Student Learning Strategies PDF

Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Stu...

Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Student Learning Strategies Lecture Guide IV. Affective Assessment Importance of Affective Target According to William James Popham (2003), the reasons why it is important to asses affect are: 1. Educators should be interested in assessing affective variables because these variables are excellent predictors of students’ future behavior. 2. Teachers should assess affect to remind themselves that there’s more to being a successful teacher than helping students obtain high scores on achievement tests; affect can help teachers teach more 3. Information regarding students’ effectively on a day-to-day basis. Importance of Affective Targets Offline Activities 1. Students are more proficient in problem-solving if they enjoy what (e-Learning/Self- they do. Paced) 2. A more positive environment fosters good student engagement ad learning than in a classroom with negative climate (Fraser, 1994) 3. Motivation and involvement of students in learning activities are affected by students’ attitude toward learning, respect for other and concern for other. Why most teachers do not utilize any kind of formal affective assessment? 1. School routines are organized based on subject areas; and 2. Assessment of affective targets is fraught with difficulties (McMillian, 2007) 3. Many potential sources of error in measuring affective traits often result in low reliability Positive Affective Traits and Skills are Essential for: 1. Effective learning 2. Being an involved and productive member of our society 3. Preparing for occupational and vocational satisfaction and productivity (e: work habits, willingness to learn, interpersonal skills) 4. Maximizing the motivation to learn at present and in the future. 5. Preventing students from dropping out of school LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited V. Affective Domain of the Taxonomy of Educational Objectives The affective domain is one of three domains in Bloom's Taxonomy, with the other two being the cognitive and psychomotor (Bloom, et al., 1956). For an overview of the three domains, see the introduction. The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex: Category Example and Key Words (verbs) Receiving Phenomena: Examples: Listen to others with Awareness, willingness to respect. Listen for and remember the hear, selected attention. name of newly introduced people. Key Words: acknowledge, asks, attentive, courteous, dutiful, follows, gives, listens, understands Responds to Phenomena: Examples: Participates in class Active participation on the discussions. Gives a presentation. part of the learners. Attend Questions new ideals, concepts, and react to a particular models, etc. in order to fully phenomenon. Learning understand them. Know the safety outcomes may emphasize rules and practice them. compliance in responding, Key Words: answers, assists, aids, willingness to respond, or complies, conforms, discusses, satisfaction in responding greets, helps, labels, performs, (motivation). presents, tells Valuing: The worth or value a Examples: Demonstrates belief in the person attaches to a particular democratic process. Is sensitive object, phenomenon, or towards individual and cultural behavior. This ranges from differences (value diversity). Shows simple acceptance to the more the ability to solve problems. complex state of commitment. Proposes a plan to social Valuing is based on the improvement and follows through internalization of a set of with commitment. Informs specified values, while clues to management on matters that one these values are expressed in feels strongly about. the learner's overt behavior Key Words: appreciates, cherish, and are often identifiable. treasure, demonstrates, initiates, invites, joins, justifies, proposes, respect, shares LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Organization: Organizes Examples: Recognizes the need for values into priorities by balance between freedom and contrasting different values, responsible behavior. Explains the resolving conflicts between role of systematic planning in solving them, and creating an unique problems. Accepts professional value system. The emphasis is ethical standards. Creates a life plan on comparing, relating, and in harmony with abilities, interests, synthesizing values. and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self. Key Words: compares, relates, synthesizes Internalizes Examples: Shows self-reliance when Values (characterization): Has working independently. Cooperates a value system that controls in group activities (displays their behavior. The behavior is teamwork). Uses an objective pervasive, consistent, approach in problem solving. predictable, and most Displays a professional commitment important characteristic of the to ethical practice on a daily basis. learner. Instructional Revises judgments and changes objectives are concerned with behavior in light of new evidence. the student's general patterns Values people for what they are, not of adjustment (personal, how they look. social, emotional). Key Words: acts, discriminates, displays, influences, modifies, performs, qualifies, questions, revises, serves, solves, verifies Affective Traits and Learning Targets The word affective refers to variety of traits and dispositions that are different from knowledge, reasoning and skills. Technically, this term means the emotions or feelings that one has toward someone or something. Nevertheless, attitude, values, self-concept, citizenship and other traits are usually considered to be non-cognitive, include more than emotions or feelings. Trait Description Attitudes Predisposition to respond favorably or unfavorably to specified situations, concepts, objects, institutions or persons. Interests Personal preference for certain kinds of activities Values Importance, worth, or usefulness of modes or conduct and end states of existence Opinions Beliefs about specific occurrences and situations Preferences Desire to select over object over another LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Motivation Desire and willingness to be engaged in behavior including intensity of involvement Academic Self-perception of competence in school and learning. self-Concept Self-Esteem Attitudes toward oneself; degree of self-respect, worthiness or desirability of self-concept Locus of Self-perception of whether success and failure are controlled