AIL REVIEWER PDF

LESSON 1: BASIC CONCEPTS, THEORIES, Other Alternative Strategies for Assessing AND PRINCIPLES IN ASSESSING LEARNING Learning are Assessment of Non-Cognitive USING ALTERNATIVE METHODS Learning Outcomes through: Traditional Assessment...

LESSON 1: BASIC CONCEPTS, THEORIES, Other Alternative Strategies for Assessing AND PRINCIPLES IN ASSESSING LEARNING Learning are Assessment of Non-Cognitive USING ALTERNATIVE METHODS Learning Outcomes through: Traditional Assessment Performance rubrics - for psychomotor outcomes. refers to the use of traditional assessment strategies or tools to Rating scales and checklist - for affective or provide information on student dispositional outcomes. learning. Models of Alternative Assessment often used as the basis for evaluating and grading students. Emergent Assessment Alternative Assessment based on Michael Scriven’s goal free evaluation model (1967). refers to the use of alternative or the assessment focuses on non-traditional assessment determining the “effects” of strategies or tools to collect instruction on students. information on student learning. emphasis is on the assessment of the use of alternative assessment can both the intended and unintended lead to more authentic assessment of learning outcomes. learning. examines how and what the Features of Alternative Assessments educational program and instruction are doing to address the needs of the 1. Assessment is based on authentic tasks students, that demonstrate learners’ ability to assessment is more qualitative and accomplish communication goals. the assessor uses multiple methods 2. Instructors and learners focus on to record all data accurately and communication, not on right and wrong determine their importance and answers. quality. 3. Learners help to set the criteria for Developmental Assessment successful completion of communication focuses on determining the extent tasks. that students have developed their 4. Learners have opportunities to assess competencies from instruction. themselves and their peers. adopts a pre-test and post-test methodology to collect information if Types of Alternative Assessment a student has developed or improved Performance Assessment after instruction. involves comparison of what refers to assessing student learning students can do at different time by requiring a student to perform a points and/or different contexts to task or develop a product as a assess if there is progress. demonstration of one’s learning. useful for assessing learning Portfolio Assessment outcomes based on students’ development rather than a final pertains to students’ construction product. and use of portfolios in a purposeful and systematic manner in order to Authentic Assessment document their progress in the attainment of learning targets. most popular model for alternative assessment. Portfolio: is a collection of learning and performance artifacts by a refers to the use of assessment student and is typically accompanied strategies or tools that allow learners by personal narratives and to perform or create a product that is reflections.  meaningful to the learners as they Assessment Should Lead to Student are based on real-world contexts. Learning - Assessment should be aligned the authenticity of assessment tasks with instructional goals and enhance is best described in terms of degree learning. and not in terms of the presence or LESSON 2: Learning Targets for absence of authenticity. Performance and Product-Oriented the most authentic assessments are Assessment the ones that allow performances that are applications in real world Bloom's Taxonomy of Educational settings. Objectives Determining if the Assessment is Authentic Educational objectives are specific or not if it can... statements of student performance at the end of an instructional unit. 1.) Be built around topics or issues of interest Educational objectives are to the students. sometimes referred to as behavioral 2.) Replicate real-world communication objectives and are typically stated contexts and situations. with the use of verbs. 3.) Involve multistage tasks and real Bloom's Taxonomy consists of three problems that require creative use of domains: language rather than simple repetition. Cognitive 4.) Require learners to produce a quality Affective product or performance. Psychomotor 5.) Introduce the students to the evaluation criteria and standards. 6.) Involve interaction between assessor (instructor, peers, self) and person assessed. 7.) Allow for self-evaluation and self- correction as they proceed. Principles in Assessing Learning Using Alternative Methods Assessment is both process and product- oriented - Assessment values both the learning process and the final product. Assessment should Focus on Higher-Order Cognitive Outcomes - Assessments should require students to demonstrate higher- order thinking skills. Assessment can include a measure of Non- Cognitive Learning Outcomes - Recognizes the importance of assessing psychomotor and affective outcomes. Assessment should Reflect Real-Life or Real-world Contexts - Assessment tasks or activities should be authentic. Assessment must be Comprehensive and Holistic - Assessment should use a variety of strategies and tools.  involves designing or creating projects or products. ✓ Visual Products - charts, illustrations, collages, murals, maps, diagrams, posters, video presentations, art exhibits, graphs. ✓ Kinesthetic Products - diorama, puzzles, games, sculpture. ✓ Written Products - journals, diaries, logs, reports, letters, What are the Learning Targets? position papers, poem, story, It is a statement on what students essay, thesis, research paper. are supposed to learn and what they ✓ Verbal Products - debates, can do because of instruction. lectures, voice recording, script. Performance-based Assessment - include actual performance of making those products. ✓ Oral Presentation/Demonstration - paper presentation, poster presentation, individual or group report on assign topic, skills demonstration. ✓ Dramatic/Creative Performance There are three types of learning targets - dance, recital, poetry that can be best assessed using alternative interpretation, role playing, assessment. This are the: playing musical instruments. Skill - this type of learning target is ✓ Public Speaking - mock trial, defined as one's use of knowledge simulation, interviews, panel and reasoning to act skillfully. discussion, storytelling, poem Product - this learning target is reading. described as the use of knowledge, ✓ Athletic Skills Demonstration/ reasoning, and skills to create a Competition - playing basketball, concrete product. volleyball, baseball, soccer and Affect - or disposition, a type of other sports. learning target that was defined as What are the Characteristics of a Good the students' attitudes about school Performance Assessment? and learning. 