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351 views46 pagesAssessmentinlearning 2 Part 4
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Lee
Affective Assessment
How do you assess affective outcomes of students’
®
w UNDERSTAND
Desired Significant Learning Outcomes:
In this lesson, you are expected to:
Significant Culminating Performance Task and Success Indicators
At the end of this lesson, you are expected to de!
about affective outcomes of learning and acquire kn
these outcomes. As a result, you should be able to develop an asses:
measure at least one affective trait that studen
of their learning. Your success in this performance task will be det
have done the following:
develop an assessment too! to measure affec
suggested Timeframe: 4.5 hours
learning?
tive outcomes of learning, |
monstrate an understanding
jowledge on how to measure
sment tool to
ts have developed in the course
termined if you
Tasks
Success Indicators
1. Define the affective factors
that are important in students’
learning.
Present at least an experiential
sample situation to illustrate
how feelings and emotions can
influence learning.
2. Identify the taxonomy of
affective behaviors in students’
learning.
Present a list of affective qualities
that students should demonstrate
in a course or subject vis-a-vis the |
defined taxonomy in the affective
domain.
3. Demonstrate knowledge and
understanding of the affective
traits articulated in the Basic
Education Curriculum Framework
in one's field of specialization.
Present and explain the affective
factors contained in the K to 12
Basic Education Curriculum
Framework in the chosen field of
teaching.
50 Develop understanding onthe |4. Develop the behavioral indicators
various assessment methods in at least one aspect of affective
and tools that could measure domain in students’ learning.
affective outcomes of learning.
Review literature or research 5. Present a sample research
studies that deal with instrument used to assess
assessment of affective traits. students’ affective behavior.
Develop an assessment tool to 6. Present and discuss the
measure affective outcomes of constructed assessment tool to
students’ learning. measure affective outcome of
learning.
Prerequisite of This Lesson
In order to accomplish the performance tasks identified in this lesson, you
should have understood why affective domain is part and parcel in developing
instructional objectives. If you have reached the high level of appreciation on the
“whys” of including affective domain in your lesson plan, and you feel confident
in formulating objectives on affect, the lesson as presented here will be exciting
and enjoyable for you. As you walk through the text of this lesson, it is important
to recall the past lessons about formulating instructional objectives, in particular,
how to state objectives in measurable and observable terms. In addition, your
understanding about basic concepts, knowledge, and skills about assessment as
discussed in the earlier lessons will be most useful.
1) PREPARE
Tobeabletodevelop your assessment tool to measure the affective dimension
of students’ learning, you need to read and understand the information in the
following paragraphs that discuss important aspects about affective assessment,
which will eventually guide you to accomplish the ultimate objective of this lesson,
that is, to develop an assessment tool to measure affective outcome of students’
learning. .To maximize the time with your teacher in the course, it is advised that
you read the text by yourself such that class discussion with the teacher will be
more focused on more specific concerns about the content and essence of the
material, queries, and difficulties in accomplishing the tasks.
What is affective assessment? Why assess affective domain?
Think about your answer to the following questions:
How do you feel doing mathematics?
What do you like in mathematics?
Your responses may vary. Some may like the subject, or for the majority,
the feeling is the opposite. If we deal with measurement of feelings, attitude, ~
i) i this type
ord itself, of
‘om the wore |
or interest, we are into affective assessment. i students learning. The affective
assessment deals with the affect dimension ©
“includes 2 host of constructs,
domain (from the Latin affectus, meaning “feelings ) 1 and motivation. They are
Such as attitudes, values, beliefs, opinions, inter not easily seen OF explicitly
the noncognitive outcomes of learning that are ain is not aimed to determing
demonstrated. The type of assessment in this dom ow students feel while they
what the students have learned. Rather it/ooKs NO PON Tie emotions any
are learning, how their learning experiences have i tent knowledge that requires
future behavior, Teaching is not only imparting a nts as learners and humans,
cognition. Itis also knowing and understanding stu! et en
Therefore, it is essential that teachers know the fee ne a2 ae onen
or even anxiety that learners experience because eee Gaere bein
on their attitudes, motivation, and beliefs that wile era oe mentee
their future behavior. Further, with information abot ae
characteristics, teachers will be able to individualize thsi aRe eee
and reshape the lesson plan based on the identified needs
Assessment on the affective domain is not only on the part of es LE
know information about students. It is also useful for student ase ee Self.
awareness of feelings, emotions, and attitudes can make student are lect on
how they are in the process of learning. This type of metacognition has proven
to enhance learning and contribute to success in the academic task. Student
attainment is a result of the functioning of his or her whole personality. Cognitive
and affective assessment should work in tandem as what empirical studies have
Proven.
Unlike cognitive and psychomotor assessment, affective assessment does
not determine the grades the students. get. It rather helps teachers determine
what steps need to be taken to help students achieve academic ‘success,
Knowledge of what students view, perceive, and feel as they are engaged in
learning activities will guide teachers to improve their teaching strategies and
enhance learning. Affective assessment can Provide supplemental information
about a learning difficulty or behavior problem that affects learning. For example,
if students feel nervous in just seeing numerical symbols and sign of operations,
knowledge and more often, feel frustrated with students’ Poor achievement.
low performance may be caused by affective factors, such as attitude, inter
and motivation. According to Stiggins (2005), motivation and desire represent
very foundation of learning. If the students
do not want to learn, there will be n
learning. Further, Popham (2011) contends t! Pr
significant than cognitive variables, In the Tea
affective objectives range from simple attention to complex and internal qualities
of character and thinking of learners. Nevertheless, teachers need to deal with
assessment and measurement of students’ abilities in this domain.
What is the taxonomy of affective domain in learning?
In the assessment of cognitive domain, you have used the Revised Bloom's
Taxonomy of Cognitive Processes identified as remembering, understanding,
applying, analyzing, evaluating, and creating. As presented in Lesson 2, in the
affective domain of learning, Krathwohl et al. (1964) developed a taxonomy of
affective qualities that can serve as guide in doing affective assessment. As shown
in Table 2.1, these include the following behavior:
4. To receive: In this level of affective behavior, the learner demonstrates an
awareness in an activity that is happening such that he/she gives attention
to that activity. This level involves willingness to receive the stimulus. For
example, looking at the teacher during lecture is an awareness on a learning
stimulus, but listening and paying attention indicate willingness in receiving
that stimulus.
2. Torespond: in this case, the learner reacts to a given stimulus or information
that has been received. Ifa learner participates in a class discussion, and not
merely listening, then the learner is in this level of behavior. This behavior
may be compliance to a given task, voluntary engagement, or doing an
activity with interest.
3, To value: This is the level where the learner demonstrates commitment
to the object, knowledge, or activity. Here, the learner has internalized a
set of specific values such that these values are manifested through overt
behaviors. For example, picking up litters outside the classroom without
teacher's presence or saving money for a book, or putting off lights after
class on own volition are “valuing” behaviors.
ao AE AEB LET. a
4. To organize: This is the level where the learner has internalized and integrated
his or her feelings, emotions, beliefs, opinions, etc., resulting to actions where
new values and traits emerged. In this level, the learner is able to discern
independently the right from wrong, and he/she is able to make a decision on
what is more valuable based on his or her own judgment.
5. To characterize: In this level of affective trait, the learner demonstrates
his or her beliefs and attitudes not only in a single event or situation but
in multiple events, showing consistency of the behavior that establishes an
image or character of the learner. The behavior extends beyond the school
setting and becomes part of his or her lifestyle. For example, if doing an
experiment has instilled the value of patience, such trait could be carried
‘over to the student's nonscience activities.