Control by the students or by external influences. Emotional Growth, change and awareness of emotions and ability to Development regulate emotional expression Social Nature of interpersonal interactions and functioning in group Relationships setting Altruism Willingness and propensity to help others Moral Attainment of ethical principles that guide decision-making Development and behavior Classroom Nature of feeling tones and interpersonal relationship in a development class Learning Targets 1. Attitude Targets 2. Value Targets 3. Motivation Targets 4. Academic Self-Concept Targets 5. Social Relationships Targets 6. Classroom Environment Targets 1. Attitude Targets McMillan (1980) defines attitudes as internal states that influence what students are likely to do. The internal state can in some degree determine positive or negative or favorable or unfavorable reaction toward an object, situation, person or group of objects, general environment or group of persons. In a learning institution, attitude is contingent on subjects, teachers other students, homework and other objects or persons. A Positive Attitude toward A Negative Attitude toward Learning Cheating Math, Science, English other subjects Drug Use Assignments Bullying Classroom rules Cutting Classes Teachers Dropping out Three Components of Attitudes (Contributing factor) LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Affective Component – consists of the emotion or feeling associated with an object or a person. Cognitive Components – is an evaluative belief (such as thinking something as valuable, useful, worthless, etc.,) Behavioral Component – is actually responding in a positive way. 2. Value Targets End states of Existence – refer to a condition and aspects of oneself and the kind of world that a person wants such as safe life, world peace, freedom, happiness, social acceptance and wisdom. Mode of Conduct – are manifested in what a person believe is appropriate and needed in everyday existence such as being honest, cheerful, ambitious, loving, responsible and helpful. 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. McMmillan (2007) suggested that in setting the value targets, it is necessary to stick to non-controversial and those that are clearly related to academic learning and school and department of educational goals. McMillan (2007) and Popham (2005) suggested other non-controversial values (aside from those mentioned) like kindness, generosity, perseverance, loyalty, respect, courage, compassion and tolerance. It is better to an excellent job assessing a few important traits than to try to assess many traits casually. 3. Motivation Targets Expectancy X Value Framework – implies that motivation is determined by students’ expectation, their belief about whether they are likely to be successful and the relevance of the outcome. Expectations- refer to self-efficacy of the students Values are self-perception of the importance of the performance 2 Kinds of Motivation Intrinsic Motivation – when students do something or engage themselves in activities because they find the activities interesting, enjoyable or challenging. Extrinsic Motivation – is doing something because it leads rewards or punishment. LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited 4. Academic Self-Concept Targets Self-concept and self-esteem are multidimensional Each person has a self-description in each area, that form one’s self- concept and self-image Moreover, individuals have a sense of self-regards, self-affirmation and self-worth in each area (self-esteem) 5. Social Relationship Targets A Complete set of interaction skills, including identification of and appropriate response to social indication, defines social relationship. Peer Relations Friendship Cooperation Collaboration Taking a Stand Conflict Resolution Functioning in Group Assertiveness Pro Social Behavior Empathy Social Relationships Target Concern Example Peer relationship Showing interest in Students will share their others listening to peers ideas in a small group sharing to a group and discussion contributing to group activities Cooperative Skills Sharing Students will demonstrate Listening that they are able to Volunteering ideas and negotiate with others and suggestion compromise Supporting and accepting other’s ideas Taking turns Criticizing constructively 6. Classroom Environment Target In every classroom there is a unique climate that is felt at every point in time. Some manifest a comfortable atmosphere; others have relaxed and productive ambiance. As a result, there are classes that are happy and content while others are serious and tensed due to the effect of the classroom climate. It follows that students behave differently as directed also by the classroom climate, some show warm and supportive class while others register as cold and rejecting. Characteristics Description Affiliation The Extent to which student like and accept other Involvement The extent to which students are interested in and engaged in learning LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Task Orientation The extent to which classroom activities are focused on the completion of academic task Cohesiveness The extent to which students share norms and expectations Favoritism Whether each student enjoys the same privileged Friction The extent to which students bicker with one another Formality The emphasis on imposing rules Communication The extent to which communication among students and with teacher is honest and authentic Warmth The extent to which students care about each other and show concern VI. Methods of Assessing Affective Targets There are three feasible methods of assessing affective traits and dispositions. These method are; teachers observations, student self-report, and peer ratings. (McMillan, 2007). Since affective traits are not directly observable, they must be deduced from behaviour or what students say about themselves and others. There are variety of psychological measure that assess affective traits, but due to sophistication of such instruments, classroom teachers rarely use them. Instead, own observations and students self-reports are mostly used. There are three considerations in assessing affect. These are: 1. Emotions and feelings change quickly most especially for young children and during early adolescene. Which means that to obtain a valid indication of an individual student`s emotion of feeling, it is necessary to conduct several assessment over a period of time. 2. Use varied approaches in measuring the same affective trait as possible. It is better not to rely on a single method because of limitations inherent in that method. For example, students` self-report maybe faked hence may significantly meddle in the results. (However, if the self- report are consistent with the teacher`s observation, then a stronger case can be made). 