Assessment Learning 2

Module 7-12

MODULE 7
Task: What I know Chart

WHAT I KNOW QUESTIONS WHAT I LEARNED

I know that Affective 1. What is an affective I learned that Affective
domain includes a host of domain in students’ domain includes factors
constructs, such as learning? such as student
attitudes, values, beliefs, motivation, attitudes,
opinion, interest and perceptions and values.
motivation. Teachers can increase
their effectiveness by
considering the affective
domain in planning
courses, delivering
lectures and activities,
and assessing student
learning.
The best and easiest way 2. How is effective I learned that affective
to assess these affective domain being domain allows you to
measures is to use self- assessed? have students self-assess
reports. Ask students to to reflect upon their own
report their degree of behavior. By doing this it
agreement with becomes instant feedback
statements using a Likert for the students so that
scale. they can set goals for
their own improvement.
The affective domain can
also be evaluated during
psychomotor skills time
by observing how the
students work together to
master skills. This is also
a great time to run
scenarios and simulations
to observe the students
as they interact with
simulated patients.
SYNTHESIS

 The affective domain is one of the three domains in Bloom's Taxonomy that
involves feelings, attitudes, and emotions.
 Teachers should be aware of their students' sentiments of pleasure,
happiness, or even anxiety since these emotions will affect their attitudes,
motivations, and beliefs, all of which will eventually be reflected in their
conduct.
 In order for teachers to learn more about their students and for students to
learn more about themselves, it is important to assess students' abilities in the
affective domain.
 The importance of the affective domain is highlighted by the fact that more
effective education and positive learning experiences for students result from
teachers' understanding of the emotive features of their students.
 Lastly, students who can concentrate on affective growth alongside cognitive
development are more likely to succeed.

ASSESSMENT
“Why do we need to consider the affective side of the students in our assessment?”
Whereas cognitive assessments measure what students can do, affective
assessments measure what students will do in the future. When teachers measure
children's attitudes toward the democratic process, we gain insights into how they
will likely act toward the democratic system when they grow up. Knowledge of their
students' affective characteristics leads to more targeted instruction and successful
learning experiences for students. Because students are able to focus on affective
development in concert with cognitive development, they are more likely to be
successful.

MODULE 8
Task: What I Know Chart

WHAT I KNOW QUESTIONS WHAT I LEARNED

Non-cognitive individual 1. What are the After reading the module,
differences characteristics effective variables I learned that Affective
such as attitudes, in learning? Domains includes;
emotions, motivation, and Attitude, Values and
personalities are Belief, Interest, Motivation
generally referred to as and Self-confidence
affective variables. It can
also refer to any emotive
aspects found at various
grammatical and textual
levels, such as lexical,
syntactic, and semantic
levels.
A Likert scale is a rating 2. What do you know I learned that
scale for assessing about the Likert measurement of Affective
opinions, attitudes, or Scale? traits is more challenging
behaviors objectively. compared to measuring
When response scores cognitive and
are added together, it is psychomotor dimension
made up of four or more of learning.
questions that measure a
particular attitude or trait.

MODULE 8
Task: What I Know Chart

WHAT I KNOW QUESTIONS WHAT I LEARNED

Semantic Differential, 1. What assessment I learned some guidelines
Interview, Student tools are used in that might be helpful in
Journals, and affective creating Self-Report
Observations. assessment aside assessment.
from Self-report
questionnaires?
By seeing how the 2. How are affective  There are 5 steps
students cooperate to domains being in the Construction
master skills during conducted? of rating Scale:
psychomotor skills time, -Select the affective trait
the affective domain can you want to assess
also be assessed. -Construct items that are
Additionally, this is a clear, definite, and focus
fantastic time to run on trait you want to
scenarios and measure
simulations so that you -Pilot test or field try the
can watch the students inventory and revise the
engage with fictitious parts that appear to be
patients. However, using unclear
self-reports is the most -Administer the self-report
effective and convenient inventory to your target
technique to evaluate respondents
these affective indicators. -Analyze the results and
Use a Likert scale to consider to findings and
have students rate the draw the implications.
statements' level of
agreement.

SYNTHESIS:

 Affective factors are emotional factors which influence learning.