53 What are the affective variables in learning?
affective assessment and these basically deal wi
about a lesson, a person, or an activity. In the educati
variables for affective assessment are the following:
a
54
ee
jes can be investigated using
ith how students feel or think
ion field, the most common
As mentioned earlier, a number of variabl
in a stud ¥
Attitudes. This is the most talked about affect Ts means we
learning. We always talk about attitude toward Smet TT ive, favorable
are referring to a person's reaction whether negatlv’ or environment, In
or unfavorable toward an object, activity, person, d learning, subject,
teaching, this will be concerned with the attitude toware Nar rn
teachers, classmates, homework, and projects oneven atthe i.e
of uniforms, attendance to flag ceremony, and others: “Ss
to foster positive attitudes. On the other hand, we also ve ting, dru 2
have negative attitude on things like cheating, bullying, BENE STUBS,
absenteeism, and smoking. ffecti
It is important to note that attitude cannot be taken as sy eee
It also has a cognitive component where the heaper baseune, content
knowledge that defines the worth or value of the object or situation. For
example, knowledge about the effect of smoking on health and knowledge
about nicotine ideally should make students have negative attitude toward
smoking. However, this is not always the case. One may have the knowledge
but applying the knowledge is another thing. Cognitive knowledge can just
be a contributing factor to effect a desired affective outcome.
Some empirical research reinforced the importance of assessing
attitude. Othuon (2010) found out that negative attitude toward English is
the most affective and psychological factor that results in the students’ poor
performance in English. The ability of students to master a second language
is not only influenced by the mental competence or language skills but also by
the students’ attitudes and perceptions toward the target language (Abidin
etal. 2012).
Values and Beliefs. Values are characteristics or traits that a person holds
in high importance. These include principles that one considers to be right,
and consequently which guides the person's future actions and decisions.
In a school setting, values that are included in the curriculum are honesty,
patience, perseverance, respect for others, cleanliness and order, care
for environment, etc. Beliefs, on the other hand, refer to our convictions
or opinions we hold to be true even without evidence. While beliefs are
traditionally associated with religion, they have been talked about in the field
of education. There are such things as beliefs about mathematics, freedom,
» gender equality, etc.
Beliefs emanate from multiple sources, from what one hears, sees,
reads, and experiences. Values are developed from beliefs. Beliefs, as well
as values, can change over time from learned experiences. As such, it Is important that teachers provide positive learning experiences to students
because from these experiences, they form beliefs that lead to the formation
of values that are desired. Further, these beliefs and values determine
attitudes which are correlated with a learner's performance. This sequential
relationship reinforces the importance to assess these affective factors that
can aid teachers in developing their instructional plan to attain intended
curriculum goals and objectives.
Interest. Interest is a Psychological state that draws a person's attention
to an object, idea, or event. In a classroom setting, it is what students are
“into” or the learner's disposition about a topic, such as reading, science,
mathematics, history, etc. It is interest that drives the learner to be attentive
to the topic of discussion or engage in any academic activity. Interest may
be personal or situational. If a student reads a book or saves money to buy
books, even if this is not a course requirement, this means that he/her has
personal interestin reading. However, if astudent has a liking for mathematics
because he/she likes his or her mathematics teacher, then his or her interest
in mathematics is situational. Whether personal or situational, it is important
for the teacher to know how students are receptive on the content that is
covered in the lesson. If there is low interest as revealed from the assessment
results, the teacher can think of intervention strategies to address the
problem, like creating learning experiences that are more exciting to engage
students in interaction with peers, or with teachers. Interest is directly linked
with enjoyment and joy in doing something.
Motivation. Brown (1987) defines motivation as an inner drive, impulse,
emotion, or desire that moves one to a particular action. It arouses and
sustains behavior. It can lead to increased effort and energy to pursue a goal.
If a learner is highly motivated, he/her is willing to give his or her time and
effort to reach a goal. It brings a learner to excitement and enjoyment to an
academic task and enhances cognitive processing and improves learning.
Motivation has other intrinsic factors like curiosity, appreciation, valuing
for learning, as well as extrinsic factors like praise, grades for completion,
certification, etc. Ausubel (1968) has identified six needs and desires that are
integral parts of motivation: (1) the need for exploration, (2) the need for
manipulation, (3) the need for activity, (4) the need for stimulation, (5) the
need for knowledge, and (6) the need for ego enhancement. From this list, we
see the critical role of teachers in creating a learning environment that can
provide for these needs in order for the learners to reach the highest level of
motivation. Consequently, assessment in this aspect of affective domain is of
importance.
Self-confidence. This refers to how a person feels about his or her abilities
to accomplish a task or reach a goal. It is the person's perception of himself/
herself and his or her capabilities to perform successfully the task given
to him/her. Empirical studies showed self-confidence is associated with
academic success. In particular, Stankov et al. (2012) have found that students.
55 is ———————SF
on Math and English
t confidence tests as
ig. FOr example, the
ide students
d to perform well
hers contend thal
g and teachin}
bject contents prov!
who think they are skilled in Math ten
tests. In the same study, the researc
an assessment tool can benefit both learnin
scores from the self-confidence tests on su
with insights into the topics they are weak in.
ing?
What assessment tools are used to measure affective learn! as to measuring
Measurement of affective traits is more challenging con ee ernent may be
cognitive and psychomotor dimension of learning. Such meas! tcomes is more
direct or indirect. The direct assessment of affective learning oe krathwohl peal
attainable at the lower levels in the affective learning taxonomy o ‘I's willingness
(1964). Teachers, for example, can take attendance to measure PUP! ber of times
to receive information. Likewise, teachers may consider the pure eeiocr of
the pupil raised his or her hand to answer or ask questions, OF 7 tires
completed assignments and projects. These are sample evidence at titizens
level. However, in this age of globalization, where character and More 7
are becoming more critical, educators are giving more attention to highe! eI
of affective taxonomy. But then, behaviors at these levels are less anne le
to direct measurement because affective learning curcomest crEzs tien 2
Values, beliefs, etc) are internal states that exist in the mind and thoughts of the
learners, Because of these, indirect measurements are thought to be less reliable.
Nevertheless, researchers and educationists are in continuing effort to overcome
these perceived difficulties.
The information generated from the use of indirect assessment of affective
learning outcomes can come from different sources—student himself/herself,
teachers, or peers. A variety of methods for indirectly assessing intended affective
learning outcome have been espoused. Some of the most common assessments,
include self-report inventory, questionnaire, opinionnaire, semantic differential,
observation, and interview.
1. Self-Report Questionnaires. As the name implies, self-report or self
inventory is a type of assessment where the respondent is asked to answer
a question about himself/herself, his or her behavior, emotions, feelings, or
views. It serves many purposes to include diagnosis of students’ mental and
emotional state. Thisis also popularinapre-testand post-test design whenthe
teacher wants to assess change (e.g., in attitude, interest, motivation) before
and after instructional period. This assessment tool is easy to administer
to get immediate results and information directly from the person who is
most knowledgeable about himself/herself. One limitation of this method
is the honesty of the person—his or her tendency not to write the truth of
what he/she feels. Instead, the student may choose a response that can
satisfy the teacher, rather than actually writing the truth. The respondent —
can also be personally biased because he/she is responding to a nonfactual
or subjective statement from his or her own point of view only. To prevent
56 this possibility, the one handling the assessment should try to ensure setting
the right environment for getting the most truthful data.