3. Decide what type of data or results are needed, is it individual or group data?. Consideration of what the purpose of assessment is will influence the method that must be used. For reporting or giving feedback to parents or interested individuals about the learner, individual student information is necessary. This is one of that usefulness of affective assessment. It is more reliable to use anonymous student self-reports. TEACHER OBSERVATION Teacher observation is one of the essential tools for formative assessment. However, in this chapter, the emphasis is on how to use this method so that LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited teachers can make more systematic observations to record student behaviour that indicates the presence of targeted affective traits. In using observations, the first thing to do is to determine in advance how specific behaviors relate to the target. It starts with a vivid definition of the trait. Then followed by list of student behaviors and actions that correspond to positive and negative dimensions of the traits. 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. Contained in the table below are some possible student behaviors indicating positive and negative attitude toward learning. Student Behaviors Indicating Positive and Negative Attitudes Towards Learning POSITIVE NEGATIVE 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 needs constant supervision without supervision is involved in extracurricular is not involved in extracurricular activities activities he or she likes school says he or she doesn`t like school comes to class early rarely comes to class early The behaviors provide foundation in developing guidelines, checklist or rating scales. The positive behaviors are called approach behaviors, while the negative ones are called avoidance behaviors. Approach behaviors results in direct, frequent, and intense contact. On the other hand, avoidance behaviors results in less direct, less frequent, and less intense contact. These dimensions are helpful in describing the behaviors that indicate positive and negative attitudes. These behaviors may serve as a vital input on how to perform observations, particularly in teacher observation. McMillan (2007) suggested that the best approach is to develop a list of positive and negative behaviors. Although published instruments are available, the unique characteristics is school and it`s students are not considered in these instruments when they were developed. LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited After the list of behaviors has been developed, the teacher need to decide whether to an informal, unstructured observation or a formal one and structured. These two types are in terms of preparation and what is recorded. UNSTRUCTURED OBSERVATIONS Unstructured observation ( anecdotal) may also be used for the purposed of making summative judgements. This is normally open-ended, no checklist or rating scale is used, and everything observed is just simply recorded. Unstructured 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. The disadvantage is that it is not practical to record much about student behaviour on a regular basis. It is hard to find time most especially when the teacher is pre-occupied with other learning activities. 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. Below are the 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 STUDENT SELF-REPORT There are varied ways to express students` affects as self-report. The most common and direct way is while having a casual conversation or interview. Students can also respond to a 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 LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited with the student wherein teachers can probe and respond for better understanding. An advantage of interview is that the teacher can clarify questions, probe where appropriate for clarification of responses, and note non-verbal behaviour. SURVEYS AND QUESTIONNAIRES The second type under self-report method is questionnaires and surveys. The two types of format using questionnaires and surveys are; (a) Constructed- Response format; and (b) Selected- Response format. Constructed- Response format It is a straight forward approach asking students about their affect by responding to simple statement or questions. Another way to implement constructed- response format is by means of an essay. Essay items provide more in depth and extensive responses that that of the simple short sentences. Reasons for their attitudes , values and beliefs are expressed better using essays. 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. These three ways will be discussed in detail in the succeeding part of this chapter. The advantage of selected-response formats is that it assures anonymity. It is an important aspect when considering the traits that are personal such as values and self-concept. This self-response formats are considered to be an efficient way of collecting information. Checklist for Using student`s Self- Report 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 PEER RATINGS Peer ratings or appraisal is the least common method among the three methods of assessing affect discussed in this chapter. Because of the nature of learners, they do not always take this activity seriously and most often LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited 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. The two methods of conducting peer ratings are; (a) guess-used together 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 environment targets. VI. Utilizing the Different Methods or Combination of Methods in Assessing Affect Each of the three methods (observation, self-report, peer ratings) that was discussed previously has its own advantage and dis advantage. 