Evaluation is methodologically diverse using both qualitative and quantitative methods, including case studies, survey research, statistical analysis and model building among other.
Dr. Rosita Santos cited Stufflebeam (1983) who developed a very useful approach in educational evaluation known as the CIPP or Context, Input, Process, Product approach (although this model has since then been expanded to CIPPOI (where the ast stand for Outcome and Impact respectively).
The CIPP systematizes the way to evaluate the different dimensions and aspects of curriculum development and the sum total of student experiences in the educative process. The model require the stakeholders be involved in the evaluation process. In this approach, the user is asked to to go through a series of questions in the context, inputs, process and product stages. Some questions are listed below:
1. Context
What is the relation of the course to other courses?
Is the time adequate?
What are the critical or important external factors?
Should courses be integrated or separate?
What are the links between the course ad research/extensions service?
Is there a need for the course?
Is the course relevant to job needs?
2. Inputs
What is the entering ability of students?
What are the learning skills of students?
What is the motivation of students?
What are the living conditions of students?
What is the students' existing knowledge?
Are the aims suitable?
Do the objectives derive from aims?
Are the aims SMART?
Is the course content clearly defined?
Does the content match student abilities?
Is the content relevant to practical problems?
What is the theory/practice balance?
What resources/equipment are available?
What books do teachers have?
What books do the students have?
How strong are the teaching skills of teachers?
What time is available compared with the workload for preparation?
What KAS related to the subject, do the teachers have?
How supportive is the classroom environment?
How many students are there?
How many teachers are there?
How is the course organized?
What regulations relate to training?
3. Process
What is the workload of students?
How well/actively do students participate?
Are there any problems related to teaching?
Are there any problems related to learning?
Is there an effective 2-way communications?
Is knowledge only transferred to students, or do they use and apply it?
Are there any problems which students face in using/applying/analyzing the knowledge and skills?
Are the teaching and learning affected by practical/institutional problems?
What is the level of cooperation/interpersonal relations between teachers/students?
How is discipline maintained?
4. Product
Is there one final exam at the end or several during the course?
Is there any informal assessment?
What is the quality of assessment (what levels of KSA are assessed?)
What are the students' KSA levels after the course?
How do students use what they have learned?
How was the over-all experience for the teachers and for the students?
What are the main lessons learned?
Is there an official report?
Has the teachers' reputation improved or been ruined as a result?
The guide questions are not answered by the teacher only or by a single individual. Instead, there are m,any ways in which they can be answered. Some of the more common methods are listed below:
1. discussion with class
2. informal conversation or observation
3. individual student interviews
4. evaluation forms
5. observation in class/session of teacher/trainer by colleagues
6. video-tape of own teaching (micro-teaching)
7. organizational document
8. participant contract
9. performance test
10. questionnaire
11. self-assessment
12. written test
Friday, May 22, 2009
Evaluation Approaches
Evaluation approaches are the various conceptual arrangements made for designing and actually conducting the evaluation process. These approaches are classified below (source: Rosita de Guzman-Santos, 2008):
A. Pseudo-evaluation. These approaches are not acceptable evaluation practice, although the seasoned reader can surely think of a few examples where they have been used.
1. Politically controlled . Information obtained through politically controlled studies is released or withheld to meet the special interest of the holder.
2. Public relations studies or information is used to paint a positive image of an object regardless of the actual situation.
B. Objectivist, elite, quasi-evaluation. These are highly respected collection of disciplined inquiry approaches. The are quasi-evaluation because particular studies legitimately can focus only on questions of knowledge without addressing any questions of value.Such studies are, by definitions, not evaluations since it produce only characterizations without appraisals.
1. experimental research. This is used to determine causal relationships between variables. Its highly controlled and stylized methodology may not be sufficiently responsive to the dynamically changing needs of most human service programs, and thus posed its potential problem.
2. Management information Systems (MIS). This can give detailed information about the dynamic operations of complex programs. However, this information is restricted to readily quantifiable data usually available at regular intervals.
3. Testing Programs. These programs are good at comparing individuals or groups to selected norms in a number of subject areas or to set a standards of performance. However, they only focus on the testee performance and they might not adequately sample what is taught or expected.
4. Objectives-based approaches. These relate outcomes to prespecified objectives, allowing judgments to be made about their level of attainment. Unfortunately, hey only focus on outcomes too narrow to provide basis for determining the value of an object.
5. Content Analysis. This approach is considered a quasi-evaluation as it is not based on value judgment, only based on knowledge, thus not true evaluation. On the other hand, when content analysis judgments are based on values, such studies are evaluation.
C. Objectivist, mass, quasi-evaluation. Accountability is popular with constituents because it is intended to provide an accurate accounting of results that can improve the quality of products and services. However, this approach can quickly turn practitioners and consumers into adversaries when implemented in a heavy-handed fashion.
D. Objectivist, elite, true evaluation. The drawback in these studies can be corrupted or subverted by the politically motivated actions of the participants.
1. Decision-oriented studies. These are designed to provide knowledge based for making and defending decisions. It requires close collaboration between the evaluator and decision-maker allowing it to be susceptible to corruption and bias.
2. Policy studies. These provide general guidance and direction on broad issues by identifying and assessing potential costs and benefits of competing policies.
E. Objectivist, mass, true evaluation. Consumer-oriented studies are used to judge the relative merits of goods and services based on generalized needs and values, along with a comprehensive range of effects. However, this approach does not necessarily help practitioners improve their work, and it requires a very good and credible evaluation to do it well.
F. Subjectivist, elite, true evaluation. Accreditation/certification programs are based on self-study and peer review of organizations, programs and personnel. They draw on the insights, experience and expertise of qualified individuals who use established guidelines to determine if the applicant should be approved to perform specified functions. However, unless performance-based standards are used, attributes of applicants and the processes they preform often are over-emphasized in relation to measure of outcomes or effects.
G. Subjectivist, mass, true evaluation. These studies help people understand the activities and values involved from a variety of perspectives. However, this responsive approach can lead to low external credibility and a favorable bias toward those who participated in the study.
1. adversary approach focuses on drawing out the pros and cons of controversial issues through quasi-legal proceedings. This helps ensure a balanced presentation of different perspectives on the issues, but also likely to discourage later cooperation and heighten animosities between contesting parties if "winners" and "losers" emerge.
2. Client-centered studies address specific concerns and issues of practitioners and other clients of the study in a particular setting. These studies help people understand the activities and values involved from a variety of perspoectves.
A. Pseudo-evaluation. These approaches are not acceptable evaluation practice, although the seasoned reader can surely think of a few examples where they have been used.
1. Politically controlled . Information obtained through politically controlled studies is released or withheld to meet the special interest of the holder.
2. Public relations studies or information is used to paint a positive image of an object regardless of the actual situation.
B. Objectivist, elite, quasi-evaluation. These are highly respected collection of disciplined inquiry approaches. The are quasi-evaluation because particular studies legitimately can focus only on questions of knowledge without addressing any questions of value.Such studies are, by definitions, not evaluations since it produce only characterizations without appraisals.
1. experimental research. This is used to determine causal relationships between variables. Its highly controlled and stylized methodology may not be sufficiently responsive to the dynamically changing needs of most human service programs, and thus posed its potential problem.
2. Management information Systems (MIS). This can give detailed information about the dynamic operations of complex programs. However, this information is restricted to readily quantifiable data usually available at regular intervals.
3. Testing Programs. These programs are good at comparing individuals or groups to selected norms in a number of subject areas or to set a standards of performance. However, they only focus on the testee performance and they might not adequately sample what is taught or expected.
4. Objectives-based approaches. These relate outcomes to prespecified objectives, allowing judgments to be made about their level of attainment. Unfortunately, hey only focus on outcomes too narrow to provide basis for determining the value of an object.
5. Content Analysis. This approach is considered a quasi-evaluation as it is not based on value judgment, only based on knowledge, thus not true evaluation. On the other hand, when content analysis judgments are based on values, such studies are evaluation.
