legislations.  Checklist. The teacher will make a list of objectives that students need to master and then check off the skill as the students masters it.   Cartooning. Students will use drawings to depict situation and ideas. Example: Environmental Issues  Models. The students produce a miniature replica of a given topic. Example: Planetarium  Notes. Students will write a summary of the lesson. Example: Outline of the day’s lesson.  Daily Assignments. The student completes the work assigned on a daily basis to be completed at school or home. Example: Worksheets or research.  Panel. A group of students verbally present information. Example: A discussion presenting both pros and cons of the environmental issues.  Learning Centers. Students use teacher provided activities for hands-on learning. Example: An activity folder for frog dissection.  Demonstrations. Students present a visual enactment of a particular skill or activity. Example: Proving that air has weight.  Problem-solving. Students follow a step-by-step solution. Example: Solving a mathematical equation.  Discussions. Students in a class verbally interact on a given topic. Example: Discussion on climate change.  Organized notes and study guides. Students collect information to help pass the test. Example: One 3×5 notecard with information to be used during the test. Non-test indicators or sometimes called ―academic indicators‖ include those that capture evidence regarding school and student performance in other domains such as school climate and safety or social and emotional learning competencies that are relevant to school’s curricula. Examples of these indicators include scores on surveys that measure that quality student-staff relationships, student engagement or student motivation. Non-testing indicators as a form measurement techniques can provide a broader and much more subjective approach to data gathering and interpretation. Moreover, the various types of non-testing techniques are the questionnaire, observation, autobiography, anecdotal record, case study, cumulative record, interviews, and checklist. However, the most important among them are the case study, interview, and checklist. 2. Transversal Competencies Skills versus competencies Skills focus on the ability of the learner to apply knowledge, practice, training or aptitude to complete a task, solve problems or answer questions. While problem solving is central to the skills application domain, its emphasis is on familiar and routine tasks. Whereas competencies relate to the ability to do something efficiently, effectively or proficiently. You might say it is a skill in a context. For example, there may be many people that can perform a task is given a lot of time and no pressure but there are fewer people who can perform the same task under extreme pressure. Competencies are defined as a combination of knowledge, skills and attitudes appropriate to the context. Competency denotes something the learner must master. Thus, it does not refer to an activity carried out by the learner in the course of learning: A competency denotes a quality acquired by the learner, a potential for reflection and action that he or she keeps and maintains. A curriculum based on competencies is a must to put into practice in the education system. Beyond the key competencies and specific competencies for a particular field of study, education experts discuss all the more about transversal competencies, skills that are absolutely dynamic and constantly evolving labour market. Considering the fact that there is rapidly changing and increasingly interconnected world, it is expected that education and training systems must equip learners with knowledge and skills which not only enable them to cope with the foreseeable social and economic changes, but also adapt to and manage unpredictable realities. This requires a transformation of education and training to nurture skills towards holistic human development, including foundation skills, specialized skills and transversal competencies. Among these skills, in particular, education systems have increasingly been emphasizing the importance of transversal (or 21st century) skills/competencies (hereafter referred to as ―transversal competencies‖), which promotes the behavioural and socio-emotional domains of learning to ensure that learners are equipped with skills for both work and life in general, including creativity, problem solving, critical thinking and communication, among others. Furthermore, education is expected to foster values and attitudes among students such as empathy, respect for diversity and intercultural understanding and ultimately contribute to building peaceful, tolerant and inclusive societies. Transversal competencies are also commonly referred to as soft skills, key competencies, 21st century skills, non-cognitive skills and global competencies. Transversal competencies are a set of competencies related to attitudes and values (knowing how to be) and, procedures (know how). They can be transferred from one specific professional field to another. They are ―the cornerstone for the personal development of a person‖ (EU, ESCO1 ) and are fundamental for applying any knowledge or skill. Characteristics of Transversal competencies a. Transferable across domains, geographies, work and life contexts; b. Typically relate to social and interpersonal relations; c. Cross-functional and cross-curricular in training and education, but can be combined in a blended learning approach, e.g. collaborative problem- based learning; d. Communication is the key element in manifesting and evidencing transversal skills; if not communicated explicitly, they can remain undervalued or unrecognised; e. They are essential tools in any context of significant and accelerated change; f. Can be observed, evidenced and developed, whereas developing values such as integrity in adults and changing ingrained character traits is extremely difficult; g. Learnt through experience and development and cannot be easily taught, except through highly interactive learning processes; h. In their development, they have a symbiotic relationship with improved self- awareness and self-knowledge. Assessment of transversal competencies is already a reality and as soft skills are integrated into school and university curricula, it will become increasingly important. For that purpose, a logical taxonomy of transversal competencies is needed For example a UNESCO (United Nations Educational, Scientific and Cultural Organization) report on Assessment of Transversal Competencies, focussing on policy and practice in the Asia- Pacific region, provides a very useful taxonomy, dividing transversal competencies into six areas or domains: critical and innovative thinking, interpersonal skills, intrapersonal skills, global citizenship, media and information literacy, and others.  