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 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 judgment. To sum it up, the choice of method or combining these methods, is dependent upon the context, targets and the level of comfort in utilizing any particular method or combination of methods. VII. Affective Assessment Tool The affective domain encompasses behaviors in terms of attitude, beliefs, and feelings. Sets of attitudes, beliefs, and feelings comprise one`s values. There are various assessment tools that can be used to measure affect. CHECKLISTS Checklist is one of the effective formative assessment strategies to monitor specific skills, behaviors, or dispositions of individual or group of students (Burks, 2009). Checklists contain criteria that focus on the intended outcome or target. Checklist helps student in organizing the tasks assigned to them into logically LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited sequenced steps that will lead to successful completion of the task. For the teachers, a criteria checklist can be used for formative assessments by giving emphasis on specific behaviors, thinking skills, social skills or whatever outcomes are likely to be measured and monitored. Checklist can be used for individual or group cases. The following table shows an example of a checklist format. OBSERVATION CHECKLIST Student: Subject: Date: Type of Assignment: Not Yet Sometimes Frequently Work Habits ___________________ ________________________ _________________________ Get ______________ _______________ _________________ s wo rk don e on tim e Ask s for hel p wh en nee ded Tak es init iati ve Study Habits ___________________ ________________________ _________________________ Org ______________ _______________ _________________ ani zes wo rk Tak es LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited goo d not es Use s tim e wel l Social Skills ___________________ ________________________ _________________________ Wo ______________ _______________ _________________ rks wel l wit h oth ers List en to oth ers Hel p oth ers Comments: ___________________________________________________________________________________________ ___________________________________________________________________________________________ _________________________________________________________________________________________. CRITERIA FOR CHECKLISTS In planning for criteria that will be used in checklist, the criteria must be aligned with the outcomes that need to be observed and measured. Generally criterion is defined as a standard that serves as reference for judgement or decisions. Popham ( 199) explains that when teachers set criteria, the main emphasis is to use these criteria in making judgement regarding the adequacy of student responses and the criteria will influence the way the response is scored. WHY USE CHECKLIST LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Checklist should be utilized because these; a. Make a quick and easy way to observe and record skills, criteria, and behaviors prior to final test or summative evaluation. b. Provide information to teachers if there are students who need help so as to avoid failing. c. Provide formative assessment of students` learning and help teachers monitor if students are on track with the desired outcomes. RATING SCALE According to Nitko (2001), rating scales can be used for teaching purposes and assessment. 1. Rating scale help students understand the learning target/ outcomes and to focus students` attention to performance. 2. Completed rating scale gives specific feedback to students as far as their strengths and weaknesses with respect to the targets to which they are measured. 3. Students not only learn the standards but also may internalize the set standards. 4. Ratings help to show each other students` growth and progress. Writing Statements for Rating Scale for Self-Report Some guidelines might be of help in creating your self-report assessment instrument. 1. Statements should refer to the present conditions rather than past or future situations. 2. The statement should be relevant to the psychological construct being measured. 3. Avoid factual statement since the nature of what is assessed are affective traits. 4. Statement should elicit a response that lends itself to one interpretation. 5. Statements should be clear and simple sentences using precise and direct language. 6. Considering that responses in the instrument reflect gradation, statement should no longer contain always, nearly, only, never, and just. These words are ambiguous. 7. Use vocabulary appropriate for the level of understanding of the respondents. 8. Avoid double negative sentences. Steps in the Construction of the Rating Scale 1. Select the affective trait you want to assess which you find relevant to teaching-learning situation. LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited 2. Construct items that are clear, definite, and focused on the trait you want to measure. Consider the different levels of affective taxonomy in constructing the items. 3. Pilot test or field try the inventory and revise the parts that appear to be unclear. 4. Administer the self-report inventory to your target respondents. It is advised that adequate time like on power test is provided for completion of the inventory. 5. Analyze the results and consider the findings and draw the implication. The most common scale is 1 to 5, with 1 as the extreme negative option, followed by the less negative, and mid-range rating indicating a level of neutrality. Example: Rating Scale (Attitude towards Mathematics) Directions: put the score on the column for each of the statement as it applies to you. Use 1to 5, 1 being the lowest and 5 the highest possible score. Score 1. I am happy during Mathematics class. 2. I get tired doing board and work and drills. 3. I enjoy solving word problems. TYPES OF RATING SCLAES 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: Directions: Indicate the degree to which the student contributes to team activity by encircling the appropriate number. The numbers represent the following values; 4- constantly appropriate and effective; 3- generally appropriate and effective; 2- needs improvement, may do other unrelated tasks; and 1- unsatisfactory, disruptive and do other tasks not related to activity. To what extent does the student participate in team meetings and discussion? 1 2 3 4 To what extent are tasks being done related to team activity? 1 2 3 4 DESCRIPTIVE GRAPHIC RATING SCALES LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited A better format for rating is this descriptive graphic rating scales that replaces ambiguous single word with short behavioural description of the various points along the scale. Example: Directions: make your ratings on each of the following by placing X anywhere along the horizontal line under each item. In the space for comment(s), include anything that helps clarify your rating. 