C. Objectivist, mass, quasi-evaluation. Accountability is popular with constituents because it is intended to provide an accurate accounting of results that can improve the quality of products and services. However, this approach can quickly turn practitioners and consumers into adversaries when implemented in a heavy-handed fashion.
D. Objectivist, elite, true evaluation. The drawback in these studies can be corrupted or subverted by the politically motivated actions of the participants.
1. Decision-oriented studies. These are designed to provide knowledge based for making and defending decisions. It requires close collaboration between the evaluator and decision-maker allowing it to be susceptible to corruption and bias.
2. Policy studies. These provide general guidance and direction on broad issues by identifying and assessing potential costs and benefits of competing policies.
E. Objectivist, mass, true evaluation. Consumer-oriented studies are used to judge the relative merits of goods and services based on generalized needs and values, along with a comprehensive range of effects. However, this approach does not necessarily help practitioners improve their work, and it requires a very good and credible evaluation to do it well.
F. Subjectivist, elite, true evaluation. Accreditation/certification programs are based on self-study and peer review of organizations, programs and personnel. They draw on the insights, experience and expertise of qualified individuals who use established guidelines to determine if the applicant should be approved to perform specified functions. However, unless performance-based standards are used, attributes of applicants and the processes they preform often are over-emphasized in relation to measure of outcomes or effects.
G. Subjectivist, mass, true evaluation. These studies help people understand the activities and values involved from a variety of perspectives. However, this responsive approach can lead to low external credibility and a favorable bias toward those who participated in the study.
1. adversary approach focuses on drawing out the pros and cons of controversial issues through quasi-legal proceedings. This helps ensure a balanced presentation of different perspectives on the issues, but also likely to discourage later cooperation and heighten animosities between contesting parties if "winners" and "losers" emerge.
2. Client-centered studies address specific concerns and issues of practitioners and other clients of the study in a particular setting. These studies help people understand the activities and values involved from a variety of perspoectves.
Educational Evaluation
Evaluation is defined as a systematic, continuous and comprehensive process of determining the growth and progress of the pupil towards objectives or values of the curriculum. It is also a systematic determination of merit, worth, and significance of something or someone. Furthermore, it is used to characterize and appraise subjects of interest in a wide range of human enterprises.
The American Evaluation Association created a set of Guiding Principles for evaluators which can equally apply in the Philippine context:
1. systematic inquiry. Evaluation must be based on concrete evidence and data to support the inquiry process.
2. competence, Evaluators must be people of known competence and generally acknowledge in the educational field.
3. Integrity/Honesty. Evaluators ensure the honesty and integrity of the entire evaluation process.
4. Respect for People. Evaluators respect the security, dignity and self-worth of the respondents, program participants, clients and other stakeholders with whom they interact.
5. responsibilities for general and public welfare. Evaluators articulate and take into account the diversity of interests and values that may be related to the general and public welfare.
The above-mentioned evaluation guiding principles can be used in various levels: at the institutional level ( to evaluate learning), at the policy level ( to evaluate institutions), and at the international level ( to rank and evaluate performance of various institutions of higher learning). These principles serve as benchmarks for good practices in educational evaluation.
The American Evaluation Association created a set of Guiding Principles for evaluators which can equally apply in the Philippine context:
1. systematic inquiry. Evaluation must be based on concrete evidence and data to support the inquiry process.
2. competence, Evaluators must be people of known competence and generally acknowledge in the educational field.
3. Integrity/Honesty. Evaluators ensure the honesty and integrity of the entire evaluation process.
4. Respect for People. Evaluators respect the security, dignity and self-worth of the respondents, program participants, clients and other stakeholders with whom they interact.
5. responsibilities for general and public welfare. Evaluators articulate and take into account the diversity of interests and values that may be related to the general and public welfare.
The above-mentioned evaluation guiding principles can be used in various levels: at the institutional level ( to evaluate learning), at the policy level ( to evaluate institutions), and at the international level ( to rank and evaluate performance of various institutions of higher learning). These principles serve as benchmarks for good practices in educational evaluation.
Saturday, May 16, 2009
Authentic Assessment
In 1935, the distinguished educator Ralph Tyler proposed an "enlarged concept of student evaluation," encompassing other approaches besides tests and quizzes. He urged teachers to sample learning by collecting products of their efforts throughout the year. That practice has evolved into what is today termed "authentic assessment," which encompasses a range of approaches including portfolio assessment, journals and logs, products, videotapes of performances, and projects.
Authentic assessments have many potential benefits. Diane Hart, in her excellent introduction to Authentic Assessment: A Handbook for Educators, suggested the following benefits:
1. Students assume an active role in the assessment process. This shift in emphasis may result in reduced test anxiety and enhanced self-esteem.
2. Authentic assessment can be successfully used with students of varying cultural backgrounds, learning styles, and academic ability.
3. Tasks used in authentic assessment are more interesting and reflective of students' daily lives.
4. Ultimately, a more positive attitude toward school and learning may evolve.
5. Authentic assessment promotes a more student-centered approach to teaching.
6. Teachers assume a larger role in the assessment process than through traditional testing programs. This involvement is more likely to assure the evaluation process reflects course goals and objectives.
7. Authentic assessment provides valuable information to the teacher on student progress as well as the success of instruction.
8. Parents will more readily understand authentic assessments than the abstract percentiles, grade equivalents, and other measures of standardized tests.
Authentic assessments are new to most students. They may be suspicious at first; years of conditioning with paper-pencil tests, searching for the single right answer, are not easily undone. Authentic assessments require a new way of perceiving learning and evaluation. The role of the teacher also changes. Specific assignments or tasks to be evaluated and the assessment criteria need to be clearly identified at the start. It may be best to begin on a small scale. Introduce authentic assessments in one area (for example, on homework assignments) and progress in small steps as students adapt.
Develop a record-keeping system that works for you. Try to keep it simple, allowing students to do as much of the work as feasible.
Types of Authentic Assessment
Performance Assessment
Portfolio Assessment
Self-Assessment
Excerpted from Classroom Teacher's Survival Guide.
Authentic assessments have many potential benefits. Diane Hart, in her excellent introduction to Authentic Assessment: A Handbook for Educators, suggested the following benefits:
1. Students assume an active role in the assessment process. This shift in emphasis may result in reduced test anxiety and enhanced self-esteem.
2. Authentic assessment can be successfully used with students of varying cultural backgrounds, learning styles, and academic ability.
3. Tasks used in authentic assessment are more interesting and reflective of students' daily lives.
4. Ultimately, a more positive attitude toward school and learning may evolve.
5. Authentic assessment promotes a more student-centered approach to teaching.
6. Teachers assume a larger role in the assessment process than through traditional testing programs. This involvement is more likely to assure the evaluation process reflects course goals and objectives.
7. Authentic assessment provides valuable information to the teacher on student progress as well as the success of instruction.
8. Parents will more readily understand authentic assessments than the abstract percentiles, grade equivalents, and other measures of standardized tests.
Authentic assessments are new to most students. They may be suspicious at first; years of conditioning with paper-pencil tests, searching for the single right answer, are not easily undone. Authentic assessments require a new way of perceiving learning and evaluation. The role of the teacher also changes. Specific assignments or tasks to be evaluated and the assessment criteria need to be clearly identified at the start. It may be best to begin on a small scale. Introduce authentic assessments in one area (for example, on homework assignments) and progress in small steps as students adapt.
Develop a record-keeping system that works for you. Try to keep it simple, allowing students to do as much of the work as feasible.
Types of Authentic Assessment
Performance Assessment
Portfolio Assessment
Self-Assessment
Excerpted from Classroom Teacher's Survival Guide.