Self-report inventories use a variety of formats. The most common are
presented in the following:
a. Likert scale. This measuring tool, invented by Rensis Likert, is a series
of questions or items that requires the respondent to select on a scale
@ rating reflecting the level of agreement or disagreement on items that
are related to a particular topic, experience, or issue. The responses,
both in descriptive and numeric form, range from one extreme to
another, such as “strongly agree” to “strongly disagree”, where “5” is the
numerical value of the extreme positive feeling and “1” for the extreme
Negative. This kind of scaling gives deeper insight into what the students
are thinking and feeling. An example of Likert scale is shown below:
Rating Scale on Views About Mathematics and Mathematics Learning
Towhat extent do you agree or disagree with the following views about Mathematics? Check the appropriate
box.
Strongly Agree Slightly Disagree Strongly
‘Agree ‘Agree Disagree
(5) (4) (3) (2) (1)
4, Mathematics is the study of
formulas, rules and procedures
in solving problems.
2. In mathematics, you can discover
new things that can be exciting
3. Tobe able to solve mathematics,
problems, you have to memorize and
follow procedures as taught in class.
4, Mathematics is an exact subject that
requires precision and accuracy.
5. Mathematics is logic and reasoning.
From your review of research literature, you must have noted that most of
the Likert scale instruments indicate the numeric scale value as seen in the rating
scale on Views About Mathematics:
Strongly Agree Slightly Disagree Strongly
Agree Agree Disagree
(5) (4) 3) (2) a) One danger of having the numeric scale values Of 5, 4,3. 2,1 8 Bie possibilty
that an option with a higher value will be more attractive tothe respondents, Yoy
have the choice to omit the numeric scale and just indicate the actual scale label,
ty ie instrument. Likewise, descriptive labels and numeric scale Value can vary
{0 Be more congruent with the Likert items. For example, in a Reading Interest
Inventory, some items May be written this way:
“Ilike reading books by myself”
“I'save my money to buy extra books | like.”
‘The two statements above are action statements rather than commoniy
used Strongly Agree, Agree, etc. It may be more appropriate to use the descriptive
scale labels and numeric scale values as: Always (5), Almost Always (4): Sometimes
(3) Rarely (2); Never (1) OR Always (5); Very Often (d); Often (3); Not Very Often (2)
Never (1), :
..._ The S-point scale is the most common continuum, but this will be more fitteg
ifyour respondents are adults. A 4-point or 3-point scale will be ean vouneer
respondents. Also, instead of the numerical values that usually appear in many
Of the standardized rating scales, some visuals might be more useful to catch the
attention of the younger respondents in answering the instrument.
The following is another example:
Rating Scale on Attitude Toward Science Lesson
In Your science class, how frequently did you find yoursell experiencing the following
oo ©@ee@
‘Always Sometimes. Rarely Never
41. Lenjoy being in science class
2. My science teacher gives me interesting
things to do in and outside the school.
3. Doing experiment in science is fun and
exciting. a
4. I Iove listening to what my teacher says
about the world we lve in.»
5. llenjoy making science assignments and
Projects with classmates,
6. Handling microscope and other science
equipment makes me nervous.
7. Science makes me nervous than any other
subject.
8. The exercises during our lessons are
boring.
58 An alternative format for labeli
ing the response shown in the previous page
may work out better for
some respondents especially to lower age level of students
writing Statements for Rating Scale for Self-Report
Some guidelines might be of help in creating your self-report assessment
instrument.
1, Statements should refer to the present conditions rather than past or future
situations.
2. The statement should be rel
levant to the psychological construct being
measured.
Avoid factual statement since the nature of what is assessed are affective traits.
Statement should elicit a response that lends itself to one interpretation,
5. Statements should be ci
lear and simple sentences using precise and direct
language.
6. Considering that res,
should no longer co
ambiguous.
Ponses in the instrument reflect gradation, statements
ntain always, nearly, only, never, and just. These words are
7. Usevocabulary appropriate for the level of understanding of the respondents.
8. Avoid double negative sentences.
Steps in the Construction of the Rating Scale
1, Select the affective trait you want to assess which you find relevant to
teaching-learning situation. Make sure that you or your school is going to
benefit from it and use the data to improve the present situation.
Example: You maybe interested to know students’ interest about specific
educational issues like climate change and environment. This inventory
will not only help the science teacher in Classroom situation, but the data
may also help teachers to know who can be tapped to participate in Waste
Management and Segregation Project the school is launching.
2. Construct items that are clear, definite, and focused
measure. Consider the different levels
the items. In addition, since what you are assessing is on emotion or affect,
items should include positive and Negative positions that will make the
Fespondent think carefully the answer to the item.
3. Pilot test or fi
On the trait you want to.
of affective taxonomy in constructing
leld try the inventory and revise the parts that appear to be
unclear. This is advised when you want to measure more encompassing
and long term affective learning outcomes. The Purpose of field testing the
instrument is to detect unclear questions and statements and procedural
difficulties the intended respondents can experience with the questionnaire.
It is preferred that field test be given to comparable set of students. If the
inventory is intended for Grade 6 students, then having another class of Grade
6 to give feedback to the inventory will best suit the Purpose of field testing.
so
as... dents. Itis advised that
ion of the inventory.
he implication. The
ive option, followed
Administer the self-reportinventory to your target respon’
adequate time like on power test is provided for complet
5. Analyze the results and consider the findings and draw t
Most common scale is 1 to 5, with 1 as the extreme negath
by the less negative, and mid-range ratings indicating a level of neutrality
through 5 being the highest positive or favorable response. For the negative
items, the numerical values are reversed. The use of simple san
essential. This involves frequency count relative to each option in the scale,
cumulative percentages to see pattern of responses in each item as well as
the entire scale. Simple computation of mean will be useful in visualizing the
collective outcome as a class, or as a grade level or in the entire school. The
most common way to treat data using Likert scale is to sum the values of
each selected option and determine the score for each respondent. The score
represents a specific trait—agreed or not agree, satisfied or not satisfied,
confident or not confident, etc.
Again, if your intention is for classroom setting only, data analysis does
not have to be complex and computation of a score may not be the focus. The
teacher may give more attention to patterns of responses vis-a-vis the content
and essence of the affective items. Consequently, the teacher should be able to
define the implications of the results to improve the learning environment.
b. Semantic Differential. This is a widely used scale that employs ratings of
concepts with contrasting adjectives placed at opposite ends of the number
scale. For example, the concept of “Problem Solving” can be assessed using
the following semantic differential scale:
Problem Solving
Difficult see E ACY
1 2: 3 4 5
Interesting oo Boning:
4 5
Useful Useless.
5
Realistic ih Si festa gee) Spe ea Sea
1 P B 4 es
Rigid eA ___ Loose
In this example, the students are asked to express their attitudes towart
problem solving. They need to make a check mark on the scale indicating th
degree of agreement they have with the adjectives listed. Similar to the Likert
60 scale where there are negative items, the position of the positive and negative
adjectives in semantic differential are reversed to balance the scale and create a
less biased measurement. The response could then be summed, and a mean could
pe determined in each of the adjective pairs. In this way, the concept “problem
solving” would be scaled on the various pairs of the adjectives.
c. Checklist. A checklist is a form of self-report that asks persons to indicate
,whether they demonstrate a set of qualities or behaviors, In particular, for
affective assessment, it is a tool for identifying the presence or absence of a
feeling, attitude, or behavior. The behaviors that are checked will reflect what
values and beliefs learners hold. For example, attitude toward environment
may be measured by giving students a checklist that enumerates different
actions related to environment awareness and commitment in one column
and space in another column where students will put a check or a cross,
indicating whether those actions are being done or not.
An Example of a Self-Report Behavior Checklist
Name _ Grade. Date
Put a check (¥) on the options that correspond to your answer to each item.
