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It is important to assess students learning not only through their outputs or products but also the processes which the students underwent in order to arrive at these products or outputs. Learning entails not only what students know but what they can do with what they know. It involves knowledge, abilities, values, attitudes and habits of mind that affect academic success and performance beyond the classroom.
Strengths
Weaknesses
Integrates assessment with instruction Learning occurs during assessment Provides opportunity for formative assessment More authentic More engaging, active involvement of students Emphasis on reasoning skills
Reliability may be difficult to establish Measurement error due to subjective nature of the scoring Inconsistent student performance across time may result in inaccurate conclusions Requires considerable teacher time to prepare and student time to complete
SEMANTIC DIFFERENTIAL
Semantic differential is a type of a rating scale designed or invented by C.E. Osgood (1957) to measure the connotative meaning of objects, events, and concepts or attitudes. It has been used for a variety of purposes ranging from predicting a political election to identifying changes in personality structure. Charles Osgood's semantic differential was designed to measure the connotative meaning of concepts. The respondent is asked to choose where his or her position lies, on a scale between two bipolar words, or a range of words or numbers ranging across a bipolar position (for example, `Excellent', `Good', Adequate', `Poor', `Inadequate'; or from 5 (powerful) down to 1 (weak). Semantic differentials can be used to describe not only persons, but also the connotative meaning of abstract conceptsa capacity used extensively in affect control theory. The Semantic Differential (SD) measures people's reactions to stimulus words and concepts in terms of ratings on bipolar scales defined with contrasting adjectives at each end. An example of an SD scale is:
Usually, the position marked 0 is labeled "neutral," the 1 positions are labeled "slightly," the 2 positions "quite," and the 3 positions "extremely." A scale like this one measures directionality of a reaction (e.g., good versus bad) and also intensity (slight through extreme). Typically, a person is presented with some concept of interest, e.g., Red China, and asked to rate it on a number of such scales. Ratings are combined in various ways to describe and analyze the person's feelings.
A number of basic considerations are involved in SD methodology: (1) Bipolar adjective scales are a simple, economical means for obtaining data on people's reactions. With adaptations, such scales can be used with adults or children, persons from all walks of life, and persons from any culture. (2) Ratings on bipolar adjective scales tend to be correlated, and three basic dimensions of response account for most of the co-variation in ratings. The three dimensions, which have been labeled Evaluation, Potency, and Activity (EPA), have been verified and replicated in an impressive variety of studies. (3) Some adjective scales are almost pure measures of the EPA dimensions; for example, good-bad for Evaluation, powerful-powerless for Potency, and fast-slow for Activity. Using a few pure scales of this sort, one can obtain, with considerable economy, reliable measures of a person's overall response to something. Typically, a concept is rated on several pure scales associated with a single dimension, and the results are averaged to provide a single factor score for each dimension. Measurements of a concept on the EPA dimensions are referred to as the concept's profile.
(4) EPA measurements are appropriate when one is interested in affective responses. The EPA system is notable for being a multi-variate approach to affect measurement. It is also a generalized approach, applicable to any concept or stimulus, and thus it permits comparisons of affective reactions on widely disparate things. EPA ratings have been obtained for hundreds of word concepts, for stories and poems, for social roles and stereotypes, for colors, sounds, shapes, and for individual persons. (5) The SD has been used as a measure of attitude in a wide variety of projects. Osgood, et al., (1957) report exploratory studies in which the SD was used to assess attitude change as a result of mass media programs and as a result of messages structured in different ways . Their chapter on attitude balance or congruity theory also presents significant applications of the SD to attitude measurement. The SD has been used by other investigators to study attitude formation (e.g., Barclay arid Thumin, 1963), attitudes toward organizations (e.g., Rodefeld, 1967), attitudes toward jobs and occupations (e.g., Triandis, 1959; Beardslee and O'Dowd, 1961; Gusfield and Schwartz, 1963), and attitudes toward minorities (e.g., Prothro and Keehn, 1957; Williams, 1964; 1966). The results in these, and many other studies, support the validity of the SD as a technique for attitude measurement. The question of validity, and other issues in assessing attitudes with the SD, will be treated in more detail after a general discussion of SD theory and technique.
CHECKLIST
The most common and perhaps the easiest instrument in the affective domain to construct is the checklist. A checklist consist of simple items that the students or teacher marks absent or present. Here are the steps in the construction of a checklist: 1) Enumerate all the attribute and characteristics you wish to observe relative to the concept being measured. For instance, if the concept is interpersonal relation, then you might want to identify those indicators or attributes which constitute an evidence of good interpersonal relation. 2) Arrange these attributes as a shopping list of characteristics. 3) Ask the students to mark those attributes or characteristics which are present and to leave blank those which are not.