Principles of High Quality Assessment
1. Clarity of Learning Targets
Assessment can be made precise, accurate and dependable only if what are to be achieved are clearly stated and feasible. The learning targets, involving knowledge, reasoning, skills, products and effects, need to be stated in behavioral terms which denote something which can be observed through the behavior of the students.
a. Cognitive Targets
Benjamin Bloom (1954) proposed a hierarchy of educational objectives at the cognitive level. These are:
- Knowledge – acquisition of facts, concepts and theories
- Comprehension - understanding, involves cognition or awareness of the interrelationships
- Application – transfer of knowledge from one field of study to another of from one concept to another concept in the same discipline
- Analysis – breaking down of a concept or idea into its components and explaining g the concept as a composition of these concepts
- Synthesis – opposite of analysis, entails putting together the components in order to summarize the concept
- Evaluation and Reasoning – valuing and judgment or putting the “worth” of a concept or principle.
b. Skills, Competencies and Abilities Targets
- Skills – specific activities or tasks that a student can proficiently do
- Competencies – cluster of skills
- Abilities – made up of relate competencies categorized as:
i. Cognitive
ii. Affective
iii. Psychomotor
c. Products, Outputs and Project Targets
- tangible and concrete evidence of a student’s ability
- need to clearly specify the level of workmanship of projects
i. expert
ii. skilled
iii. novice
2. Appropriateness of Assessment Methods
a. Written-Response Instruments
- Objective tests – appropriate for assessing the various levels of hierarchy of educational objectives
- Essays – can test the students’ grasp of the higher level cognitive skills
- Checklists – list of several characteristics or activities presented to the subjects of a study, where they will analyze and place a mark opposite to the characteristics.
b. Product Rating Scales
- Used to rate products like book reports, maps, charts, diagrams, notebooks, creative endeavors
- Need to be developed to assess various products over the years
c. Performance Tests - Performance checklist
- Consists of a list of behaviors that make up a certain type of performance
- Used to determine whether or not an individual behaves in a certain way when asked to complete a particular task
d. Oral Questioning – appropriate assessment method when the objectives are to:
- Assess the students’ stock knowledge and/or
- Determine the students’ ability to communicate ideas in coherent verbal sentences.
e. Observation and Self Reports
- Useful supplementary methods when used in conjunction with oral questioning and performance tests
3. Properties of Assessment Methods
a. Validity – appropriateness, correctness, meaningfulness and usefulness of the specific conclusions that a teacher reaches regarding the teaching-learning situation.
- Content validity – content and format of the instrument
i. Students’ adequate experience
ii. Coverage of sufficient material
iii. Reflect the degree of emphasis
- Face validity – outward appearance of the test, the lowest form of test validity
- Criterion-related validity – the test is judge against a specific criterion
- Construct validity – the test is loaded on a “construct” or factor
b. Reliability – consistency, dependability, stability which can be estimated by
- Split-half method
- Calculated using the
i. Spearman-Brown prophecy formula
ii. Kuder-Richardson – KR 20 and KR21
- Consistency of test results when the same test is administered at two different time periods
i. Test-retest method
ii. Correlating the two test results
c. Fairness – assessment procedure needs to be fair, which means:
- Students need to know exactly what the learning targets are and wat method of assessment will be used
- Assessment has to be viewed as an opportunity to learn rather than an opportunity to weed out poor and slow learners
- Freedom from teacher-stereotyping
d. Practicality and Efficiency
- Teachers should be familiar with the test,
- does not require too much time
- implementable
e. Ethics in Assessment – “right and wrong”
- Conforming to the standards of conduct of a given profession or group
- Ethical issues that may be raised
i. Possible harm to the participants.
ii. Confidentiality.
iii. Presence of concealment or deception.
iv. Temptation to assist students.
(Source: Adanced Methods of Educational Assessment by De. Guzman)
Assessment can be made precise, accurate and dependable only if what are to be achieved are clearly stated and feasible. The learning targets, involving knowledge, reasoning, skills, products and effects, need to be stated in behavioral terms which denote something which can be observed through the behavior of the students.
a. Cognitive Targets
Benjamin Bloom (1954) proposed a hierarchy of educational objectives at the cognitive level. These are:
- Knowledge – acquisition of facts, concepts and theories
- Comprehension - understanding, involves cognition or awareness of the interrelationships
- Application – transfer of knowledge from one field of study to another of from one concept to another concept in the same discipline
- Analysis – breaking down of a concept or idea into its components and explaining g the concept as a composition of these concepts
- Synthesis – opposite of analysis, entails putting together the components in order to summarize the concept
- Evaluation and Reasoning – valuing and judgment or putting the “worth” of a concept or principle.
b. Skills, Competencies and Abilities Targets
- Skills – specific activities or tasks that a student can proficiently do
- Competencies – cluster of skills
- Abilities – made up of relate competencies categorized as:
i. Cognitive
ii. Affective
iii. Psychomotor
c. Products, Outputs and Project Targets
- tangible and concrete evidence of a student’s ability
- need to clearly specify the level of workmanship of projects
i. expert
ii. skilled
iii. novice
2. Appropriateness of Assessment Methods
a. Written-Response Instruments
- Objective tests – appropriate for assessing the various levels of hierarchy of educational objectives
- Essays – can test the students’ grasp of the higher level cognitive skills
- Checklists – list of several characteristics or activities presented to the subjects of a study, where they will analyze and place a mark opposite to the characteristics.
b. Product Rating Scales
- Used to rate products like book reports, maps, charts, diagrams, notebooks, creative endeavors
- Need to be developed to assess various products over the years
c. Performance Tests - Performance checklist
- Consists of a list of behaviors that make up a certain type of performance
- Used to determine whether or not an individual behaves in a certain way when asked to complete a particular task
d. Oral Questioning – appropriate assessment method when the objectives are to:
- Assess the students’ stock knowledge and/or
- Determine the students’ ability to communicate ideas in coherent verbal sentences.
e. Observation and Self Reports
- Useful supplementary methods when used in conjunction with oral questioning and performance tests
3. Properties of Assessment Methods
a. Validity – appropriateness, correctness, meaningfulness and usefulness of the specific conclusions that a teacher reaches regarding the teaching-learning situation.
- Content validity – content and format of the instrument
i. Students’ adequate experience
ii. Coverage of sufficient material
iii. Reflect the degree of emphasis
- Face validity – outward appearance of the test, the lowest form of test validity
- Criterion-related validity – the test is judge against a specific criterion
- Construct validity – the test is loaded on a “construct” or factor
b. Reliability – consistency, dependability, stability which can be estimated by
- Split-half method
- Calculated using the
i. Spearman-Brown prophecy formula
ii. Kuder-Richardson – KR 20 and KR21
- Consistency of test results when the same test is administered at two different time periods
i. Test-retest method
ii. Correlating the two test results
c. Fairness – assessment procedure needs to be fair, which means:
- Students need to know exactly what the learning targets are and wat method of assessment will be used
- Assessment has to be viewed as an opportunity to learn rather than an opportunity to weed out poor and slow learners
- Freedom from teacher-stereotyping
d. Practicality and Efficiency
- Teachers should be familiar with the test,
- does not require too much time
- implementable
e. Ethics in Assessment – “right and wrong”
- Conforming to the standards of conduct of a given profession or group
- Ethical issues that may be raised
i. Possible harm to the participants.
ii. Confidentiality.
iii. Presence of concealment or deception.
iv. Temptation to assist students.