1. How would you like to be part of environmental program activities?
I do volunteer to be part of the crusade
| give donations
| just let my parents pay their taxes
| am not interested
2. Do you follow any of the television shows about environmental issues
and programs?
Yes, always
Not regularly
No
3. Which of the following waste materials do you segregate at home?
Papers, newspapers
Glass and bottles
Plastics
Food leftovers
| do not segregate
4. Do you read magazines and publication about environmental issues?
Yes, every time
Sometimes
poe\e Rarely
) No, not my interest
61
ie Oe Order 26 0n Providing
tts in Public and |
What is your reaction on the signing of Executive
for the Establishment of Smoke-Free Environmen
Enclosed Places?
ith of people
—__| support the Executive Order to protect the health of PeoP!
| find the Executive Order as anti-poor
——_It is not my concern
''do not know what itis all about
What is your reaction to environmental polluters?
! will report them to the concerned officials ,
—— | will call their attention when | see them doing the act.
| will tell others not to imitate them s
Itis their concern, they are responsible for their own action
Are you a member of any environmental organization?
Yes
No
Planning to do so
Another form of checklist also provides:students a list of adjectives for
describing something or making judgment about behavior and actions and asks
the respondents to check those that apply to them.
Put a check mark (v) on the blanks that are true to you.
The reading class is: | find English:
boring fun
asa exciting. Setaet Ay
fun easy
stimulating difficult
informative irrelevant
unpleasant useful
routine interesting
2)
Interview. This is an oral assessment of student learning that is conducted
through spoken words and casual conversation. This assessment tool allows
the teacher to collect and explore more in-depth information about the trait
being assessed that cannot be captured by written instrument nor even be
observed. The assessment data are not just answerable by “Yes” or “No”
or other predetermined responses. Through this assessment technique,
the teacher is able to probe responses that other forms of assessment tool
cannot. The students can qualify and expand their Previous answers, which
can be vague at the earlier part of the conversation. It Provides students
opportunity to open other thoughts and ideas, and the teachers can be
flexible to adapt questions as the need arises. It can provide a powerful
62
dg TOR J i “moment of sharing” where the learner is able to express face-to-face his or
her feelings and emotions. Prerequisite to achieve all of these is the trust you
have to build with the interviewee by demonstrating care and respect.
Interviews may be structured or unstructured. In the structured
interview, there is a planned sequence of questions, which lead to open-
ended discussions between the teacher and the student, either done
individually or by group. One limitation though of the structured interview
is that predetermined questions tend to limit flexibility. Some important
information aboutthe learner on constructs youwantto pursue may bemissed
or ignored because you can be controlled by the list of questions you need
to complete. On the other hand, informal interview will appear to be natural,
and it can create a more conversational environment for sharing, wherein the
teacher will be able to elicit more truthful information from students about
themselves, In Many cases, even when trust has been established, students
May not also be comfortable talking about values and sharing feelings when
he/she is in a one-to-one conversation with the teacher. This is especially true
for young adolescents who are more particular with the image they create
with others. A group interview may work better on older students to elicit
Most authentic information. Younger children can be more candid and honest
with their answers whether the interview is done individually or in a group.
Nevertheless, in whatever manner, interview is considered an effective tool
for affective assessment, Imagine yourself as a student and you experience
a teacher spending time talking to you about how you are doing in his or
her subject, asking you face-to-face on how you are learning, or how you
are feeling toward his or her subject. Questions like “How did you do on the
assignment | gave you?”, "What questions in the test excite you most?", and
“What task did you find most difficult?” will make a great deal on students’
feelings. In other words, interviews may go beyond cognitive improvement.
Spoken words will motivate students to learn.
For interview to be an effective assessment tool, the following are
general steps in developing and conducting an interview:
1, Select the assessment objectives.
2. List the oral questions in sequence based on the objectives. However,
the sequence is not absolute, instead, there should be a room for
flexibility. Questions should start with general questions followed by
more specific ones.
3. Make a report sheet or any form to record responses
4. Conduct'the interview. Start with statements that will make the learner
be at. comfort level with the teacher.
5. Record the responses, both elicited responses and responses that
were aided by prompts. Record as well the questions that were not
63 -. Te rte. ee
answered, ang additional questions that were given eons ee Probing
Process. Recars the wait time for the response. It will also be wort,
Noting to record the nonverbal behavior like body movements dur ing
the interview process.
Sample: The Interview
SS
Questions Teacher Netes
|
|
* How did you feel about your
Participation in our class (dey ees
* What did you think about the story
that we discussed?
Did the story interest you?
Whatis the part of the story that
caught most of your attention?
Why did it interest you most?
What makes you read a book
without being told so by your
teacher?
How do you like your reading
class? What makes you dislike it if
ever you feel so?
What different approach should
your teacher use to help you and
your classmates better?
ea SE aie
3. Student Journals. These are effective tools that can be used in assessing
and monitoring student thinking and attitudes. Journal writing gives students
guided opportunities to “think aloud” through writing. It is a special form
of documentation that records personal experiences and thoughts. It is a
reflection of learners’ own perception about a problem, a situation, or an
activity they are tasked with. A student who encountered a difficult problem
and is asked to write about the situation through a journal will reflect more
deeply and think critically about the problem or situation and what actions
and decisions were made to hurdle the difficulties, Injournalwriting, students
are given opportunity to rewind previous experiences that can give them new
} perspectives in facing future actions. Further, through journals, students are
given the opportunity to open up and express their thoughts and feelings,
which can reveal their thinking both on the cognitive and affective aspect of
64 the problem task. For example, if the student is asked the question, “When
is a person a hero to you?”, the student's writing will reveal not only his or
her set of beliefs and values (the affective component), but also his or her
knowledge on the concept of heroism (the content part).
Journal writing opens the door for a one-to-one dialogue between the
teacher and student. It creates an environment of partnership where teachers
and students resolve issues and conflicts of ideas and understanding in
confidential manner. The written journal provides information for teachers
to give feedback and ask questions to students that can develop different
ways of thinking. While the primary intention of journal writing is to capture
students’ feelings and emotions, the discourse can lead to improving the
cognitive domain of learning. To attain this, journals are guided by a set of
ideas, questions, or problems.
In choosing journal writing as an assessment tool for affective learning
outcomes, here are some guide questions to consider:
+ Whatis your purpose for the student journal writing (i.e., critical thinking,
reflection, self-awareness, goal review, developing self-confidence,
overcoming anxiety)?
* What is the format (i.e., handwritten free form, typed, full sentences)?
+ What is the topic? What do you want the students to write about?
+ How much do you want your student to write (i.e, number of pages,
number of paragraphs, or number of words)?
+ How will the students be given feedback (i.e., individual, with a small
group, with the teacher)?
+ Who will read the journal (i.e., with teacher only, with other teachers,
with selected students)?
+ How will the students be graded (i.e., Pass/Fail, Rubric, no scoring
needed)?
Observation. It is an assessment tool that involves looking out for the
presence or absence of behaviors of learners in a natural setting. Observation
allows the teacher to assess student behavior in the actual teaching and
learning process unlike other forms of assessment that require separate
time with the student to answer the measuring instrument. This method is
a rich source of clues that can be both obtrusive and unobtrusive measures
of attitude, beliefs, disposition, character, etc. Example: A Physical Education
(P.E.) teacher watches students play basketball in a school court. While the
focus may be on the skill of playing basketball like shooting or throwing the
ball correctly, the teacher can also directly watch who play the “clean” game
and who play on “foul” moves or what we often term, the “dirty tricks”. Such
behavior is indicative of important affective characteristics like honesty,
patience, and positive disposition, which we aim to develop not only in P.E.
but across the school curriculum.