1. It is authentic, that is, it includes LESSON 3: Performance Assessment performance tasks that are What is Performance Assessment? meaningful and realistic. 2. It provides opportunities for students Is an assessment activity or set of to show both what they know and activities that require students to how well they can do what they generate products or performance know. that provide direct or indirect 3. It assesses more complex skills. evidence of their knowledge, skills 4. It explains the task, required and abilities in an academic content elements, and scoring criteria to the domain. students before the start of the Types of performance Assessment activity and the assessment. Product-based assessment - Used How do you conduct performance for assessing learning outcomes that assessment?  Traditional tests use an answer key another rubric applicable only for for scoring. research output). Performance assessments rely on LESSON 4: Affective Assessment teacher and peer judgment. Evaluation uses predetermined Taxonomy of Affective Domain criteria aligned with learning To Receive - This level involves to standards and outcomes. receive the stimulus. Criteria - Criteria are guidelines or rules for To Respond - In this case, learner judging student responses, products, or reacts to a given stimulus or performances. Before conducting the information that has been received. assessment, the performance criteria should To Value - Learners demonstrate be predetermined. There are four types of commitment to the object, knowledge, or criteria that can be used for evaluating activity. Learner has internalized a set of student performances: specific values such that these values are manifested through overt behaviors. Content Criteria - to evaluate the To Organize - This is the level where degree of a student' s knowledge and the learner has internalized and integrated understanding of facts, concepts, and his or her feelings, emotions, beliefs, principles related to the opinions, etc., resulting to actions where topic/subject. new values and traits emerged. Process Criteria - to evaluate the To Characterize - Learner proficiency level of performance of a demonstrates his or her beliefs and attitudes skill or process. not only in a single event or situation but in Quality Criteria - to evaluate the multiple events, showing consistency of the quality of a product or performance. behavior that establishes an image or Impact Criteria - to evaluate the character of the learner. overall results or effects of a product or performance. Affective Variables in Learning - Deals with how students feel or think about a lesson, a Rubric - A rubric is an assessment tool that person, or an activity. indicates the performance expectations for any kind of student work. Attitudes - refers to a person’s reaction whether negative or positive, favorable or Holistic Rubric - student unfavorable toward an object, activity, performance or output is evaluated person, or environment. by applying all criteria simultaneously, thus providing a Values - are characteristics or traits that a single score based on overall person holds in high importance. judgment about the quality of Beliefs - refer to our convictions or opinions student' s work. we hold to be true even without evidence. Analytic Rubric - student' s work is evaluated by using each criterion Interest - is a psychological state that draws separately, thus providing specific a person’s attention to an object, idea, or feedback about the student' s event. performance or product along Personal Interest - when a student is several dimensions. genuinely passionate about General Rubric - contains criteria something. that are general and can be applied Situational Interest - when a student across tasks (e.g., the same rubric is driven by the environment. that can be used to evaluate oral presentation and research output). Motivation - is an inner drive, impulse, Task-Specific Rubric - contains emotion, or desire that moves one to a criteria that are unique to a specific particular action. task (i.e., a rubric that can only be used for oral presentation and  Intrinsic Factors: Curiosity, Commonly used in education to Appreciation, Valuing for learning. assess affective traits (e.g., interest, Extrinsic Factors: Praise, Grades for attitudes). completion, Certification. Likert Scale Ausubel’s Six Integral Needs (1968): Developed by Rensis Likert. 1. Need for exploration Measures the level of agreement or disagreement. 2. Need for manipulation Typically uses a 5-point scale: 3. Need for activity Strongly Agree (5) to Strongly Disagree (1). 4. Need for stimulation Potential Bias with Numeric Values 5. Need for knowledge Numeric scales may lead 6. Need for ego enhancement respondents to select higher values Self-confidence - Refers to how a person unconsciously. feels about his or her abilities to accomplish Consider omitting numeric labels or a task or reach a goal. using descriptive labels only. Empirical Studies - Stankov et al. (2012) Alternative Response Labels found that students who think they are skilled in Math tend to perform well on Math Use action-based responses (e.g., "I and English tests. like reading books" → Always, Often, Never). What assessment tools are used to measure Adapt response labels based on affective learning? context (e.g., reading, behavior). Direct Measurement - More Writing Statements for Rating Scale for Self- attainable at lower levels of Report Krathwohl et al.'s (1964) taxonomy. ✓ Examples: Attendance, number of 1. Statements should refer to the times students raise hands, present conditions rather than past completed assignments. of future situations. Indirect Measurement: Used for 2. The statement should be relevant to higher levels where behaviors are the psychological construct being internal (e.g., attitudes, values). measured. ✓ Challenges: Less reliable due to 3. Avoid factual statement since the internal nature of outcomes; ongoing nature of what is assessed are efforts to improve. affective traits. 