(Source: Adanced Methods of Educational Assessment by De. Guzman)
Final Requirement Due: May 31, 2009
Prepare and submit your Documentation Portfolio (follow the suggested guide in portfolio assessment) for the "Advanced Methods in Educational Assessment" on or before May 30, 2009. Required entries include:
a. Course Syllabus
b. Hand-outs, Outputs
c. Drafts of rubrics presented in the class
d. Corrected /final rubrics presented (prototype)
e. Test Papers
f. Reflection/reaction papers
g. Copy of a certificate or proofs (if any) of any training attended relating to authentic assessment
h. Sample hand-outs from seminar/training on authentic assessment
i. Copy of training session guide (if any) relating to task as Speaker/Trainer in Seminars on Educational Assessment
j. Copy of an abstract relating to a research conducted on authentic assessment either in basic or higher education. (Sample: http://www.amstat.org/publications/jse/v2n1/garfield.html)
k. Other documents relating to learning Advance Methods in Educational Assessment
a. Course Syllabus
b. Hand-outs, Outputs
c. Drafts of rubrics presented in the class
d. Corrected /final rubrics presented (prototype)
e. Test Papers
f. Reflection/reaction papers
g. Copy of a certificate or proofs (if any) of any training attended relating to authentic assessment
h. Sample hand-outs from seminar/training on authentic assessment
i. Copy of training session guide (if any) relating to task as Speaker/Trainer in Seminars on Educational Assessment
j. Copy of an abstract relating to a research conducted on authentic assessment either in basic or higher education. (Sample: http://www.amstat.org/publications/jse/v2n1/garfield.html)
k. Other documents relating to learning Advance Methods in Educational Assessment
Performance-based assessment
http://coe.sdsu.edu/eet/articles/pbassess/index.htm
STANDARDIZED TESTS, the cornerstone of public school assessment, while inexpensive, efficient to administer, and easy to report, none the less give an incomplete picture of student achievement. While effective at measuring content knowledge, standardized tests do not measure students' skills or ability to perform higher level thinking. Performance based assessment, on the other hand, can give us a more complete picture of student achievement.
What is performance based assessment?
Performance based assessments ask students to show what they can do given an authentic task which is then judged using a specific set of criteria.
Where can performance based assessment be used?
Performance based assessment provides teachers with information about how a student understands and applies knowledge. They can be used to evaluate reasoning, products, and skills that can be observed and judged using specific criteria.
Tasks that have more than one acceptable solution often lend themselves well to a performance based assessment, since they may call for the student to use higher-order thinking skills such as experimenting, analyzing or reasoning.
Examples of learning that can be measured well using a performance based assessment include: giving an oral presentation; writing a research paper; operating a piece of equipment; and creating and conducting a science experiment (see a definition of performance assessment).
How do you measure student performance?
Student performance tasks are measured using performance criteria. Creating performance criteria serves two purposes. First, it defines for the student and the teacher what the expectations of the task are. Second, well-defined criteria allow the teacher and student to evaluate the task as objectively as possible.
If performance criteria are well defined, another person acting alone would be able to evaluate the student accurately and easily. In addition, well-written performance criteria allow the teacher to be consistent in scoring over time which is especially good when evaluating skills (Stiggins, 1997).
How can you document student performance?
Student performance can be documented in four ways:
• Rubric – A rubric is a rating scale that shows to what degree a criterion is met. Most rubrics use a four or five degree scale that would allow the teacher to evaluate a performance criteria from "not present" to “exemplary"
• Checklist - A checklist is a simpler version of a rubric and usually documents only whether or not certain criteria were met during the task.
• Narrative - A narrative is a written record that explains exactly how well a student has met the performance criteria.
• Memory - Using no mechanical means the teacher observes the student performing the task. This mental information is then used to determine whether or not the student was successful meeting the performance criteria.
STANDARDIZED TESTS, the cornerstone of public school assessment, while inexpensive, efficient to administer, and easy to report, none the less give an incomplete picture of student achievement. While effective at measuring content knowledge, standardized tests do not measure students' skills or ability to perform higher level thinking. Performance based assessment, on the other hand, can give us a more complete picture of student achievement.
What is performance based assessment?
Performance based assessments ask students to show what they can do given an authentic task which is then judged using a specific set of criteria.
Where can performance based assessment be used?
Performance based assessment provides teachers with information about how a student understands and applies knowledge. They can be used to evaluate reasoning, products, and skills that can be observed and judged using specific criteria.
Tasks that have more than one acceptable solution often lend themselves well to a performance based assessment, since they may call for the student to use higher-order thinking skills such as experimenting, analyzing or reasoning.
Examples of learning that can be measured well using a performance based assessment include: giving an oral presentation; writing a research paper; operating a piece of equipment; and creating and conducting a science experiment (see a definition of performance assessment).
How do you measure student performance?
Student performance tasks are measured using performance criteria. Creating performance criteria serves two purposes. First, it defines for the student and the teacher what the expectations of the task are. Second, well-defined criteria allow the teacher and student to evaluate the task as objectively as possible.
If performance criteria are well defined, another person acting alone would be able to evaluate the student accurately and easily. In addition, well-written performance criteria allow the teacher to be consistent in scoring over time which is especially good when evaluating skills (Stiggins, 1997).
How can you document student performance?
Student performance can be documented in four ways:
• Rubric – A rubric is a rating scale that shows to what degree a criterion is met. Most rubrics use a four or five degree scale that would allow the teacher to evaluate a performance criteria from "not present" to “exemplary"
• Checklist - A checklist is a simpler version of a rubric and usually documents only whether or not certain criteria were met during the task.
• Narrative - A narrative is a written record that explains exactly how well a student has met the performance criteria.
• Memory - Using no mechanical means the teacher observes the student performing the task. This mental information is then used to determine whether or not the student was successful meeting the performance criteria.
Friday, May 15, 2009
Portfolio Assessment
A Portfolio is a purposeful collection of student work that exhibits the students’ efforts, progress and achievements in one or more areas. The collection must include student participation in selecting contents, the criteria for selection, the criteria for judging merit and evidence of student self-reflection. Within the context of this definition, a portfolio continually grows and accumulates as the student progresses in the particular learning task. The over-all purpose is to enable the student to demonstrate to others learning and progress. Its greatest value: student becomes active participants in the learning process and its assessment. The sense of ownership on the part of the students that goes with portfolio assessment makes it quite attractive to the learners in general.
Portfolio assessment is one of the several authentic and non-traditional assessment techniques in education. It is gaining popularity since early 1980s in response to the growing clamor for more “reasonable” and authentic means of assessing students’ growth and development in school. One area of application of portfolio assessment is in the accreditation of experiences towards a degree (CHED’s ETEEAP – Expanded Tertiary Education Equivalency and Accreditation Program). In this modality, experiences of managers or workers are accredited towards a Bachelor’s degree (or higher) depending on the portfolio presented by the students to a panel of expert evaluators.
Features of Portfolio Assessment:
1. A portfolio is a form of assessment that students do together with their teachers. Teachers guide the students in the planning, execution and evaluation of the contents of the portfolio. Teachers and students interact in every step of the process in developing a portfolio
2. A portfolio represents a selection of what the students believe are best included from among the possible collection of things related to the concepts being studies. It is the teachers’ responsibility to assist the students in actually choosing from among a possible set of choices to be included in the portfolio. However, the final selection should be done by the students themselves since the portfolio represents what h\the students believe are important considerations.
3. A portfolio provides samples of the students’ work which show growth overtime. By reflecting on their own learning (self assessment), students begin to identify the strengths and weaknesses in their work. These weaknesses then become improvement goals.
4. The criteria for selecting and assessing the portfolio contents must be clear to the teacher and the students at the outset of the process. If the criteria are not clear at the beginning, then there is a tendency to include among unessential components in the portfolio and to include those which happen to be available at the time the portfolio is prepared.
Purposes of Portfolio Assessment:
1. matches assessment to teaching – assess other components of the students’ formed abilities based on classroom discussions.
2. has clear goals –decided on at the beginning of instruction and are clear to the teacher and students alike
3. gives a profile of learner abilities in terms of depth (quality of work), breadth (wide range of skills assessed) , and growth (efforts to improve and progress over time).
4. tool for assessing a variety of skills not normally testable in a single setting for traditional testing
5. develops awareness of own learning by the students
6. caters to individuals in a heterogeneous class
7. develops social skills in the development of their own portfolios
8. develops independent and active learners
9. improve motivation for learning and thus achievement
10. provides opportunity for student teacher dialogue.