65 instructured. A
Like interview, observation may be structured ee irecording of what
unstructured observation is open-ended, with ne aes not mean though
is observed as assessment process is ongoing. T he very clear of what to
that it does not require planning. You have to be dicate the possession
observe and list the behaviors and actions that will in ta right after actuaj
of the trait. There is still the need to record observed oe can be significant
observation time. Recall the more specific events. aes observation
and include both positive and negative actions. Unstr petatal of your
data had been criticized for being subjective. Thus:
Personal interpretation of observed data. d
On the other hand, in the structured observation, you nee’ i EYEE e3
checklist or rating form before the actual observation. This Cet. Fe nies
the positive and negative behaviors indicative ofthetraltyol! we RBayccn Be
The recording is straightforward as it just requires a check on) os
“No” column for the presence or absence of the behavior, Ws 2 ae
check on the appropriate numerical and descriptive scale if rating scale is
used, These are illustrated in the exhibits below.
66
Checklist for Structured Observations in Science Class
Student/s Observed Dates = Time.
Grade & Section Observer.
Frequency of
Behavior Occurrences
1. Raises hand during class discussions
2. Tells others that the lesson is fun
3. Gives criticism to classmates’ response to
teacher's questions
4. Asks questions about issues connected to
the science concepts presented
5. Goes through the laboratory manual before
engaging in the actual experiments Rating Scale for Structured Observations in Science Class
. Raises hand during
Student/s Observed ba Date__ “Time |
Grade & Section Observer__ a
: Not ‘ Most of | Almost
pehavier at ait | Rarely | Sometimes | the time | always
class discussions
. Tells others that
the lesson is fun
. Gives criticism
. Asks questions
to classmates’
response to
teacher's questions
about issues
connected to the
science concepts
presented
. Goes through the
laboratory manual
before engaging
in the actual
experiments
The measures obtained from observation approach can be made more valid
and reliable with the following guidelines:
le
2.
wy
Set a clear definition of the affective trait you want to observe.
Prepare a checklist or rating scale that will define the more specific affective
behavior you want to capture. This checklist or rating scale will also be used
in collecting and recording your data.
Consult with a colleague or expert about the behavior listed as doable for
observation or not. You can try this with a sample of students.
Have a colleague/colleagues to work with you in the actual observation time.
Be clear on ethical issues.
Record the observation immediately. Use the checklist, supplemented by
anecdotal records that are an open-ended way to record observation. Record
factual observation and be cautious on personal interpretation and biased
statements.
67 sults.
Review data. Reflect on outcomes:
tion re
Decide future steps based on the observa'
Adjust planning and apply interventions.
Monitor progress.
a) DEVELOP you have understood what
Following are some questions to see how far
have been earlier discussed.
1
a
ek
4.
5,
6.
of affective domain of learning, fill in with a word, phrase or si
What is affective learning?
Why do we need to measure affective learning? -
What are some affective traits that are relevant to student ae 2
Why is it more challenging to measure the affective domain of learning?
What are the levels of affective domain of learning? i
What tools can you use to measure the affective dimension of learning? What
; 2
are the advantages and limitations of each measuring tool?
i learnéd the contents about assessment
To further check if you have lea eee,
appropriate for each blank in the boxes below.
68
Assessment of Affective Learning
Sl
Levels of Affective [+] Affective Learning ‘Measuring Too!s
Varibles :
Leaming
r
Somple Behaviors
fe SSE
re, £ Es y Lb eee
:
: Q APPLY
Below is a sample £;
1 een, eae uCnneDt Attitude Scale, Classify the items according to
Se recat, traits: receiving, responding, valuing, organization,
Student Enviro; Tara
irection: Plea
rae ven on ict mat On Yes or No to indicate which actions you
vironmental i
important. Ntal issues. Your honest response is very
nmental Survey
Listened to announcements
Attended a rally for tree planting
Read information about climate change
Wrote a letter to a club officer
Took part in a protest for cutting trees
Filed a complaint about vandalism
Joined an action roup in clean-up activity
Contributed money for an environmental cause
10. Wrote a letter to the newspaper about traffic jam
1
2.
3.
4,
5. Apprehended one who threw garbage on the floor
6.
7.
8.
9:
Doo0ooooooos
poog0oo000Qg
2. Pick five to seven grade school students to sit with you. Using the attached
interview guide questions, invite the students to a conversation for this
interview session to enable you to assess their attitude toward reading.
Record what transpired and interpret results. What implications can you
draw from the conversation with these children?
Interview Questions
1. Do you enjoy reading?
2. What do you like about reading?
3. What type of books do you like to read?
4. Doyou prefer to read in or outside of school? Does it matter?
Are there any books you don't like to read?
What makes reading exciting for you?
What makes reading boring?
What does your teacher do to make reading and learning enjoyable?
How do you rate yourself as a reader?
10. Do you prefer to read books in print or e-books? Why?
WP Onan
69 H measure how you,
a. Develop at least five action behaviors that can
students possess the qualities below.
b. Geta friend to check whether the items YOU d, Prepare a simple two.
with the affective trait that is being ass@S5e% in, determining the
point scale evaluation checklist for your frien oped on these affective
appropriateness of the behaviors you have develop!
have developed are in ling
traits
1. Compassion
2. Honesty
3. Punctuality
4. Dependability
5. Politeness |
6. Patience :
3. To guide you in developing your own affective tool, examine the elouing
portions of high-quality assessment instruments that were developed by
the International Association for the Evaluation of Educational Achievement
(IEA).
Exhibit A. Student Confident in Reading
How well do you read? Tell how much you agree with each of these statements.
Ayes Rare Disagree Disagree
alt alte litle alot
¥ ie + v
1, usualy do wel in eadng—_—-- _ © © OO
2, Readinglseasyiome————-_ © Or Or
3. Ihave trouble reading stris wih
diicitvor OeNS Oro
4. Reading is harder for me than for manyot——-_ ) ss © ©) oO
my cassmates*
5, Reading is harder for me than any ther————
Subject One® ° Oo
6, Lam notjust good in reading’ ———————
0. ON OL AO
* Reverse Coded
Source: http://timssandpirls.bc.edu/pirls2016/international-results/wp-content/uploads/structure/
PIRLS/10.-student-
70 Exhibit B. Student Attitude on Reading for 4th Grade
What do you think about reading? Tell how much you agree with each of these statements.
Agree Aree Disagree Disagree
alt allie alitie alot
PEC
Like talking about what read. Q)
wih other people
| would be happy if someone gave me
a book as a present
I think reading is boring*
| would lke to have more time -
for reading
Ike to read things that make me tink —-—-
Ike when a book helps me imagine ——-—- )*
other words
* Reverse Coded
How often do you do these things outside the school?
Everyday or Once or
almost every day twice a
weak
1. Iread for fun —-
2, (read to find out things | want to
lean
Source: httpi//timssandpirls.bc.edu/pirls2016/international-results/wp-content/uploads/structure/
PIRLS/10-student-engagement-and-attitudes/10_3_stude
n ee
i hematics
Exhibit C, Attitude in Learning Mat!
ts
How much do you agree with these statemem!
about learning mathematics?
hn row.
Fill in only one oval for eae
Disagre
5 Dinagree
Pe er
+o Seen
—®
—=— @D
a) [enjoy learning mathematics ------- D === ©
b) [wish I did not have to study o—o-——®
mathematics - Ceram
o—®
©) Mathematies is boring
o_O
d) Tlearn many interesting
oo
things in mathematics o—o® iS
—— D
©) I like mathematics D mm D momen D
f) I like any schoolwork that
—=@®D
involves numbers - Die D ems D
8) 1 like to solve mathematics
problems seme pres Dee
h) Look forward to =
mathematics lessons -- C—— D— D =
i) Mathematics is one of my
favorite subjects - Ee eee
Source: TIMSS Technical Report (2011)
a:
72
Examine the items that are contained in the above rating scales. Suppose
you were asked to respond to the questionnaire.
a. What does your teacher want to assess about you in Exhibits A-C?
b. What different behaviors were included in assessing your attitude about
reading? About learning of mathematics?