Complex Competencies Recite a poem with a feeling using appropriate voice quality, facial expressions and hand gestures Construct an equilateral triangle given three non-collinear points Draw and color a leaf with a green crayon
Criteria
Weight
Level of Performance
X1
1-4**
5-9**
10-12**
X1
Voice Inflection
X2
X3
3 Excellent Speaker Includes 10-12 changes in hand gestures No apparent inappropriate facial expressions Utilizes proper voice inflection Can create proper ambiance for the poem
2 Good Speaker Includes 5-9 changes in hand gestures Few inappropriate facial expressions Have some inappropriate voice inflection changes Almost creating proper ambiance
1 poor Speaker Includes 1-4 changes in hand gestures Lots of inappropriate facial expressions Uses monotone voice Cannot create proper ambience
-Analytic rubric is more common and assesses tasks that involve a larger number of criteria. -Analytic rubric better handles weight on criteria.
never
sometimes
always
never
rarely
sometimes
usually
always
never
rarely
sometimes
usually
RECOMMENDATIONS: Fewer levels of performance should be included because: Its easier and quicker to administer Easier to explain to students Easier to expand.
Difference of Process oriented rubric with product oriented rubric Product oriented rubrics are linked with an assessment of the level of expertise manifested by the product.( Novice/Beginner, Skilled, Expert Levels) DEFINING LEARNING COMPETENCIES FOR PRODUCTS/OUTPUT Level 1 Does the finished product or the project illustrates the minimum expected parts or function (Beginner)
Level 2 Does the finished product or project and contains additional parts and functions on top of the minimum requirements which tend to enhance the final output (Skilled)
Level 3 Does the finished product contain the basic minimum parts and function, have additional features on top of the minimum, and aesthetically pleasing (Expert)
EXAMPLE: The product desired is a scrapbook illustrating the historical events called EDSA I People Power Learning Competencies: The scrapbook presented by the students must: 1. Contains pictures, newspaper clippings and other illustrations for the main characters of EDSA I (MINIMUM SPECIFICATION)
2. Contain remarks and captions for the illustrations made by the student himself for the roles played by the characters in EDSA 1 People Power (SKILLED) 3. Be presentable, complete, informative, and pleasing to the reader of the scrapbook. EXPERT Performance based assessment for products and projects can also be used for assessing outputs of SHORT TERM TASKS. -> Example: The desired output consists of output in a typing class. Learning Competencies: The final typing outputs of the students must: 1. Possess no more than five (5) errors in spelling (MINIMUM) 2. Possess no more than five (5) errors in spelling while observing proper format based on the document to be typewritten (SKILLED) 3. Possess no more than 5 errors in spelling, has the proper format, and is readable and presentable (EXPERT) EVIDENCE BASED Product oriented performance based learning competencies need concrete evidence that a student has achieved a certain level of competence based on product.
Scoring Rubrics - These are descriptive scoring schemes that are developed by teachers to
guide the analysis of the products or processes of students efforts.
Criteria Setting
Criteria are statements which identify what really counts in the final output. Example: Quality Creativity Comprehensiveness Accuracy Aesthetics Identify substatements that would make the major criteria more focused and objective. Example: Essay on The Three Hundred Years of Spanish Rules in the Philippines Quality Interrelates the chronological events in an interesting manner Identifies the key players in each period of the Spanish rule and the roles that they played Succeeds in relating the history of Philippine Spanish rule
1 Title The title does not reflect what the data show or the title is missing.
2 The graph contains the title that generally tells what the data show Some parts of the graph are inaccurately labeled Data representation contains minor errors
3 The graph contains a title that clearly tells what the data show All parts of the graph are correctly labeled
Weight 10%
Labels
Only some parts of the graph are correctly labeled or labels are missing The data are inaccurately represented, contain major errors, or are missing The graph is sloppy and difficult to read
20%
Accuracy
50%
Neatness
20%
Organization of document is difficult to follow due to a combination of the following: 1. Inadequate transitions 2. Rambling format 3. Insufficient or irrelevant information 4. Ambiguous graphics The document contains numerous distractions that appear in the combination of the following forms: 1. Flow in thought 2. Graphical presentation 3. Grammar/mechanics There appears to be no organization of the documents contents Sentences are difficult to read and understand
Other Methods
Checklists are appropriate for evaluation when the information that is sought is limited to the determination of whether specific criteria have been met. Scoring rubrics are based on descriptive scales and support the evaluation of the extent to which criteria have been met. If the purpose of assessment have been met
Benefits of scoring rubrics: 1. They support the examination of the extent to which the specified criteria have been reached. 2. They provide feedback to students concerning how to improve their performances
SEMANTIC DIFFERENTIAL SCALE OF HESTER PRYNNES CHARACTERISTICS IN THE NOVEL SCARLET LETTER BY NATHANIEL HOWTHORNE
Direction: Rate the characteristics of Hester Prynne by putting a check mark on one of the 7 spaces along each dimension.