Essential Elements of the Portfolio
1. Cover Letter – “about the author” “ what my portfolio shows about my progress
2. Table of Contents – with numbered pages
3. Entries – both core (required) and optional (uniqueness of student)
4. Dates of all entries – to facilitate proof of growth over time
5. Drafts of aural/oral and written products and revised versions
6. Reflections – at different stages in the learning process
a. What did I learn from it?
b. What did I do well?
c. Why did I choose this item?
d. What do I want to improve in the item?
e. How do I feel about my performance?
f. What were the problems areas?
Stages of Implementing Portfolio Assessment:
Stage 1: Identifying teaching goals to assess through portfolio
Stage 2: Introducing the Idea of Portfolio Assessment
Stage 3: Specification of Portfolio Content
Stage 4: Giving clear and detailed guidelines for presentation
Stage 5: Informing Key officials and other stakeholders
Stage 6: Development of the Portfolio
Guide for Self-reflections and Self-assessment:
• What did I learn from that activity?
• Which is my best piece?
• How can I improve this?
o Brainstorming
o Portfolio partners
Types of Portfolios
1. Documentation Portfolio
a. Involves collection of work over time showing growth and improvement reflecting students’ learning of identified outcomes
b. Also called “growth portfolio” in the literature
c. Include everything from brainstorming activities to drafts to finished products
d. Include the best and weakest students’ work
2. Process Portfolio
a. Demonstrates all facets or phases of the learning process
b. Contain an extensive number of reflective journals. Think logs and other related forms of metacognitive processing
c. Useful in documenting student’s over-all learning process
d. Show how students integrate knowledge or skills and progress towards both basic and advanced mastery
3. Showcase Portfolio
a. Shows the best of the students’ output and products
b. Best used for summative evaluation of students’ mastery of key curriculum outcomes.
c. Include students’ very best work, determined through a combination of student and teacher selection.
d. Only completed work should be included.
e. Include photographs, videotaped and electronic records of students’ completed work
f. Include written analysis and reflections by the students upon the decision-making process used to determine which works are included.
Assessing and Evaluating the Portfolios
Portfolio offer a way of assessing student learning that is different from the traditional methods. It provides the teacher and students an opportunity to observe students in a broader context: taking risks, developing creative solutions, and learning to make judgments about their own performances.
Detailed rating criteria may be evolved to evaluate the finished portfolio presented by students. They should include the following:
1. thoroughness (including evidence of students’ monitoring of their own comprehension, metacognitive refection, and productive habits of mid)
2. growth and development in relation to key curriculum experiences and indicators
3. understanding and application of key processes
4. completeness, correctness and appropriateness of products and process presented in the portfolio
5. diversity of entries (use of multiple formats to demonstrate achievement of designated performance standards)
(Source: Advanced Methods in Educational Assessment and Evaluation by Rosita De Guzman-Santos)
ACTIVITY:
1. For each of the following main elements of a portfolio, construct a rating scale or rubrics for evaluating students’ portfolio on the topic: Advance Methods in Educational Assessment
a. Cover Letter
b. Table of Contents and Introduction
c. Entries
d. Reflections
e. Summative Statements
f. Appendices and dates of drafts
2. Prepare and submit your Documentation Portfolio (follow the suggested guide in portfolio assessment) for the course in Advance Methods in Educational Assessment on or before May 30, 2009. Required entries include:
a. Course Syllabus
b. Hand-outs, Outputs
c. Drafts of rubrics presented in the class
d. Corrected /final rubrics presented
e. Test Papers
f. Reflection/reaction paper
g. Copy of a certificate or proofs (if any) of any training attended relating to authentic assessment
h. Sample hand-outs from seminar/training on authentic assessment
i. Copy of training session guide (if any) relating to task as Speaker/Trainer in Seminars on Educational Assessment
j. Copy of an abstract relating to a research conducted on authentic assessment either in basic or higher education.
k. Other documents relating to learning Advance Methods in Educational Assessment
Portfolio assessment is one of the several authentic and non-traditional assessment techniques in education. It is gaining popularity since early 1980s in response to the growing clamor for more “reasonable” and authentic means of assessing students’ growth and development in school. One area of application of portfolio assessment is in the accreditation of experiences towards a degree (CHED’s ETEEAP – Expanded Tertiary Education Equivalency and Accreditation Program). In this modality, experiences of managers or workers are accredited towards a Bachelor’s degree (or higher) depending on the portfolio presented by the students to a panel of expert evaluators.
Features of Portfolio Assessment:
1. A portfolio is a form of assessment that students do together with their teachers. Teachers guide the students in the planning, execution and evaluation of the contents of the portfolio. Teachers and students interact in every step of the process in developing a portfolio
2. A portfolio represents a selection of what the students believe are best included from among the possible collection of things related to the concepts being studies. It is the teachers’ responsibility to assist the students in actually choosing from among a possible set of choices to be included in the portfolio. However, the final selection should be done by the students themselves since the portfolio represents what h\the students believe are important considerations.
3. A portfolio provides samples of the students’ work which show growth overtime. By reflecting on their own learning (self assessment), students begin to identify the strengths and weaknesses in their work. These weaknesses then become improvement goals.
4. The criteria for selecting and assessing the portfolio contents must be clear to the teacher and the students at the outset of the process. If the criteria are not clear at the beginning, then there is a tendency to include among unessential components in the portfolio and to include those which happen to be available at the time the portfolio is prepared.
Purposes of Portfolio Assessment:
1. matches assessment to teaching – assess other components of the students’ formed abilities based on classroom discussions.
2. has clear goals –decided on at the beginning of instruction and are clear to the teacher and students alike
3. gives a profile of learner abilities in terms of depth (quality of work), breadth (wide range of skills assessed) , and growth (efforts to improve and progress over time).
4. tool for assessing a variety of skills not normally testable in a single setting for traditional testing
5. develops awareness of own learning by the students
6. caters to individuals in a heterogeneous class
7. develops social skills in the development of their own portfolios
8. develops independent and active learners
9. improve motivation for learning and thus achievement
10. provides opportunity for student teacher dialogue.
Essential Elements of the Portfolio
1. Cover Letter – “about the author” “ what my portfolio shows about my progress
2. Table of Contents – with numbered pages
3. Entries – both core (required) and optional (uniqueness of student)
4. Dates of all entries – to facilitate proof of growth over time
5. Drafts of aural/oral and written products and revised versions
6. Reflections – at different stages in the learning process
a. What did I learn from it?
b. What did I do well?
c. Why did I choose this item?
d. What do I want to improve in the item?
e. How do I feel about my performance?
f. What were the problems areas?
Stages of Implementing Portfolio Assessment:
Stage 1: Identifying teaching goals to assess through portfolio
Stage 2: Introducing the Idea of Portfolio Assessment
Stage 3: Specification of Portfolio Content
Stage 4: Giving clear and detailed guidelines for presentation
Stage 5: Informing Key officials and other stakeholders
Stage 6: Development of the Portfolio
Guide for Self-reflections and Self-assessment:
• What did I learn from that activity?
• Which is my best piece?
• How can I improve this?
o Brainstorming
o Portfolio partners
Types of Portfolios
1. Documentation Portfolio
a. Involves collection of work over time showing growth and improvement reflecting students’ learning of identified outcomes
b. Also called “growth portfolio” in the literature
c. Include everything from brainstorming activities to drafts to finished products
d. Include the best and weakest students’ work
2. Process Portfolio
a. Demonstrates all facets or phases of the learning process
b. Contain an extensive number of reflective journals. Think logs and other related forms of metacognitive processing
c. Useful in documenting student’s over-all learning process
d. Show how students integrate knowledge or skills and progress towards both basic and advanced mastery
3. Showcase Portfolio
a. Shows the best of the students’ output and products
b. Best used for summative evaluation of students’ mastery of key curriculum outcomes.
c. Include students’ very best work, determined through a combination of student and teacher selection.
d. Only completed work should be included.
e. Include photographs, videotaped and electronic records of students’ completed work
f. Include written analysis and reflections by the students upon the decision-making process used to determine which works are included.