¢. What behaviors were included in assessing your confidence in reading?
Consider yourself as a teacher. Give examples of specifi
you can ask your students about the traits bi
sample rating scales.
ic interview questions
eing assessed in any of the above © rranster
Now, you will construct an affective assessment tool for a course or subject
you will most likely handle when you are already a teacher.
To provide you a sound basis to define and decide on what affective
assessment tool will be most appropriate and useful to you, you need to do the
following:
1, Look for the document on the Basic Education K to 12 Curriculum Fram
of your major field as future teacher.
List the affective traits that are articulated in the curriculum framework.
3, Among the list of affective traits, decide which is the most important trait
you want your future students to emulate. Make sure the answer to this
question "Why do you value it most to be measured?” is very clear for you to
appreciate this performance task.
ework
1s as you develop the items in the
4, Review the taxonomy of affective domain:
ools discussed
assessment tool. You can choose any of the assessment t
earlier in the module.
5, Considering that affective traits are not easily learned and developed, your
assessment tool is intended at the end of the year, or midyear at the earliest.
@ EVALUATE
|, Review judiciously the assessment tool you have developed. Talk with at
least three classmates on how to review your work. The rating scale below
may help you and your peers in evaluating what you have done. Listen to
what they have said and written in the evaluation form. Make the necessary
revision to improve your work.
Assessment Tool Checklist
Instructions: Use the Assessment Checklist to review your assessment tool
for relevance, feasibility, and for its ability to generate reliable and truthful
data from your respondents. This checklist can help you decide on needed
improvement for your assessment instrument.
Fill in the blank with a (Vv) mark on the appropriate column.
+ Items marked “yes” indicate the instrument may be appropriate for your
» objectives.
+ Items marked “no” indicate the instrument may NOT be appropriate for
your objectives.
* Items marked “not sure” will require further improvement to determine if
the instrument is appropriate for your objectives.
73 Response
ITEMS
|. Content and Format
Yes | No | Not
Sure
1. Is the language of the statement/question/task
clear, direct, and specific?
2. Does the statement/question/task contain only one
|_|
complete thought or concept?
3. Is the language appropriate for your respondents’
4. Can the statement be interpreted in more than one
way?
5. Is the instrument's intended purpose clear (€.8.,
Measuring outcomes versus assessing needs) AND
does this match your purpose?*
Additional Comments for Content and Format
characteristics ( ge, education, and language
[pict a
ll. Relevance with Areas/Domains of Affective
Traits
. Is the statement/question/task applicable to the
traits being assessed?
. Is the statement/question/task related to the
effectiveness of the course of study?
3. Is the statement/question/task congruent with the
intended area of measurement?
4. Can the tool as a whole generate data that are
relevant to program/course intervention and
desired learning outcome?
5. Does the instrument measure the same outcome
type (attitude, knowledge, behavior, condition) as
the one you want to measure?
Additional Comments for Relevance
74 il. Feasibility
1. Is the instrument well-suited to the circumstances al
(when, where, etc.) under which you/your assistant
or respondents will Complete it?*
2. Ifyou need to collect data once to measure change
and monitor progress, c:
i Can the ins:
this type of data ? trument collect
Is the instrument's length and level of complexity
appropriate for your respondents?
4, |s the instrument's length reasonable for the
respondents to complete it?
pes
5, Is it clear how you will deal
pais with the data to report
Vereinoaa comments about Feasibility
IV. Data Quality
1. Do questions/statements/task that address the
affective outcome cover all the relevant dimensions
of your outcome?
2. Does the instrument capture the background
information you need, such as age, gender, status,
etc?
3. Does the instrument reflect the thinking and the
element of the affective construct that is assessed?
4. Do any questions/tasks require personal or
sensitive information that it would be inappropriate
to ask for?
5. Do any questions ask for personal or sensitive
information that it would be unnecessary or
inappropriate to ask for?
|
Additional Comments on Data Quality
i 76
4. Which of the followin;
artner school of you,
Select a class in your laboratory school Cs Geveloped to atleast sy
institution, Pilot test the assessment tool tha Hh In your analysis of data,
students in basic education. Analyze the BF cueyicoupks and percentages,
include: (a) patterns of responses, (b) fred" tive and quantitative
if applicable, and (c) interpretation of both 4
results. ive learni
f affective ing b
Test further your understanding about assessment 0 y
answering the following items below:
1. Which of the following learning domains
a person's value system?
A. cognitive
relates to the development of
B. psychomotor
C. social
D. affective
2. Which of the following theorists identified the taxonomy of affective
learning domain?
A. J, Piaget
B. D.R. Krathwohl
C. B.F. Skinner
D. P. Likert
3. When a student is seeing the worth and usefulness of knowing the law
of gravity in his or her physics lesson, the student is demonstrating what
level of behavior?
A. Receiving
B. Responding
Cc. Valuing
D. Characterizing
ig actions is at the highest level of the affective
domain?
A. Recalling information
B. Responding to an issue
C. Demonstrating awareness
D. Internalization of values
—4 Aas ee am eames: Wl
Which of the followin
teachers want to Captur
experiences and
'8 assessment tools is most appropriate if
€ and monitor in writing the students’ personal
thoughts about something in his or her learning?
A. Rating scale
B. Student reports
C. Student journal
D. Interview
If a student joins v
Fs oluntaril vit INES for
flood victim, he or ly a marathon activity for raising
she is demonstrating what level of affective learning?
A. Awareness
B. Responding
Cc. Valuing
D. Characterizing
Itis an affective assessment tool that can take into account nonverbal
behaviors
A. Self-reports
B. Observation
C. Interview
D. Student journals
Consider the following case to answer questions 8-10.
Mrs. Abad is a fourth-grade teacher at J.P Garcia Elementary School
who experienced difficulty in her classroom this school year. She had
to spend much time and energy preventing her students from bullying
each other, and she noticed how many are making verbal remarks,
calling each other “stupid” or “dumb”. In addition, quite a number did
not do assignments and always missed bringing their textbooks in class.
She is, however, puzzled that in her actual English period, majority, even
those who are guilty of misbehavior, can communicate well when asked
to recite and talk sense when asked to interpret literary works. Overall,
Mrs. Abad is not happy with student achievement, as measured by
different summative tests where only 75% performed above the level of
satisfactory performance.
What affective trait should Mrs. Abad first develop among her students?
A. Interest
B. Self-confidence
C. Honesty
D. Valuing of learning
77
ee OQ ee!
9. he student:
s can communicate when asked to recite and interpre
literar
y piece, what le
students? vel of affective trait is demonstrated by the
A. Receiving
8. Responding
€. Valuing
D. Organizing
10.
Gitrs Abad wants to capture in depth the
isbehavior, what assessment tool is most aPPT™
A. Checklist
reasons for students’
‘opriate in her case?
B. Observation
C. Interview
D, Semantic Differential
S REFLECT
1
wRwn
@ SUSTAIN
de
78
Examine the assessment tool that you constructed. Do you find meaning in
the work that you have done?
What was the purpose of this assessm
How significant is this tool in your future work as a teacher?
Is this plan worth your time and effort? Why?
done with this assessment too!
ent tool? What will it serve?
What else could be 2 For what other purpose
can this be useful?