https://neqmap.bangkok.unesco.org/wp-content/uploads/2019/09/246590eng.pdf The graphic above illustrates the six domains of transversal competencies. Such domains are: critical and innovative thinking, interpersonal skills, intrapersonal skills, global citizenship, media and information literacy, and others. Each domain is accompanied by sample key skills , competencies, values and attitudes. For example: Critical and innovative thinking involves Creativity, entrepreneurship, resourcefulness, application skills, reflective thinking and reasoned decision-making. In the same manner, interpersonal skills can be coupled with communication skills, organizational skills, teamwork, collaboration, sociability, collegiality, empathy and compassion and so on. The domain ―others‖ was created as a way for researchers to include competencies, such as physical health or religious values, that may not fall into of the other. Transversal competencies or soft skills are now well recognised across the globe as essential in work and life. However, their importance has increased exponentially because of the accelerated rate of change in society that we are experiencing today globally, in particular the transformative and all-pervasive impact of digital technology and the internet, combined with the effects of globalisation.  Transversal competencies’ learning, while being critical to future professional success, is not an easy or straightforward process an easy or straightforward process. It entails the involvement of the various stakeholders, with a higher focus on students and teachers, in a process that has to be explained and participated, involving formal learning but also non-formal and informal learning, in an integral logic of attainment and development of competences. 3. 21st Century Skills Now that there is constantly changing and extremely challenging period of the education system, the acquisition of 21st century skills is necessary. Such skills should be honed before the learners graduate. More than just acquiring knowledge, its implication is significant. Appropriate methods and tools to measure or assess the learning process, are necessary and should be suited to the needs and requirements of the 21st century. The term 21st century skills refers to a broad set of knowledge, skills, work habits, and character traits that are believed-by educators, school reformers, college professors, employers, and others to be critically important to success in today’s world, particularly in collegiate programs and contemporary careers and workplaces. Twenty- first century skills can be applied in all academic subject areas, and in all educational, career, and civic settings throughout a student’s life. The diagram below illustrates the 21st century skills. While the graphic below represents each element distinctly for descriptive purposes, the Partnership views all the components as fully interconnected in the process of 21st century teaching and learning.  The elements described from the graphic as ―21st century student outcomes‖ (represented by the rainbow) are the knowledge, skills and expertise students should master to succeed in work and life in the 21st century. Key Subjects and 21st century Themes Mastery of key subjects and 21st century themes is essential for all students in the 21st century. Key subjects include:  English, reading or language arts  World languages  Arts  Mathematics  Economics  Science  Geography   History  Government and Civics 21st century interdisciplinary themes into key subjects:  Global Awareness  Using 21st century skills to understand and address global issues  Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts  Understanding other nations and cultures, including the use of non- English languages  Financial, Economic, Business and Entrepreneurial Literacy  Knowing how to make appropriate personal economic choices  Understanding the role of the economy in society  Using entrepreneurial skills to enhance workplace productivity and career options  Civic Literacy  Participating effectively in civic life through knowing how to stay informed and understanding governmental processes  Exercising the rights and obligations of citizenship at local, state, national and global levels  Understanding the local and global implications of civic decisions  Health Literacy  Obtaining, interpreting and understanding basic health information and services and using such information and services in ways that enhance health  Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance and stress reduction  Using available information to make appropriate health-related decisions  Establishing and monitoring personal and family health goals  Understanding national and international public health and safety issues  Environmental Literacy  Demonstrate knowledge and understanding of the environment and the circumstances and conditions affecting it, particularly as relates to air, climate, land, food, energy, water and ecosystems   Demonstrate knowledge and understanding of society’s impact on the natural world (e.g., population growth, population development, resource consumption rate, etc.)  Investigate and analyze environmental issues, and make accurate conclusions about effective solutions  Take individual and collective action towards addressing environmental challenges (e.g., participating in global actions, designing solutions that inspire action on environmental issues) The Three 21st Century Skill Categories a. Learning skills (the four C’s) teaches students about the mental processes required to adapt and improve upon a modern work environment.  Critical thinking: Finding solutions to problems. It’s the mechanism that weeds out problems and replaces them with fruitful endeavors.  