Assessing and Evaluating the Portfolios
Portfolio offer a way of assessing student learning that is different from the traditional methods. It provides the teacher and students an opportunity to observe students in a broader context: taking risks, developing creative solutions, and learning to make judgments about their own performances.
Detailed rating criteria may be evolved to evaluate the finished portfolio presented by students. They should include the following:
1. thoroughness (including evidence of students’ monitoring of their own comprehension, metacognitive refection, and productive habits of mid)
2. growth and development in relation to key curriculum experiences and indicators
3. understanding and application of key processes
4. completeness, correctness and appropriateness of products and process presented in the portfolio
5. diversity of entries (use of multiple formats to demonstrate achievement of designated performance standards)
(Source: Advanced Methods in Educational Assessment and Evaluation by Rosita De Guzman-Santos)
ACTIVITY:
1. For each of the following main elements of a portfolio, construct a rating scale or rubrics for evaluating students’ portfolio on the topic: Advance Methods in Educational Assessment
a. Cover Letter
b. Table of Contents and Introduction
c. Entries
d. Reflections
e. Summative Statements
f. Appendices and dates of drafts
2. Prepare and submit your Documentation Portfolio (follow the suggested guide in portfolio assessment) for the course in Advance Methods in Educational Assessment on or before May 30, 2009. Required entries include:
a. Course Syllabus
b. Hand-outs, Outputs
c. Drafts of rubrics presented in the class
d. Corrected /final rubrics presented
e. Test Papers
f. Reflection/reaction paper
g. Copy of a certificate or proofs (if any) of any training attended relating to authentic assessment
h. Sample hand-outs from seminar/training on authentic assessment
i. Copy of training session guide (if any) relating to task as Speaker/Trainer in Seminars on Educational Assessment
j. Copy of an abstract relating to a research conducted on authentic assessment either in basic or higher education.
k. Other documents relating to learning Advance Methods in Educational Assessment
Assessment in Affective Domain
TOPIC: ASSESSMENT IN THE AFFECTIVE DOMAIN
(Check-Up test, please print for your portfolio entry)
Encircle the letter of the best answer.
1. Which of the following is stated correctly when assessing the interpersonal relations of students?
a. I can easily get along with others
b. There are reminders of establishing good relations
c. Moody people have no place in this world
d. Presence of good people around
2. Checklist (present/absent) in classroom observation is best presented in this stimulus.
a. Visual aids are inappropriate
b. The teachers explains well
c. Chalkboard
d. Objectives are too vague
3. Which learning objective is not stated in observable performance?
a. Define terms in his own words
b. Distinguish between terms
c. Use terms effectively
d. Understand the meaning of terms
4. Which is not considered as a Self-Report assessment?
a. Attitude surveys
b. Aptitude tests
c. Personality measures
d. Interviews
5. Which term is used to spell out what is expected of students at each level of performance for each criterion?
a. Performance c. expectation
b. Descriptor d. criteria
6. In assessing the affective domain of learning, the objectives pertaining to “differentiate, accept, listen” are in what level of learning?
a. Receiving c. valuing
b. Responding d. organization
7. When a learner is successfully acting consistently in accordance with the values he internalizes, he achieved the highest level of learning called-
a. Responding
b. Valuing
c. Organization
d. Characterization
8. Which behavioral term indicates the highest level of learning in the affective domain?
a. Accept c. Defend
b. Respond d. Internalize
9. This refers to mental disposition to act which is expressed in some degree of favor or disfavor.
a. Attitudes c. Motivation
b. Needs d. Intention
10. In Frederick Hersberg’s two factor theory, which factor can demotivate a worker if absent?
a. Challenging work
b. Recognition
c. Responsibility
d. Job security
11. Which of the following can give positive satisfaction of people in a workplace?
a. Recognition c. Job security
b. Status d. Salary
12. Who formulated the theory of hierarchy of human needs?
a. Frederick Herzberg
b. Abraham Maslow
c. Clayton Aldefer
d. Albert Bandura
13. This refers to an impression that one is capable of performing in a certain manner or attaining certain goals.
a. Self efficiency
b. Self efficacy
c. Self confidence
d. Self motivation
14. This assesses an individual’s reaction to specific words, ideas or concepts in terms of bipolar scales.
a. Semantic Differential Scales
b. Thurstone Scales
c. Likert Scales
d. Checklist
(Check-Up test, please print for your portfolio entry)
Encircle the letter of the best answer.
1. Which of the following is stated correctly when assessing the interpersonal relations of students?
a. I can easily get along with others
b. There are reminders of establishing good relations
c. Moody people have no place in this world
d. Presence of good people around
2. Checklist (present/absent) in classroom observation is best presented in this stimulus.
a. Visual aids are inappropriate
b. The teachers explains well
c. Chalkboard
d. Objectives are too vague
3. Which learning objective is not stated in observable performance?
a. Define terms in his own words
b. Distinguish between terms
c. Use terms effectively
d. Understand the meaning of terms
4. Which is not considered as a Self-Report assessment?
a. Attitude surveys
b. Aptitude tests
c. Personality measures
d. Interviews
5. Which term is used to spell out what is expected of students at each level of performance for each criterion?
a. Performance c. expectation
b. Descriptor d. criteria
6. In assessing the affective domain of learning, the objectives pertaining to “differentiate, accept, listen” are in what level of learning?
a. Receiving c. valuing
b. Responding d. organization
7. When a learner is successfully acting consistently in accordance with the values he internalizes, he achieved the highest level of learning called-
a. Responding
b. Valuing
c. Organization
d. Characterization
8. Which behavioral term indicates the highest level of learning in the affective domain?
a. Accept c. Defend
b. Respond d. Internalize
9. This refers to mental disposition to act which is expressed in some degree of favor or disfavor.
a. Attitudes c. Motivation
b. Needs d. Intention
10. In Frederick Hersberg’s two factor theory, which factor can demotivate a worker if absent?
a. Challenging work
b. Recognition
c. Responsibility
d. Job security
11. Which of the following can give positive satisfaction of people in a workplace?
a. Recognition c. Job security
b. Status d. Salary
12. Who formulated the theory of hierarchy of human needs?
a. Frederick Herzberg
b. Abraham Maslow
c. Clayton Aldefer
d. Albert Bandura
13. This refers to an impression that one is capable of performing in a certain manner or attaining certain goals.
a. Self efficiency
b. Self efficacy
c. Self confidence
d. Self motivation
14. This assesses an individual’s reaction to specific words, ideas or concepts in terms of bipolar scales.
a. Semantic Differential Scales
b. Thurstone Scales
c. Likert Scales
d. Checklist
Assessment in the Affective Domain
Assessment in the Affective Domain
The affective domain is a part of a system that was published in 1965 for identifying understanding and addressing how people learn.This describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection.It is far more difficult domain to objectively analyze and assess since affective objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience. Nevertheless, much of the educative process needs to deal with assessment and measurement of students’ abilities in this domain.
For instance, it is often heard that certain people are “schooled” but not “educated.” This simply refers to the fact that much of the processes in education today are aimed at developing the cognitive aspects of development and very little or no time is spent on the development of the affective domain.
The Taxonomy in the Affective Domain
The taxonomy in the affective domain contains a large number of objectives in the literature expresses as interests, attitudes, appreciation, values, and emotional sets or biases.The descriptions of step in the taxonomy was culled from Kratwohl’s Taxonomy of Affective Domain:
1. Receiving is being aware of or sensitive to the existence of certain ideas, material, pr phenomena and being willing to tolerate them. Examples: To differentiate, To accept, To listen, To respond to.