Place yourself as the student. Respond to the questions or tasks contained in
the assessment tool. What have you found about yourself?
Pick up a classmate. er to respond to the assessment tool.
Describe your peer on assessment tool.
Make a review of some res
fective outcome 0
sentation the following:
(b). behaviors that defined the traits,
the instrument, (e) limitations of the measuring tool, and (f) provisio!
interpreting the results.
Request him/hi
the affective trait measured by the
earches on the developed instruments to
measure a f learning. Present these in class. Include
in your pre:
(a) the affective trait that is measured,
(©) style and format, (d) strengths of
in for 4, Reflect on one child within your setting that is causing you concern. You may
see this ina formal classroom, in library, orany study corner, Listthe reason
for this concern and try to identify the most appropriate observational
method to enable clarification of your thoughts on the behavior you have
initially observed, Propose subsequent interventions.
Educator's Input
As a mathematics teacher educator, | find it enjoyable to talk to my former
students who attend their graduate courses during Saturdays. Majority of them
are novice teachers who love sharing to their former professors their early
experiences in teaching mathematics. | remember Miss Joy, sharing some of her
thoughts as a teacher:
“| will always remember our class when you showed
your collection of mathematics calendars. It was. amazing
how each number in the calendar year stands as the answer
to the given mathematics problem written in that calendar.
Imagine how 365 mathematics problems can be contained
in one calendar, with each month-page containing 30-31
mathematics problems. The concept of mathematics calendar
is a creative idea to make mathematics more appealing’and
be loved by my students.”
She adds, “In my own way, | also tried to make
mathematics enjoyable through different and innovative
strategies of teaching mathematics. In the beginning of
the year, | asked my students to write their “mathematics
biography” that tells the history on how they lived and
relate with mathematics as students, It was so interesting
to know many things | have not thought of—how they
look at mathematics from the different experiences they
encountered. They expressed their feelings of joy for
success in solving a problem, the fears, pains, failures,
and embarrassment they have experienced in the subject.
Their essays have been so useful for me in deciding on my
teaching approach and the kind of material that will make
them learn and enjoy mathematics. In addition, | administer
a mathematics inventory about their learning preferences.
| see this kind of exercise beneficial for them and for me.
From their end, they become more aware of themselves
as mathematics learner, and from my end, it makes me
aware of the classroom environment that will enhance their
learning.”
Itis worth noting how Miss Joy sees the whole learning process in totality, not
only is she after the learning of the content of mathematics but also the affective
variables that are important to learning of mathematics.
79 Other Support Materials Available
For further information about affective assessment, you may refer t
PowerPoint Presentation on the Guidelines in Conducting Affective Assessment,
Portfolio Assessment
co”
Directions: Choose one (1) output in this lesson that can best show your ability j,
the 21st century learning and innovation skills: critical thinking, creative thinking
communication, collaboration, and knowledge of your content (SCs).
What output/s in this
lesson shows you are very
good in the following:
Chosen Output
Why?
1. Content (the output
reflects understanding
of the topic discussed)
Example!
Constructed Table
of Specifications
Because it reflects the
framework of the test,
which is the
Revised Bloom's
Taxonomy where the six
cognitive processes are
given as well as the four
dimensions of knowledge.
2. Critical Thinking (the
output reflects ability to
critique/evaluate/solve
problems)
output reflects ability to
create new ideas)
3. Creative Thinking ithe |
4, Communication (the
output reflects ability to
express one’s ideas in
words or actions)
Collaboration (the
output reflects ability to
work well with others)
80 [er
emai ug
Suggested Timeframe: 4.5 hours
How do you assess students’ learning using portfolio assessment?
® UNDERSTAND
Desired Significant Learning Outcomes:
In this lesson, you are expected to:
+ _ develop a plan in assessing students’ learning using portfolio assessment.
Significant Culminating Performance Task and Success Indicators
At the end of the lesson, you should be able to demonstrate your knowledge
and skills in planning i dually how to use portfolio assessment as a
method in assessing students’ learning in at least one quarter in a subject area
and grade level. You are considered successful in this culminating performance
task if you have satisfied at least the following indicators of success:
Contents of the Portfolio Plan Indicators of Success
1. Identified Competencies All identified curriculum competencies
Assessed through Learning are appropriate for portfolio assessment
Portfolios
2. Significant Evidence All identified evidence of attainment
of Attainment of the of the curriculum competencies are
Competencies significant or valuable to keep in one’s
learning portfolio
3. Assessment Rubric for All the descriptions of a high-quality
Portfolio Evidence evidence of a successful performance
task are clear and realizable
4. Analysis and Reporting of There is a clear guide for students’ self-
Assessment Results monitoring of success to achieving the
desired learning outcomes and how to
[interpret and communicate results
81 ON
Prerequisite of This Lesson
To be able to do successfully this culminating performance task, you shoulg
have understood the process in identifying the appropriate assessment methog
for a given curriculum competency. In that lesson on methods of assessmen,
(see Lesson 2), you were guided in identifying curriculum competencies Where
Portfolio assessment is the appropriate method. If that was not clear to you, then
this lesson will not be easy for you, too. | suggest that you go back to the lesson
that explains the different methdds of assessment and the type of learning targer
appropriate for them. Another option is to try this lesson just the same then see iy
you can catch up with what it requires from a student to be successful in doing the
desired significant culminating performance task, which is to plan how to asses.
your students in a subject area and level using portfolio assessment.
® PREPARE
To know how to develop portfolio assessment, you can surf the Internet and reag
information from there. You can also read what is provided in this worktext abou,
what, why, when, and how to assess students’ learning using portfolio assessment
You are expected to read this before discussion, analysis, and evaluation when yoy
meet the teacher face-to-face or in your virtual classroom.
What is portfolio assessment?
Portfolio assessment is an
alternative , to — pen-and-paper
objective test as an approach to
assessing students’ learning. It is a
purposeful, ongoing, dynamic, and
collaborative process of gathering
multiple indicators of the students’
growth anddevelopmentinacourse
or program of study. Portfolio P ‘ fa
assessment is also a performance-
based approach to assessing
learning but moreauthenticthan any one-time performancetaskasitallows examination
of multiple evidence of the process and product of learning developed across time.
Why portfolio assessment?
Burke (1999) recognizes portfolio as another type of assessment and
considered authentic because of the following reasons:
+ It tests what is really happening in the classroom.
+ It offers multiple indicators of students’ progress.
+ It gives the students the responsibility of their own learning,
+ — Itoffers opportunities for students to document reflections of their learning.
82 a ne
It demonstrates what the students know in ways that encompass ‘ely
Personal learning styles and multiple intelligences.
Itoffers teachers new role in the assessment process.
Itallows teachers to reflect on the effectiveness of their instruction.
It provides teachers freedom of gaining insights into the students’
development or achievement over a period of time.
How do we do portfolio assessment?
In doing portfolio assessment, one should be guided by the content, learning,
and equity principles.
1.
Suggests that portfolios should reflect the subject matter
that is important for the students to learn.
‘inciple suggests that portfolios should enable the students to
become active and thoughtful learners.
Equity principle explains that portfolios should allow students to demonstrate
their learning styles and multiple intelligences.
Partfolios could come in three types: working, show, oF documentary.
The working portfolio is a collection of a students’ day-to-day works that
reflect his or her learning,
The show portfolio is a collection of a students’ best works.
pe socamentals portale is a combination of a working and a show
portfolio.
Figure 5.1 shows the steps in portfolio development.