4. Statements should elicit response Common Assessments (Indirectly) - Self- that lends itself to one report inventory, Questionnaire, interpretation. Opinionnaire, Semantic differential, 5. Statements should be clear and Observation, Interview. simple sentences using precise and Self-Report Questionnaires - Respondents direct language. answer questions about themselves, their 6. Considering that responses in the behavior, emotions, or views. instrument reflect gradation, statements should no longer contain Self-Report Inventories: Likert Scale - A always, nearly, never and just. guide to creating effective self-report 7. Use vocabulary appropriate for the assessment tools. level of understanding of the respondents. What is a Self-Report Inventory? 8. Avoid double negative sentences. A method used to measure individuals' thoughts, feelings, or attitudes.  should start with general questions followed by more specific ones. 3. Make report sheet or any form to record responses. 4. Conduct the interview. Start with statements that will make the learner Semantic Differential be at comfort level with the teacher. 5. Record the responses, both elicited This is a widely used scale that responses and responses that were employs ratings of concepts with aided by prompts. Record as well the contrasting adjectives place at questions that were not answered opposite ends of the number scale. and additional questions that were Checklist given during problem process. Record the wait time for response. A form of self-report that asks persons to indicate whether they Student Journal demonstrate a set of qualities or These are effective tools that can be behaviors. used in assessing and monitoring It is a tool for identifying the students thinking and attitudes. presence or absence of a feeling, Journal writing gives students guided attitude, or behavior. opportunities to "think aloud" Interview through writing. It is a special form of documentation This is an oral assessment of student that records personal experiences learning that is conducted through and thoughts. spoken words and casual conversation. Observation This assessment tool allows the Assessment tool that involves teacher to collect and explore in- looking out for the presence or depth information about the trait absence of behaviors of learners in a being assessed that cannot be natural setting. captured by written instrument nor This method is a rich source of clues even be observed. that can be both obtrusive and ✓ Structured Interview - there is a unobtrusive measures of attitude, planned sequenced of questions, beliefs, disposition, character, etc. which lead to open-ended ✓ Unstructured Observation - open- discussions between the teacher and ended, with no formal recording of the student, either done individually what is observed as the assessment or group. process is ongoing. ✓ Informal Interview - will appear to be ✓ Structured Observation - needs a natural, and can create a more checklist or rating form before the conversational environment for actual observation. This checklist sharing, wherein the teacher will be defines the positive and negative able to elicit more truthful behaviors of the trait you want to information from students about measure. themselves. Observation approach can be made more For interview to be an effective assessment valid and reliable with the following tool, the following are general steps in guidelines: developing and conducting an interview: 1. Set a clear definition of the affective trait 1. Select assessment objectives. you want to observe. 2. List the oral questions in sequence based on the objectives. Questions 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. Content Principle 4. Have a colleague/colleague to work with you in the actual observation time. Suggests that portfolios should reflect the subject matter that is 5. Be clear on ethical issues. important or the students to learn. 6. Record the observation immediately. Use Learning Principle the checklist, supplemented by anecdotal records. Record factual observation and be Suggests that portfolios should cautious on personal interpretation and enable the students to become biased statements. active and thoughtful learners. 7. Review data. Reflect on outcomes. Equity Principle 8. Decide future steps based on the explains that portfolios should allow observation results. students to demonstrate their 9. Adjust planning and apply interventions. learning styles and multiple intelligences. 10. Monitor progress. Portfolio could come in 3 types: LESSON 5: Portfolio Assessment 1. Working Portfolio - is a collection of What is Portfolio Assessment? a student's day-to-day work that reflect his or her learning. Is an alternative to pen-and-paper 2. Show Portfolio - is a collection of a objective test as an approach to assessing student's best works. 3. Documentary Portfolio - is a students' learning. combination of a working and a show Is also a performance-based portfolio. approaching to assessing learning Steps in Portfolio Development but more attempting than anyone- time performance task as it allows examination 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 and considered authentic because of the following reasons: 1. Set Goals - The first step in portfolio assessment where students set their goals in developing a learning portfolio. 2. Collect - The students should start collecting all possible entries in their portfolio. 3. Select - Students are asked to select what will finally be used to gauge their success from all their collections of possible entries in a portfolio. 4. Organize - This is where the students decide on how they will organize their entries. 5. Reflect - An Important trait of a portfolio is the presence of student's reflections of their experiences. 6. Evaluate - This is the stage where the students, their peers, teachers or even the parents are involved in rating the achievement of the students based on their evidence of learning. 7. Confer- This is the stage where the teachers confer with students or parents to discuss the students' performance and progress of learning. 8. Exhibit - This is the time to celebrate success in the form of an exhibit of students' portfolios.