2. Responding is committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them. Examples: to comply with, to follow, to commend, to volunteer, to spend leisure time in, to acclaim
3. valuing is willing to be perceived by others as valuing certain ideas, materials, or phenomena. Examples: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate
4. organization is to relate the value to those already held and bring into a harmonious and internally consistent philosophy.Examples: To discuss, To theorize, To formulate, To balance, To examine
5. characterization by value or value set is to act consistently in accordance with the values he or she has internalized.Examples: To revise, To require, To be rated high in the value, To avoid, To resist, To manage, To resolve
Affective Learning Competencies
Affective learning competencies are often stated in the form of instructional objectives
Instructional objectives are specific, measurable, short-term, observable student behaviors. Objectives are the foundation upon which you can build lessons and assessments that you can prove meet your over-all course or lesson goals. Think of objectives as tools used to make sure you reach your goals; arrows you shoot towards your target (goal). The purpose of objectives is to ensure that learning is focused clearly enough that both students ad teachers know what is going on, and so learning can be objectively measured.Learning in the affective domain is assessed and measured in schools but not used as grade of students in this domain.
The Taxonomy in the Affective Domain
Behavioral objectives focus on observable behaviors which can then be easily translated in quantitative terms:
1. Receiving - Accept, Attend, Develop, Recognize
2. Responding - Complete, Comply, Cooperate, Discuss, Examine, Obey, Respond
3. Valuing - Accept, Defend, Devote, Pursue, seek
4. Organization - Codify, Discriminate, Display, Order, Organize, Systematize, Weight
5. Characterization - Internalize, Verify
In the affective domain, and in particular,, when we consider learning competencies, we also consider the following focal concepts:
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:
1. Cognitions – 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
2. Affect – refers to feelings with respect to the focal object – fear, liking, anger; color blue refers to loneliness); others as calm or peace
3. Behavioral intentions – our goals, aspirations, and our expected responses to the attitude object
4. 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.
Motivation
Motivation is a reason or set of reasons fore engaging in a particular behavior. The reasons include basic needs, object, goal, state of being, ideal that is desirable. Motivation also refers to initiation, direction, intensity and persistence of human behavior.
There are many theories that explain human motivation. The need theory is one of these theories. Abraham Maslow’s hierarchy of human needs theory is the most widely discussed theory of motivation. The theory can be summarized as thus:
- 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 s 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.
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 – challenging work, recognition, responsibility, which give positive satisfaction
o Hygiene factors – status, job security, salary and fringe benefits – do not motivate if present, but if absent will result in demotivation
Like hygiene, the presence of it will make one healthier, but absence cause health deterioration
Clayton Aldefer 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 improve performance;
There are two kinds of motivation: Intrinsic motivation brings brings pleasure, or make feel people feel what they are learning is morally significant and Extrinsic motivation which comes when a student compelled to do something because of factors external to him
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.
Self efficacy relates to person’s perception of their ability to reach a goal, Research shows that over-efficaciousness negatively affected student motivation, while under-efficaciousness increased motivation to study
Exercises:
1. Give one example of a learning competency objective in the affective domain for each of the levels in the taxonomy of Kratwohl et. Al. Assume that you are teaching an English literature subject.
2. Describe the potential of tapping the affective domain in enhancing the learning of students.
Development of Assessment Tools/Standard Assessment Tools
Assessment tools in the affective domain are those which are used to assess attitudes, interest, motivations and self efficacy. These include:
1. Self-report. This the most common measurement tool in the affective domain. It essentially requires an individual to provide an account of his attitude or feelings toward a concept or idea or people. It is also called “written reflections” (“Why I Like or Dislike Mathematics”. The teacher ensures that the students write something which would demonstrate the various levels of the taxonomy ( receiving to characterization)
2. Rating Scales 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.
3. Semantic Differential (SD) Scales tries to assess an individual’s reaction to specific words, ideas or concepts in terms of ratings on bipolar scales defined with contrasting adjectives at each end
Good ___ ___ ___ ___ ___ ___ ___ Bad
3 2 1 0 1 2 3
( 3 – extreme; 2 – quite; 0 - neutral)
A number of basic considerations are involved in SD methodology.
a. Bipolar adjectives are a simple, economical means for obtaining data on people’s reactions
b. Ratings on bipolar adjective scales tend to be correlated, and three basic dimensions of response account for most of the co-variation in ratings
c. Some adjective scales are almost pure measures of the EPA dimensions: good-bad (Evaluation), powerful-powerless (Potency), and fast-slow (Activity)
d. EPA measurement are appropriate when one is interested in an effective domain responses; multi-variate approach to affect measurement; generalized approach applicable to any concept or stimulus, and thus permits comparisons of affective reactions on widely disparate things.
2. Thurstone Scale
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. Below is an example of a Thurstone scale of measurement.
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)
3. Likert Scales
In 1932, Likert developed the method of summated ratings (or Likert scale), which is widely used. This requires an individual to tick on a box to report whether they “strongly agree” “agree” “undecided”, “disagree” or “strongly disagree” in response to a large number of items concerning attitude object or stimulus. Likert scale is derived as follows:
a. pick individual items to include. Choose individual items that you know correlate highly with the total score across items
b. choose how to scale each item, or construct labels for each scale value to represent interpretation to be assigned to the number
c. ask your target audience to mark each item
d. Derive a target’s score by adding the values that target identifies on each item.
Checklists
Checklists are the most common and perhaps the easiest instrument in the affective domain. It consist of simple items that the student or teacher marks as “absent” or “present” Here are the steps in the construction of a checklist:
a. enumerate all the attributes and characteristics you wish to observe
b. arrange this attributes as a “shopping list” of characteristics
c. ask students to mark those attributes which are present and to leave blank those which are not
(Reference: Assessment of Learning 2, by Dr. Rosita de Guzman-Santos)
ACTIVITY (to be included in the portfolio)
Give examples of the following tools/instruments used in assessing attitudes(Cite reference):
1. Self-Report
2. Rating Scales
3. Semantic Differential Scales
4. Thurstone Scales
5. Likert Scales
Construct a Rating Scale for each of the following situations:
1. measuring attitude towards Mathematics
2. motivation to study instrument
Construct a checklist for each of the following activities:
1. classroom observation for a practice teacher
2. checklist for behavior demonstrating good manners and right conduct
The affective domain is a part of a system that was published in 1965 for identifying understanding and addressing how people learn.This describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection.It is far more difficult domain to objectively analyze and assess since affective objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience. Nevertheless, much of the educative process needs to deal with assessment and measurement of students’ abilities in this domain.
For instance, it is often heard that certain people are “schooled” but not “educated.” This simply refers to the fact that much of the processes in education today are aimed at developing the cognitive aspects of development and very little or no time is spent on the development of the affective domain.
The Taxonomy in the Affective Domain
The taxonomy in the affective domain contains a large number of objectives in the literature expresses as interests, attitudes, appreciation, values, and emotional sets or biases.The descriptions of step in the taxonomy was culled from Kratwohl’s Taxonomy of Affective Domain:
1. Receiving is being aware of or sensitive to the existence of certain ideas, material, pr phenomena and being willing to tolerate them. Examples: To differentiate, To accept, To listen, To respond to.
2. Responding is committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them. Examples: to comply with, to follow, to commend, to volunteer, to spend leisure time in, to acclaim
3. valuing is willing to be perceived by others as valuing certain ideas, materials, or phenomena. Examples: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate
4. organization is to relate the value to those already held and bring into a harmonious and internally consistent philosophy.Examples: To discuss, To theorize, To formulate, To balance, To examine
5. characterization by value or value set is to act consistently in accordance with the values he or she has internalized.Examples: To revise, To require, To be rated high in the value, To avoid, To resist, To manage, To resolve
Affective Learning Competencies
Affective learning competencies are often stated in the form of instructional objectives
Instructional objectives are specific, measurable, short-term, observable student behaviors. Objectives are the foundation upon which you can build lessons and assessments that you can prove meet your over-all course or lesson goals. Think of objectives as tools used to make sure you reach your goals; arrows you shoot towards your target (goal). The purpose of objectives is to ensure that learning is focused clearly enough that both students ad teachers know what is going on, and so learning can be objectively measured.Learning in the affective domain is assessed and measured in schools but not used as grade of students in this domain.