1. To what extent does the student participate in team meetings and discussion? Never participates; Participates as much Participates more quite, passive as other team members than any other team member Comments: ___________________________________________________________________________________________ ___________________________________________________________________________________________ _________________________________________________________________________________________. 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 Leniency Error Occurs when a teacher tends to make almost all ratings toward the high end of the scale, avoiding the low end of the scale. Severity Error A teacher tends to make almost all ratings toward the low end of the scale. This is the opposite of leniency error. Central Tendency Occurs when a teacher hesitates to use extremes and Error uses only the middle part of the scale. LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Halo Effect Occurs when a teacher lets his/her general impression of the student affect how he/she rates the student on specific dimension. Personal bias Occurs when a teacher has a general tendency to use inappropriate or irrelevant stereotypes favouring boys over girls, from rich families over from middle-income families, etc. Logical Error Occurs when a teacher gives similar ratings to two or more dimension that the teacher believes to be related where in fact they are not related at all. Rater Drift Occurs when the raters, whose ratings originally agreed, begin to redefine the rubrics for themselves. 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 provide. The students are asked to respond to each other 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. Example: Likert Scale Direction: 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 and work and drills. 3. I enjoy solving word problems. LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited 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 attitudes objects 2. Select the best statements (at least 10), with a balance of 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. SEMANTIC DIFFERENTIAL SCALE Another common approach to measuring affective trait is to use variations of semantic differential. These scales use adjective pairs that provide anchors for feelings or beliefs that are opposite in direction and intensity. Student 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 Important ____ ____ _____ _____ Useless 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. It is also a good point to have open-ended items such as “comments” or “suggestions.” SENTENCE COMPLETION The advantage of using the incomplete sentence format is that it captures whatever comes to mind from each student. However, there are dis advantages too for this. One student is faking their response thinking that the teacher will notice their penmanship, hence students will tend to give answers favourable to the linked response of the teacher. Examples: 1. I think Mathematics as a subject is ___________________. 2. I like my Mathematics teacher the most because_____________. LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited KEY POINTS: ❖ The three methods used to assess student affect are: teacher observations, student self-report, and peer-ratings. ❖ Teacher observations can be structured or unstructured. Several observations should be done; recording of behaviour as soon as the behaviour was observed. Interferences are made based on what was observed. ❖ Students` self-reports can be in the form of interviews, questionnaires, and surveys. Trust is an essential factor in the success of this method. ❖ Interviews allow teachers to probe and clarify in order to avoid ambiguity. However, this method is time-consuming and cannot be anonymous. ❖ Questionnaires are time-efficient and can be anonymous. It is necessary to convince and motivate students that questions must be answered seriously. ❖ Constructed- response questionnaires trap traits without prompting students, which indicates what is most important to students. ❖ Selected-response formats, such as the Likert scale, are efficient to score and can maintain anonymity when assessing groups. ❖ In constructing questionnaires, make the statements brief, write in present tense, and avoid negative double-barreled items ❖ Peer ratings can be used to assess interpersonal traits. VII. Portfolio Assessment Nature of Portfolio Assessment The practice of developing portfolio has been widely used in a number of fields for many years such as in architecture, advertising, art, and photography. This includes the person's best work. In the field of education, portfolio has become widely used in the basic and tertiary level, which is utilized as one of the many procedures for formally assessing the students. It has become very useful in developing creativity and talents of the students allowing them to support the claim that have achieved learning outcomes. In the previous chapters, we have presented and described a variety of assessment techniques and shown you how these are being used in the classroom setting. A key foundational consideration for this chapter is how portfolio helps the learners to analyze and reflect about their growth as an educated individual. Moreover, this chapter helps you achieve skills related to the planning and development of student portfolio. Purposes Portfolio is a systematic process and purposeful collection of student work to document the student learning progress, efforts, and LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited achievement towards the attainment of learning outcomes. It is a systematic process that follows a well-organized collection of products of student work. There are guidelines which are given to be satisfied by the students for the purpose of continuous evaluation and reflection on their work. Moreover, portfolio has a clear reason why students' work must be presented and serves its purpose as well. It is a purposeful, organized, collection of evidence that demonstrates a person's knowledge, skills, abilities, or disposition. The term portfolio implies that from a larger set of evidence or artifact, a portable subset of these artifacts is collected and displayed to another because they tell a specific story (Musial, 2009). Moreover, Borich and Kubiszyn (2003) defined portfolio as a planned collection of oner achievement that documents what a student has accomplished and the steps taken to get there. The collection represents a collaborative effort among teacher and learner. to decide on portfolio purpose, content, and evaluation criteria. This has become a turning point of using portfolio as an alternative assessment tool other than traditional testing. Presented on the next page are the differences in Assessment Outcomes between portfolios and standard testing practices. In doing portfolio assessment, one should be guided by the content, learning, and equity principles. 