3 Honest Kind Strong Fair Wise Helpful Reliable Loving Humble Beautiful Good
3 Deceitful Harsh Weak Biased Fool Unhelpful Unreliable Unloving Arrogant Ugly Bad
Part
Set goal for the interview:
Checklist
o Understand new product development process and marketing strategies. Gather as much information as possible about the new product development process and marketing strategies. Search the literature (Library). Search the World Wide Web for information. Develop questions about the new product development process as a starting point for gathering information.
Preparing
What is the new product development process? What are some concerns in the new product development process? How do you manage new product development to be successful? Any guidelines? What is the process of marketing a new product? What are the strategies for the successful marketing of a new product? Arrange the meeting place (or confirm reservation). Visit the meeting place (at least one time). Be on time for the meeting. Introduce myself and let the manager know who I am, the topic under investigation, and the purpose of the interview.
Beginning
Start seriously but with an easy question: "How long have you worked in product development?" Be professional and don't joke or try to be funny unless I am sure it will be well received. Take notes during the interview. Think critically about the information that the manager provided during the interview and develop further questions.
Reflect on and paraphrase the information given to me during the Conducting interview from the manager. Take time to make sure I understand what the manager says. Provide reassurance that the information being provided to me is useful and informative.
Respond to the manager's answers with integrity. Be honest when responding to the manager's questions. Offer my opinion only when asked. Be positive in my demeanor. Give the manager a chance to ask any questions I can answer. Summarize the main points of the interview.
Weight
Exemplary (4 pts) The student has memorized the entire poem and is able to present it without error.
Mastery
30%
Learned (3 pts) The student has memorized entire poem and is able to present with just one error from which he/she recovers. Enthusiastic. Clear throughout. Audibility dropped a couple of times.
Basic (2pts) The student has memorized entire poem and is able to present, however makes three or more errors and doesn't recover.
25%
Energizes the audience with enthusiasm. Precisely clear. Audible throughout. Involves audience with eye contact and used very fitting bodily movements and hand gestures. The student showed very appropriate emotions and facial expressions in conveying the poems theme and message. Used props and costume that are very appropriate to the poems theme.
20%
Much eye contact and used fitting bodily movements and hand gestures.
Some eye Lacks eye contact and contact. used not so Stiff or erratic fitting bodily and used movements and unfitting bodily hand gestures. movements and hand gestures.
Emotional Expression
20%
The student showed appropriate emotions and facial expressions in conveying the poems theme and message.
The student showed not so appropriate emotions and facial expressions in conveying the poems theme and message.
The student showed inappropriate emotions and facial expressions in conveying the poems theme and message.
Props/Costume
5%
Used props and costume that are appropriate to the poems theme.
Used props and costume that are not so appropriate to the poems theme.
Weight Exemplary (4 pts) The brochure has exceptionally attractive formatting and wellorganized information. The brochure includes all required elements; all entries are relevant to the chosen topic
25%
Learned (3pts) The brochure has attractive formatting and wellorganized information.
Content
30%
Writing Mechanics
25%
The brochure has all of the required elements; some of the entries are relevant to the chosen topic. All of the Most of the writing is writing is done in done in complete complete sentences. sentences. Capitalization Most of the and capitalization punctuation and are correct punctuation throughout are correct the brochure. throughout the brochure.
The brochure has most of the required elements; only few entries are relevant to the chosen topic Some of the writing is done in complete sentences. Some of the capitalization and punctuation are correct throughout the brochure.
Graphics
10%
All of the graphics go well with the text. There are many citations from a variety of sources accurately listed on the brochure.
Some of the graphics go well with the text. There are some citations from a variety of sources accurately listed on the brochure.
Only few of the graphics go well with the text. There are a few citations accurately listed on the brochure.
Apprentice (1pt) The brochure's formatting and organization of material are confusing to the reader. The brochure has little of the required information; entries are irrelevant to the chosen topic Most of the writing is not done in complete sentences. Most of the capitalizatio n and punctuation are not correct throughout the brochure. The graphics do not go well with the text. Incomplete citations are listed on the brochure.
Score
Sources
10%
References
Introduction
URL: http://edu.searcheric.org/assessing-student-learning.html
Checklist
Source: De Guzman-Santos, R., Educational Assessment II.