Creativity: Thinking outside the box. Creativity is equally important as a means of adaptation. This skill empowers students to see concepts in a different light, which leads to innovation.  Collaboration: Working with others. Collaboration means getting students to work together, achieve compromises, and get the best possible results from solving a problem. The key element of collaboration is willingness. All participants have to be willing to sacrifice parts of their own ideas and adopt others to get results for the company.  Communication: Talking to others. It’s crucial for students to learn how to effectively convey ideas among different personality types. b. Literacy skills (IMT)- focuses on how students can discern facts, publishing outlets, and the technology behind them. There’s a strong focus on  determining trustworthy sources and factual information to separate it from the misinformation that floods the internet.  Information literacy: Understanding facts, figures, statistics, and data. Information literacy is the foundational skill. It helps students understand facts, especially data points, that they’ll encounter online. It teaches them how to separate fact from fiction.  Media literacy: Understanding the methods and outlets in which information is published. It is the practice of identifying publishing methods, outlets, and sources while distinguishing between the ones that are credible and the ones that aren’t. Media literacy is also helpful for finding truth in a world that’s saturated with information. This is how students find trustworthy sources of information in their lives. Without it, anything that looks credible becomes credible.  Technology literacy: Understanding the machines that make the information age possible. Technology literacy gives students the basic information they need to understand what gadgets perform what tasks and why. As a result, students can adapt to the world more effectively. They can play an important role in its evolution. c. Life skills (FLIPS) take a look at intangible elements of a student’s everyday life. These intangibles focus on both personal and professional qualities.   Flexibility: Deviating from plans as needed. It is based on two uncomfortable ideas: Your way isn’t always the best way and You have to know and admit when you’re wrong. Flexibility requires them to show humility and accept that they’ll always have a lot to learn — even when they’re experienced.  Leadership: Motivating a team to accomplish a goal. Leadership is someone’s penchant for setting goals, walking a team through the steps required, and achieving those goals collaboratively.  Initiative: Starting projects, strategies, and plans on one’s own. True success also requires initiative, requiring students to be self-starters. Regardless, initiative is an attribute that earns rewards. It’s especially indicative of someone’s character in terms of work ethic and professional progress.  Productivity: Maintaining efficiency in an age of distractions. That’s a student’s ability to complete work in an appropriate amount of time. By understanding productivity strategies at every level, students discover the ways in which they work best while gaining an appreciation for how others work as well.  Social skills: Meeting and networking with others for mutual benefit. While these may have been implied in past generations, the rise of social media and instant communications have changed the nature of human interaction. As a result, today’s students possess a wide range of social skills. Some are more socially adept than others. Some are far behind their peers. And some lucky few may be far ahead, as socializing comes naturally to them. But most students need a crash course in social skills at least. Etiquette, manners, politeness, and small talk still play major roles in today’s world. That means some students need to learn them in an educational setting instead of a social setting. The elements described below are the critical systems necessary to ensure student mastery of 21st century skills. 21st century standards, assessments, curriculum, instruction, professional development and learning environments must be aligned to produce a support system that produces 21st century outcomes for today’s students.  21st Century Standards  Focus on 21st century skills, content knowledge and expertise  Build understanding across and among key subjects as well as 21st century interdisciplinary themes  Emphasize deep understanding rather than shallow knowledge   Engage students with the real world data, tools and experts they will encounter in college, on the job, and in life; students learn best when actively engaged in solving meaningful problems  Allow for multiple measures of mastery  Assessment of 21st Century Skills  Supports a balance of assessments, including high-quality standardized testing along with effective formative and summative classroom assessments  Emphasizes useful feedback on student performance that is embedded into everyday learning  Requires a balance of technology-enhanced, formative and summative assessments that measure student mastery of 21st century skills  Enables development of portfolios of student work that demonstrate mastery of 21st century skills to educators and prospective employers  Enables a balanced portfolio of measures to assess the educational system’s effectiveness in reaching high levels of student competency in 21st century skills  21st Century Curriculum and Instruction  Teaches 21st century skills discretely in the context of key subjects and 21st century interdisciplinary themes   Focuses on providing opportunities for applying 21st century skills across content areas and for a competency-based approach to learning  Enables innovative learning methods that integrate the use of supportive technologies, inquiry- and problem-based approaches and higher order thinking skills  Encourages the integration of community resources beyond school walls  21st Century Professional Development  Highlights ways teachers can seize opportunities for integrating 21st century skills, tools and teaching strategies into their classroom practice — and help them identify what activities they can replace/de-emphasize  Balances direct instruction with project-oriented teaching methods  Illustrates how a deeper understanding of subject matter can actually enhance problem-solving, critical thinking, and other 21st century