  With the goal of determining their impact, both collectively and individually, on
learners' L2 accomplishment, affective variables include motivation, attitudes,
anxiety, self-esteem, and autonomy.
 The best and easiest way to assess these affective measures is to use self-
reports. Ask students to report their degree of agreement with statements
using a Likert scale.
 Affective factors include the learners' individual factors, the affect between the
learners and that between the learners and the teachers.
 Self-report. This is the instrument used most frequently to measure affect. It
simply calls for a person to give a description of his attitude or feelings about
a notion, idea, or person.
ASSESSMENT

 Why do we need to consider the affective side of the students in our

assessment?
Affective assessments predict what students will do in the future, whereas
cognitive assessments assess what they can do now. By measuring students'
attitudes toward the democratic process, teachers can predict how they will behave
toward the democratic system as adults.When teachers are aware of their emotional
traits, they can better target their instruction and create successful learning
environments for their students. Students who can focus on affective development
as well as cognitive development are more likely to succeed.

 What challenges will a teacher encounter in measuring the affective domain of

learning?
Affective learning outcomes are difficult to quantify using traditional testing
because they rely on qualitative self-reflection. Some of the causes of this include
insufficient time for teaching and assessing, a lack of incentives, a poor learning
environment, student absenteeism, a lack of teaching/learning resources for efficient
evaluation, student transfers between schools, and many others.

MODULE 9
Task: What I Know Chart

WHAT I KNOW QUESTIONS WHAT I LEARNED

Portfolio assessments are 1. What is portfolio I learned that a portfolio
collections of student assessment? evaluation can be used
work rather than a as a substitute for a pen-
specific kind of and-paper objective test
assessment item. In order when evaluating students'
to pass a portfolio learning.
assessment, students or
teachers must compile
examples of their work
that demonstrate
improvement over time.
 Because portfolio 2. Why is portfolio I learned about the
assessments allow considered an process of compiling
students to reflect their assessment tool? many signs of a student's
true performance, to progress and evolution
identify their areas of into a portfolio is one that
strength and weakness, is intentional, continuous,
to track their development dynamic, and
throughout the learning collaborative.
process, and to be
encouraged to take
ownership of their own
learning.

SYNTHESIS
As a performance-based method of evaluating learning, a portfolio provides for the
evaluation of several examples of both the process and the outcome of learning
during the session, making it more authentic than any other performance task.

 The portfolio assessment is not the most straightforward to use, but it has the
potential to be a very powerful tool.
 Portfolios display a student's cumulative efforts and growth throughout time.
They provide insightful information on student development and skill mastery.
 Portfolios are an excellent way to show, rather than just tell, the skills you
might mention on a résumé or discuss in an interview.
 Students can be held responsible for learning content standards in a subject
area through portfolio assessment.

ASSESSMENT

 What is assessed in portfolio assessment?

Assessment based on the systematic collection of learner work (such as
written assignments, drafts, artwork, and presentations) that represents
competencies, exemplary work, or the learner's developmental progress.A portfolio
assessment gives students the chance to evaluate their own learning, reflect on their
own progress, and develop a grasp of the concepts they are learning that goes
beyond a short description.

MODULE 10
Task: What I Know Chart

WHAT I KNOW QUESTIONS WHAT I LEARNED

Portfolio 1. How do we do portfolio I learned that in doing
assessment enables assessment? portfolio assessment, one
students to reflect their should be guided by the
real performance, to show content, learning and
their weak and strong equity principles.
domain and to observe -Content- that portfolio
student's progress during should reflect to the
the learning process, and subject matter
encourages students to -Learning- that portfolios
take responsibilities for should enable students to
their own learning. become active and
thoughtful learners
-Equity- that portfolio
should allow students to
demonstrate their ways of
learning and intelligences

An important feature of 2. What should we I learned about the 8

portfolio assessment is consider in doing portfolio steps in doing portfolio
that data or evidence is assessment? assessment:
added at many points in Set Goals
time, not just as "before Collect
and after" measures. Select
Rather than including only Organize
the best work, the portfolio Reflect
should include examples Evaluate
of different stages of Confer
mastery. At least some of Exhibit
the items are self-
selected.