1. Content Principle suggests that portfolios should reflect the subject matter that is important for the students to learn. 2. Learning Principle suggests that portfolios should enable the students to become active and thoughtful learners. 3. Equity Principle explains that portfolios should allow students to demonstrate their learning styles and multiple intelligences. Portfolios could come in three types: working, show, or documentary. 1. The working portfolio is a collection of a student’s day-to-day works that reflect his or her learning 2. The show portfolio is a collection of a student’s best works. 3. The documentary portfolio is a combination of a working and a show portfolio. LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Differences in Assessment Outcomes between Portfolios and Standardized Testing Practices PORTFOLIO TESTING Represents the range of reading and Assesses students across a limited writing Assesses students across a range of reading and writing limited range of students are engaged assignments which may not match in what students do Engages students in assessing their Mechanically scored or by teachers progress and/or accomplishments who have little input and establishing ongoing learning goals. Measures students’ achievements Assesses all students on the same while allowing for individual dimension differences for students Represents a collaborative approach Assessment process is not to assessment collaborative Has a goal of student self- assessment Student assessment is not a goal Addresses improvement, effort, and Addresses achievement only achievement Links assessment ad teaching to Separates learning, testing, and learning teaching (Popham, 2011) Portfolios contain relevant items from many different sources such as composition of students in the form of essay, reports, stories; presentation such as observations research investigation, and projects; narrative and anecdotal records; rating scales, rubrics, self- reflection and checklists; visual arts such as LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited photofolio, drawings, paintings; performances as product, group work; and processes such as show-your work problems, stages of writing poem or a song. As utilized in the classroom setting, portfolios have the same basic purpose and principle to collect pieces of students' performances or products that show accomplishment or improvement overtime. These may be used depending on the purposes and foci of assessment to be measured. Thus, teachers should be guided with the specific purposes in the process of collection. Why Use Portfolio? Portfolios can be used for many purposes. The utilization of portfolio should be identified before the collection of the work. Johnson and Johnson (2002) gave a comprehensive discussion on the uses of portfolio, viz: 1. Portfolios give students the opportunity to direct their own learning. Students can: a. Document their efforts, achievements, development, and growth in knowledge. skills, expressions, and attitudes. b. Use a variety of learning styles, modalities, and intelligences. c. Assess their own learning and decide which items best represent their achievement and growth. d. Set their future learning goals With these, portfolios make the students as part of the assessment process by requiring them to reflect and analyze their own work. 2. Portfolios can be used to determine students' level of achievement. Portfolios allow students to present a holistic view of their academic achievements, skills, and outcomes. Portfolios allow students to present their work over a period of time and show their progress in achieving learning outcomes. 3. Portfolios can be used to understand how students think, reason, organize, investigate, and communicate. Portfolios can provide insight into students' reasoning and intellectual competencies by documenting students' progression of thought and work in achieving their learning goals. 4. Portfolios can be used to communicate student efforts, progress toward accomplishing learning goals, and accomplishments. Portfolios allow students to present their work as a whole in relation to standards and criteria to peers, teachers, parents, college admission officers, and so forth. LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited 5. Portfolios can be used to evaluate and improve curriculum and instruction. Portfolios provide a broad view on the effectiveness of the curriculum and instruction thereby allowing teachers to improve and enhance their instructional methods and curriculum materials. Basically, one big contribution of portfolio is to give the students the chance to reflect and revisit on their performances overtime. Life in school is an on- going process submitting paper works, productions, and performances. Each day, students experience variety of school tasks which measure the different learners' cognitive, affective, and psychomotor domains. Thus, collecting the students' works retain all these experiences tor subsequent reflection and analysis. Characteristics Learning outcomes define what to include and how to utilize portfolio. There should clear reason of what to include and how portfolio is to be utilized. Purposes and targets be a must be constructively aligned to the teaching and learning activities and assessment as well. Below illustrates an example of portfolio that reflects student achievement in a particular subject area. Math Portfolio: Points of Focus Computations Knowing basic computation procedures Problem Solving Developing and executing strategies Mathematical Communication Reading and writing in Mathematics Mathematical Dispositions Having healthy attitudes towards Mathematics Technology Using computers and graphic calculators. Connections Relating Mathematics to other subjects Teamwork Working cooperatively with others to learn Math Growth over time Learning from Mistakes. There should be a systematic and organized collection