C Set Goals
Confer/Exhibit
2. Collect
Evaluate
3. Select (Using Rubrics)
Figure 5.1. The Portfolio Development Process
ii 84
————_:—:—::
Set Goals
This is the first step in portfolio assessment in which the students set their
Boals in developing a learning portfolio. To guide the students in stating their
8o0als, the teachers may articulate first the goals of the course or subject and
his or her expectations to the students. Students could also ask what thelr
Parents expect from them. They could also be given goal-setting planners.
Collect
In this stage, the students should start collecting all possible entries in their
portfolio. They should be advised to have a temporary container for all thelr
entries, and this should be placed in the school so that keeping of entries will
be part of the daily activities of the students. A good practice in collecting
the portfolio entries is to have a log of all entries with a few descriptions how
they were obtained and why they were kept in the portfolio.
Goal-Setting Planner
| participate in this activity because:
| am doing this work because:
What | target to accomplish are:
Select
This is the stage where the students are asked to select what will finally be
used to gauge their success from all their collections of possible entries ina
portfolio. The selection usually depends on what the teacher requires them
to do, their parents’ choice, and the entries that they personally chose as
the best gauge of their accomplishment in the program. Selections could
include evidence that show in- and out-of-class activities participated in by
the students in relation to the program.
Organize
This is the stage where the students decide on how they will organize their
entries. The teachers should guide them by telling them to make a table of
contents for their portfolio entries and a direction on where to find them.
The organization of the portfolio could vary depending on the style of the
students. Some teachers take this stage as the opportunity for the stude | en OI
to develop or hone their creativity and resourcefulness. The organizer could
also be of any material, but it is Suggested that the container is something
flexible that it could allow one to add modify, or delete any entry any time.
Examples of materials used in making portfolios are clearbook, album,
accordion bag, box with dividers envelopes, colored magazines, CDs, flash
drives, or cloud-based storage. ;
5, Reflect
An important trait of a Portfolio is the presence of students’ reflections of
thelr experiences. Making reflective journals, log of entries, and labeling an
evidence ina portfolio are just some of the different ways to show knowledge,
understanding, attitudes, values, writing skills, and creativity. This is the
opportunity for the students to reflect on the meaningfulness of their
experiences, as well as the impact of their teacher's styles and methodology
in teaching.
6. Evaluate
This. is the stage where the students, their peers and teachers, or even the
Parents are involved in rating the achievement of the students based on their
evidence of learning, their reflections of their experiences, and the organizations
of their portfolio. Rubrics are often used in rating students’ performance using
their portfolios. Rubrics in rating portfolios should be giventto the students, even
at the beginning of the portfolio process, so that they are guided on what to put
in their portfolio and how to organize them based on the criteria and indicators
___ ofa quality product or excellent performarice. Evaluation of the portfolio could
be done by individual entry on a specified date or when the development is
complete. However, most teachers prefer rating the student-required evidence
upon their submission so that the students can be given immediate feedback *
on their work. What are usually rated at the end of portfolio development are
the students’ selected evidence of their learning, and the packaging of their
portfolio, which could reveal their personal traits.
7. Confer —
This is the stage when the teachers confer with the students or parents to
discuss the students’ performance and progress of learning. This is also the
time to congratulate the students for their accomplishment or to help them
identify areas for their improvement.
8. Exhibit
This is the time to celebrate success in the form of an exhibit of students’
portfolios. The highlight of the exhibit is the awarding of the best learning
portfoli
‘Again, since reading, viewing, and or exploring the Internet need time
from you, they should be done outside the class time. Your class time should
85 then be reserved to clarify with your teacher your confusions and to inter
with your classmates on what they have understood and probably found
tifferent from what you have discovered from your own exploration
lesson,
Ss) DEVELOP
Check the ideas you have acquired about portfolio assessment fri
sources. 5 a
1. Why would you assess students’ learning using their portfolios?
en
2. What are the benefits of the students when you use their portfol
their learning? What about their teachers? :
Sank
3. What are the challenges that portfolio assessment poses to SI
method of assessing their learning? What about their teacher: ‘
4. How different is the use of students’ portfolio from the oth
assessing learning? 4
a
What do you need to do when planning for portfolio assessmi
assessment, kindly complete this graphic organizer based on |
viewed, and listened to.
Portfolio Assessment
Q APPLY : 2
Plan your own course portfolio. See the scoring instrument
the back of this lesson and worktext. Try to answer the followi
your guide in developing your course portfolio. ee
1, What do | want to assess about you through your learni ing port
2. What are the important evidence that you should prod
have successfully performed the significant learning
86 x"
___ a errs
How do you know that
and showing to schon these evidence you will produce are worth keeping.
fora teaching job? °"'"“iPals or educational institutions when you apply
After seeing m
vided below apeenole Plan in this course, please list or draw in the space
mtfolio assessment. You ...°° PO" tfolio plan that you intend to prepare for your
ort Meoies beck to th degah follow my sample plan or create your own. Don't
forse’ © defined significant culminating performance task set at
eginning of the | “
the bes 1S ERsson and the indicators of success in performing it.
My Course Portfolio plan
1. My Target Goals:
2. My Target Collections;
3. My Nonnegotiable Collections;
4. My Plan for Organization:
5. My Style of Reflection:
6. My Own Evaluation Rubric:
7. My Plan for Portfolio Exhi
© TRANSFER
_Now put the details needed in your plan for portfolio assessment for a
subject area and grade level that you thought you should be able to teach and
handle when you are already a teacher in a school. You may plan for portfolio
assessment for one quarter, for all quarters, or the whole school year. This is an
individual portfolio plan you have to make. in your plan, you should provide the
following information:
1. Curriculum competencies in the subject area and grade level that are
appropriately assessed through portfolio assessment
2. The nonnegotiable evidence in the portfolio that should be Produced by the
students as a product of performance tasks done individually or in groups as
@ gauge to success in achieving the identified curriculum competencies
3. The assessment rubric to allow students’ tracking of their way to success to
these nonnegotiable evidence of doing the defined performance tasks
4. The students’ self-selected entries as supporting evidence to their journey to
the successful achievement of their defined performance tasks
87 eti
5 The overall assessment rubric that could certify their success in meeting the
desired significant learning outcomes
The process in analyzing and communicating the assessment
Q EVALUATE
A.
6. results
int scale rubric below. Then
Evaluate your own i i four-poi
y' Portfolio plan using the Pi your work to mean this is
let your peer evaluate this, too. Use pencil in rating
Not your final rating yet, Discuss ith your peer your areas of strengths and
Weaknesses based on your self- and peer-assessment guided by the rubric
Prepared by your course professor. Ifyou are notyet at the top based on your
evaluation, then improve your plan to be successful in the end. Remembe
this is not yet your final rating. You can still improve your work. You may al
evaluate the rubric if there are problematic areas in it that should be fixed s¢
you will know better how to be successful in the end. q
Assessment Rubric for the Portfolio Plan
Parts of the Performance Levels
Portfolio Plan
1 2
Meeting | Nearingthe | Meeting the Going
Initially the | Expectations | Expectations | Beyond the
Expectations , Expectations
1.ldentified |Two(2)or |One(iyof | Allidentified | all identified
Competencies | more of the | the identified | curriculum curriculum
toAssess identified curriculum _| competencies | competencies
through curriculum — | competencies | are are
Learning competencies | are NOT appropriate | appropriate
Portfolios are NOT appropriate |for portfolio | for portfolio
appropriate |for portfolio |assessment. |assessment
for portfolio | assessment. PLUS added
assessment. the important
cognitive
and affective
ingredients to
success.
88 2. Significant
Two (2) or
Evidence of |more of the puseliof Allidentified | Allidentified
Attainment —_|identifieq Identified |evidence of | evidence of
of the evidence of |