The Taxonomy in the Affective Domain
Behavioral objectives focus on observable behaviors which can then be easily translated in quantitative terms:
1. Receiving - Accept, Attend, Develop, Recognize
2. Responding - Complete, Comply, Cooperate, Discuss, Examine, Obey, Respond
3. Valuing - Accept, Defend, Devote, Pursue, seek
4. Organization - Codify, Discriminate, Display, Order, Organize, Systematize, Weight
5. Characterization - Internalize, Verify
In the affective domain, and in particular,, when we consider learning competencies, we also consider the following focal concepts:
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:
1. Cognitions – 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
2. Affect – refers to feelings with respect to the focal object – fear, liking, anger; color blue refers to loneliness); others as calm or peace
3. Behavioral intentions – our goals, aspirations, and our expected responses to the attitude object
4. 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.
Motivation
Motivation is a reason or set of reasons fore engaging in a particular behavior. The reasons include basic needs, object, goal, state of being, ideal that is desirable. Motivation also refers to initiation, direction, intensity and persistence of human behavior.
There are many theories that explain human motivation. The need theory is one of these theories. Abraham Maslow’s hierarchy of human needs theory is the most widely discussed theory of motivation. The theory can be summarized as thus:
- 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 s 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.
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 – challenging work, recognition, responsibility, which give positive satisfaction
o Hygiene factors – status, job security, salary and fringe benefits – do not motivate if present, but if absent will result in demotivation
Like hygiene, the presence of it will make one healthier, but absence cause health deterioration
Clayton Aldefer 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 improve performance;
There are two kinds of motivation: Intrinsic motivation brings brings pleasure, or make feel people feel what they are learning is morally significant and Extrinsic motivation which comes when a student compelled to do something because of factors external to him
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.
Self efficacy relates to person’s perception of their ability to reach a goal, Research shows that over-efficaciousness negatively affected student motivation, while under-efficaciousness increased motivation to study
Exercises:
1. Give one example of a learning competency objective in the affective domain for each of the levels in the taxonomy of Kratwohl et. Al. Assume that you are teaching an English literature subject.
2. Describe the potential of tapping the affective domain in enhancing the learning of students.
Development of Assessment Tools/Standard Assessment Tools
Assessment tools in the affective domain are those which are used to assess attitudes, interest, motivations and self efficacy. These include:
1. Self-report. This the most common measurement tool in the affective domain. It essentially requires an individual to provide an account of his attitude or feelings toward a concept or idea or people. It is also called “written reflections” (“Why I Like or Dislike Mathematics”. The teacher ensures that the students write something which would demonstrate the various levels of the taxonomy ( receiving to characterization)
2. Rating Scales 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.
3. Semantic Differential (SD) Scales tries to assess an individual’s reaction to specific words, ideas or concepts in terms of ratings on bipolar scales defined with contrasting adjectives at each end
Good ___ ___ ___ ___ ___ ___ ___ Bad
3 2 1 0 1 2 3
( 3 – extreme; 2 – quite; 0 - neutral)
A number of basic considerations are involved in SD methodology.
a. Bipolar adjectives are a simple, economical means for obtaining data on people’s reactions
b. Ratings on bipolar adjective scales tend to be correlated, and three basic dimensions of response account for most of the co-variation in ratings
c. Some adjective scales are almost pure measures of the EPA dimensions: good-bad (Evaluation), powerful-powerless (Potency), and fast-slow (Activity)
d. EPA measurement are appropriate when one is interested in an effective domain responses; multi-variate approach to affect measurement; generalized approach applicable to any concept or stimulus, and thus permits comparisons of affective reactions on widely disparate things.
2. Thurstone Scale
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. Below is an example of a Thurstone scale of measurement.
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)
3. Likert Scales
In 1932, Likert developed the method of summated ratings (or Likert scale), which is widely used. This requires an individual to tick on a box to report whether they “strongly agree” “agree” “undecided”, “disagree” or “strongly disagree” in response to a large number of items concerning attitude object or stimulus. Likert scale is derived as follows:
a. pick individual items to include. Choose individual items that you know correlate highly with the total score across items
b. choose how to scale each item, or construct labels for each scale value to represent interpretation to be assigned to the number
c. ask your target audience to mark each item
d. Derive a target’s score by adding the values that target identifies on each item.
Checklists
Checklists are the most common and perhaps the easiest instrument in the affective domain. It consist of simple items that the student or teacher marks as “absent” or “present” Here are the steps in the construction of a checklist:
a. enumerate all the attributes and characteristics you wish to observe
b. arrange this attributes as a “shopping list” of characteristics
c. ask students to mark those attributes which are present and to leave blank those which are not
(Reference: Assessment of Learning 2, by Dr. Rosita de Guzman-Santos)
ACTIVITY (to be included in the portfolio)
Give examples of the following tools/instruments used in assessing attitudes(Cite reference):
1. Self-Report
2. Rating Scales
3. Semantic Differential Scales
4. Thurstone Scales
5. Likert Scales
Construct a Rating Scale for each of the following situations:
1. measuring attitude towards Mathematics
2. motivation to study instrument
Construct a checklist for each of the following activities:
1. classroom observation for a practice teacher
2. checklist for behavior demonstrating good manners and right conduct
Wednesday, May 13, 2009
NCBTS - TSNA Tool
National Competency-Based Teacher Standards
The Philippine NCBTS has defined what Effective Teaching is. It has clearly stated the strategic and indespensable role of the Techer in the learning process of the students.
7 Domains:
1. Social Regard for Learning
2. Learning Environment
3. Diversity of Learners
4. Curriculum
5. Planning, Assessing, reporting
6. Community Linkages
7. Personal growth and Professionalism
TSNA - Teacher Strength and Needs Assessment
Research says:
- lack of regional and division structure for effective teacher training
- lack of systematic TNA Processes
- attributed to not having accurate iinformation on TNA
- INSET content generally not TSNA-based
- content of training had become repetitive and found them a waste of time
- topics aree not suited to the grade/yearl leevel
TSNA - determination of the differences between the actual condition (what is) and what shouold be (standard)
Teacher Strengths and Training Needs Analysis:
Phase 1 - Job Analysis for Effective teaching
Phase 2 - Tecaher-Trainee Analysis - Instrumentation, Data Gathering
Phase 3 - Difference Analaysis - TSNA Data
Define:
Outputs
Knowledge - appropriate technques
Attitude - respect and concern
Skills
The GOOD News:
The NCBTS TNA Tool - anchored on the NCBTS
- manual version
- electronic version
Code for Comppetency Level
L - Low
F - Fair
S - Satisfactory
H - High
The Philippine NCBTS has defined what Effective Teaching is. It has clearly stated the strategic and indespensable role of the Techer in the learning process of the students.
7 Domains:
1. Social Regard for Learning
2. Learning Environment
3. Diversity of Learners
4. Curriculum
5. Planning, Assessing, reporting
6. Community Linkages
7. Personal growth and Professionalism
TSNA - Teacher Strength and Needs Assessment
Research says:
- lack of regional and division structure for effective teacher training
- lack of systematic TNA Processes
- attributed to not having accurate iinformation on TNA
- INSET content generally not TSNA-based
- content of training had become repetitive and found them a waste of time
- topics aree not suited to the grade/yearl leevel
TSNA - determination of the differences between the actual condition (what is) and what shouold be (standard)
Teacher Strengths and Training Needs Analysis:
Phase 1 - Job Analysis for Effective teaching
Phase 2 - Tecaher-Trainee Analysis - Instrumentation, Data Gathering
Phase 3 - Difference Analaysis - TSNA Data
Define:
Outputs
Knowledge - appropriate technques
Attitude - respect and concern
Skills
The GOOD News:
The NCBTS TNA Tool - anchored on the NCBTS
- manual version
- electronic version
Code for Comppetency Level
L - Low
F - Fair
S - Satisfactory
H - High
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