of the students' work. Gathering of pieces of work should make a sample of the student works and not LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited as exhaustive collection. In basic education, portfolio is being collected at the end of the quarter for teacher's assessment and evaluation. Portfolios typically identify students' strengths. These provide students with opportunity to show what they can do. Students are encouraged to submit examples of their best work. A student's deficiencies are addressed in terms of new goals for the students rather than inadequacies in current performance. These also encourage students to become reflective learners and to develop skills in evaluating the strengths and weaknesses of their work. Portfolio assessment actively involves students in evaluation process. Student-reflection and self-evaluation develop students' awareness in their own progress and performance in the classroom. With this, there should be pre- established guidelines for what to be included appropriate criteria for evaluating students' product. Lastly, portfolio assessment facilitates communication of student's achievement to others. This provides an opportunity to have a dialogue from their teacher and with Classmates and develop as well the social skills of the students. The students can also utilize portfolio to show others what has been achieved. It is encouraged to conduct portfolio conferences between the students and teachers. With this, portfolio can provide teachers and students with opportunities to collaborate and reflect on student progress. Types of Portfolios There are different types of portfolios you will encounter on assessing the performance to include approach in your classroom. This is depending on the purpose and context of the portfolio recommend which are aligned to the learning competencies of the course of study. The following are the emerging types of portfolios used in the teaching and learning assessment. 1. Showcase Portfolio. This shows the best of the students' best work. This type of portfolio is based on the students' personal criteria rather than the criteria of their teacher. Students select their best work and reflect thoughtfully on its quality. This also shows the uniqueness of students' work that individual profiles emerge. Stiggins (2007) described this portfolio as celebration portfolios and contends that this type of portfolio is especially appropriate for early ages. Mcmillan (2007) Science pointed out that this portfolio encourages self-reflection and self-evaluation, but makes scoring more difficult and time consuming because of the unique structure and content of each portfolio. 2. Documentation Portfolio. This portfolio displays changes and accomplishments related to academic performance over time. The LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited assembled work sample is to provide evidence about the student growth which also provides meaningful opportunities for self-evaluation of the students. As a scrapbook of information, this may include observations, checklist and rating scales and selections by both the Mather teachers and students. Interactive assessment between the teacher and students provides an opportunity to communicate the strengths and needed improvements which also clarifies the accomplishment of students through student and teacher conference. 3. Process Portfolio. This shows the steps and/or the results of a completed project or task as the primary goal of this portfolio. This is very useful because the final product does not always show the skills and knowledge that the student used in an effort to complete the project. By asking students to provide evidence of their work along the way, teachers can see both strengths and weaknesses in the thinking Langua process and the skills students used (Musial, 2009). 4. Product Portfolio. The product portfolio is similar to the process portfolio except that its focus is on the end product rather than on the process in which the product was developed. In this type of portfolio, there is a little or no information about the steps that was used in crafting the product. On the other hand, this type of portfolio contains the final product as well as detailed explanations of each part of the final product. 5. Standard-Based Portfolio. This collects evidence that links student achievement to particular learning standards. It focuses on specific standards that are predetermined by the teacher and discussed to the students at the start of the school year. Students will gather evidence of accomplishments for each of the standards and present these output clusters that relate to the standards given. Elements of Portfolio The contents of portfolio may be determined by the students who decide what to include in their portfolio; the cooperative learning group, their classmates who can recommend what to include in the portfolio; and the teacher, school or the division who can specify work samples and components to be included in the portfolio, it could be an essay photographs and other documents which strengthen the students' learning outcomes. LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Generally, portfolio has its distinct elements which are expected and included from the outputs of the students. 1. Cover Sheet. This creatively includes the nature of the student's (or group's) work and could be in a form of a letter. It also reflects the progress of the learners as it summarizes the evidence of student's learning and progress. The table below shows a sample portfolio cover sheet. LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited 2. Table of contents. This includes the title of each work sample and its page number. 3. Work samples. These are entries which are to be included in the portfolio which can be categorized as core (samples which are needed to include) and optional (students’ preference on what to include). The core are the basic elements required for each student and serves as basis for decision in assessing the student's work. On the other hand, the optional entries allow the folder to represent creativity and uniqueness of each student. In the introduction of the work samples, it is a must to include the rationale, explaining what work samples are included, why each one is significant, and how they all fit together in a holistic view of the student's (or group's work). 4. Dates of all sample works to facilitate evidence of growth overtime. 