skills  Enables 21st century professional learning communities for teachers that model the kinds of classroom learning that best promotes 21st century skills for students   Cultivates teachers’ ability to identify students’ particular learning styles, intelligences, strengths and weaknesses  Helps teachers develop their abilities to use various strategies (such as formative assessments) to reach diverse students and create environments that support differentiated teaching and learning  Supports the continuous evaluation of students’ 21st century skills development  Encourages knowledge sharing among communities of practitioners, using face-to-face, virtual and blended communications  Uses a scalable and sustainable model of professional development  21st Century Learning Environments  Create learning practices, human support and physical environments that will support the teaching and learning of 21st century skill outcomes  Support professional learning communities that enable educators to collaborate, share best practices and integrate 21st century skills into classroom practice  Enable students to learn in relevant, real world 21st century contexts (e.g., through project-based or other applied work)  Allow equitable access to quality learning tools, technologies and resources  Provide 21st century architectural and interior designs for group, team and individual learning  Support expanded community and international involvement in learning, both face-to-face and online Characteristics of 21st Century Assessment a. Responsive Visible performance-based task (as a result of assessment) generates data that inform curriculum and instruction. Assessments are developed keeping incorporating best practices in feedback and formative assessment. Feedback is to be targeted to the goal and outcome. Self-reflection, peer feedback and opportunities for revision will be a natural outcome. Example scenario: In my Lit 11 class, I discussed about Literature and some Literary works. For me to know if the class understood the lesson, I will  conduct a formative assessment. In a ¼ sheet of paper, the students will answer the question ‖How does Literature mirrors your life?‖ and What literary work that mirrors your life?‖ b. Flexible Lesson design, curriculum and assessment require flexibility. Assessment need to be adaptable to students’ settings. Rather than the identical approach that works in traditional assessment, 21st century approaches are more versatile. Students’ decisions, actions, applications vary, thus assessments and system need to be flexible too. Example scenario: In my Principles of Teaching 1 class, I let my students have a survey on their Multiple Intelligences. After that, I grouped my students according to their intelligences and let them have a creative presentation. c. Integrated Assessments are to be incorporated into day-to- day practice rather than as add-ons at the end of instructions or during a single specified week of the school calendar. Assessments are informed by awareness of meta cognition. Students consider their choices, identify alternative strategies and represent knowledge through different means. Example scenario: I assess my students from time to time because assessments are not just given at the end. I give my students formative assessments rather than just giving them summative assessments. d. Informative The desired 21st century goals and objectives are clearly stated and explicitly taught. Students build on prior learning in a logical sequence. Students display their range of emerging knowledge and skills. Exemplars routinely guide students toward achievement of targets. Learning objectives, Instructional strategies and assessment methods, and reporting processs should be clearly aligned. Example scenario: Before I start my class, I see to it that my students are aware of the goals and objectives. With that, my students will be guided with their achievements. e. Multiple Methods An assessment continuum that includes a spectrum of strategies is the norm. Students should be able to demonstrate knowledge and skills through relevant tasks, projects and performances. Authentic performance based assessment should be emphasized. There is a recognition of process and product of learning. Example scenario: My students have different intelligences, so I see to it that I don’t focus on only one way of assessing their learning. f. Communicated Communication of assessment data is clear and transparent for all stakeholders. Results should be routinely posted on a database along with standard based commentary. Students receive routine feedback of their progress. Educational community recognizes achievement of students beyond standardized tests. Example scenario: I let my students keep track of their progress by returning their papers or evaluation sheet. I also see to it that I submit my student’s grade on time for their parents to be aware of their child/children’s achievements. g. Technically Sound Adjustments and accommodations are made in the assessment process to meet the students’ needs and fairness. Students demonstrate what they know and how they can apply the knowledge in ways that are relevant and appropriate for them. It should be precise and technically sound, so that users are consistent with their administration and interpretation. It should measure stated objectives and 21st century skills with legitimacy and integrity. Example scenario: I make sure that my assessments are valid, reliable, and supports comparisons since my students have different intelligences, beliefs, gender and socioeconomic groups. h. Systematic 21st century assessment is part of a comprehensive and well-aligned assessment system that is balanced and inclusive of all students, constituents, and stakeholders and designed to support improvement at all levels. Example scenario: Changes are inevitable so I make sure that I am able to identify the needs of my students and the community. With that I will be able to develop my students into globally competitive individuals. REFERENCES Cajigal, Ronan M. & Mantuano, Maria Leflor D. (2014) Assessment of Learning 2. Adriana Publishing Co. Inc. Quezon City, Philippines. Navarro, R.L. & Santos, R.G. (2012) Authentic Assessment of Student Learning Outcomes (Assessment 1), 2e. 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