5. Drafts of the written products, or even the seminal attempts in writing the write ups for the portfolio and the revised version based on the corrected versions. 6. Self-assessment. This is written by the student or the group members which could be in terms of self- reflection and analysis or a form of insights. Teacher may include questions which can facilitate the assessment of the students. 7. Future goals. This is based on the student's (or group's) current achievements, interests, and progress. 8. Other's comments and assessments. This may come from the teacher, cooperative 8 learning groups, and other interested parties such as the parents. VIII. Designing and Evaluating Portfolio Assessment in the Classroom Portfolio development requires learners to collect and integrate examples of their work and allows the teacher to assess their learners as well. This assessment tool provides opportunities for both the learners and teachers to better understand the educational process in a wider perspective. After knowing the nature of portfolio assessment, its purposes, types and components, we need to clarify the steps for designing and evaluating portfolio as an assessment tool. The foregoing discussion illustrates the general procedure that you may use in crafting and implementing portfolio assessment in your classroom which reveals great learning outcomes on students. I. Steps for Developing Portfolio Assessment Designing a portfolio assessment requires some advance and careful planning. It begins with a clear idea about the purpose of the assessment. The following steps provide a general direction for developing portfolio assessment. LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited I.1 Identify Overall Purpose and Focus The design and use of portfolio begin with a clear description of your purpose and focus. The questions, “Why do I want a portfolio?” and “What learning targets and curriculum goals will it serve?” sharpen the focus of identifying the purpose and focus of portfolio. With these, you can clearly identify why you want your students to create a portfolio. Below are list of questions on how to prepare and use portfolio. Preparing to Use Portfolio 1. Who will construct the portfolio? ___ individual students with teacher input and help ___ individual students with teacher input and help of cooperative learning groups ___ cooperative base groups (whole group work and individual members work) with teacher input and help 2. What type of portfolio do you want to use? 3. What are the purposes and objectives of the portfolio? a. __________________________________________________________________________ b. __________________________________________________________________________ c. __________________________________________________________________________ 4. What categories of work samples should go into the portfolio? a. __________________________________________________________________________ b. __________________________________________________________________________ c. __________________________________________________________________________ 5. What criteria will students or groups use to select their entries? a. __________________________________________________________________________ b. __________________________________________________________________________ c. __________________________________________________________________________ 6. Who will develop the rubrics to assess and evaluate the portfolios? __________________ Faculty ___________________ Students Portfolios may be used to assess understanding but are ideal for assessing product, skill and reasoning targets. This is especially true for multi-dimensional skills such as writing, reading and problem solving that are continually improved and demonstrated through products. With extensive self-reflection, critical thinking is an important target. Students also develop metacognitive and decision-making skills. As with other performance assessments, portfolios generally are not very efficient for assessing knowledge targets. It is important to distinguish between learning targets for individual work samples and the content of the portfolio as a whole. The targets that reflect all content tends to be broader and more general, such as “development as a reader”, “adapts writing to audience”, “speaks clearly” and “adapts writing style to different purposes”. LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited The present K to 12 Curriculum provides learning targets which need to be achieved in the form of content and performance standards. Thus, the nature of using portfolio assessment is based from the importance and focus of the learning targets. It necessitates that portfolio matches with the learning standards and goals. Below is an example of assessing reading skills performance which shows the alignment of teaching and learning goal, activities and assessment task which includes portfolio evidence. Reading Skills Performance GOAL SAMPLE PORTFOLIO EVIDENCE ASSESSMENT CLASSROOM TOOLS ACTIVITY Decode (basic Read simple Word bank (list of Individual reading skills texts words mastered), progress report, for beginning selected “texts I can peer or weak read”, completed compliment, readers) reading tasks, reading self/peer- on cassette assessment checklists, rating scales Understand Read familiar Cassette of story read, Self/peer simple texts story, practice reading strategies assessment (narratives, scanning ads, checklist, completed checklists, expository TV guide, reading task, corrected rating scales, types) identify main test item answer key points and details in a news report Appreciate Semi- Reading logs, reading Self/peer- literature extensive journal, book tasks, assessment (stories/poems reading cassette, video clips, checklists read in class), activities (i.e. artwork e.g. both guided understanding and character and independent theme reading) Reading for Sustained A log of Teacher’s pleasure silent reading books/booklets/reading record of (extensive in class as cards/news articles student’s reading) well as at read; creative tasks and reading: rating home comment cards scale relating to content, presentation and language LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 2  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Use simple Work with Dictionary exercises: Answer key information glossary, alphabetizing, matching tools/resource table of definitions to words, Appropriate materials contents, synonyms, antonyms, information dictionary etc. (found/partially found/not