SYNTHESIS

 A portfolio is a structured collection of student work that documents their

efforts, successes, and accomplishments in one or more subject areas over a
period of time.
 Portfolio assessment enables teachers to assess a set of complex tasks,
including interdisciplinary learning and capabilities, with examples of different
types of student work.
 Portfolio assessment also encourages student reflection on their learning.
Students may come to understand what they have and have not learned.
 Portfolio assessment promotes teachers discussions on student learning,
curriculum, pedagogy, and student support services.
 On the other side of that, teachers time required to prepare the portfolio
assignment and assist students as they prepare them. Logistics are
challenging. And students are required to remember and gather their own
work, typically outside of class. Getting students to take the program's
portfolio requirements seriously can be challenging, especially for transfer
students who may find it challenging to complete them.
 ASSESSMENT

Portfolio
Assessment

When?
What? Why? Can be at the end of
What?
A portfolio is a Portfolio assessment thegrading
collection of student Portfolio assessments enables students to period/year. The
work that can exhibit can also provide a reflect their real portfolio can be used
a student's efforts, way of monitoring performance, to to evaluate a
progress, and students' development show their weak and student's learning
achievements in over the course of a strong domain and within a particular
various areas of the year. to observe student's course, to promote a
curriculum. progress during the student's abilities, or
learning process, to demonstrate
and encourages growth over time.
students to take
responsibilities for
their own learning.

MODULE 11
Task: What I Know Chart

WHAT I KNOW QUESTIONS WHAT I LEARNED

Portfolio assessments 1. What is portfolio I learned that a
are collections of student assessment? descriptive rating guide
work rather than a made up of particular pre-
specific kind of established performance
assessment item. In criteria is what is meant
order to pass a portfolio by an assessment rubric.
assessment, students or It is an alternate
teachers must compile assessment method that
examples of their work generates a reliable
that demonstrate evaluation by ascertaining
improvement over time. attainment based on
qualitative classifications
of predetermined criteria.

Because portfolio 2. Why is portfolio I learned that Portfolio

 assessments allow considered an assessment enables
students to reflect their assessment tool? students to reflect their
true performance, to real performance, to show
identify their areas of their weak and strong
strength and weakness, domain and to observe
to track their student's progress during
development throughout the learning process, and
the learning process, and encourages students to
to be encouraged to take take responsibilities for
ownership of their own their own learning.
learning.

SYNTHESIS
Directions: Make a list of bulleted key points of learning from the lesson. Give at
least five (5) key points.

 An evaluation instrument known as a rubric outlines the performance

standards for all types of student work.
 Rubric contains 3 essential features:
 1. Criteria or aspects of performance that will be assessed;
 2. Descriptors or the characteristics associated with each criterion;
 3. Performance level that identify students level of mastery with each
criterion
 Some examples of students’ performances include, Oral
Presentations/Demonstrations, Dramatic/creative Performances, Public
Speaking and Athletic Skills Demonstration/Competition.
 And, Products/Outputs also includes Visual Products, Kinesthetic Products,
Written Products, and Verbal Products.
 There are 4 types of rubric:
 General/Generic Rubric
 Task-Specific Rubric
 Holistic Rubric
 Analytic Rubric

ASSESSMENT
*How to perform a sound rubric?
The rubric reflects what we believe to be sound grading procedures, i.e.,
procedures that effectively communicate classroom assessment of and for learning
outcomes. Any grade or mark is only as good as the evaluation(s) it was based on.
Because of this, it is beneficial for leaders and instructors to have a solid
understanding of reliable classroom assessment procedures in order to use the
rubric to its maximum potential.
MODULE 12
Task: What I Know Chart

WHAT I KNOW QUESTIONS WHAT I LEARNED

A rubric is typically an 1. What is rubric? I learned about the
evaluation tool or set of characteristics of a
guidelines used to promote good rubric are the
the consistent application of following; Explicit,
learning expectations, Aligned, Authentic,
learning objectives, or Valid and Diagnostic
learning standards in the
classroom, or to measure
their attainment against a
consistent set of criteria.
Here are the following 2. What student I learned the 5 steps
examples of students performances and in creating a Rubric:
performances and outputs outputs can be S1: Determine the
that can be assessed by a assessed by a learning outcome and
Rubric: rubric? the performance to be
-Student performance: evaluated;
Oral S2: Identify the quality
Presentations/Demonstration attributes or indicators
s of the performance
Dramatic/Creative task;
Performances S3: Determine the
Public Speaking criteria dimensions;
Athletic Skills Demonstration S4: Determine the
-Products/Outputs: benchmarks and point
Visual Products values;
Kinesthetic Products S5: Write the
Written Products benchmarks or
Verbal Products performance
descriptors for quality
work criteria.

SYNTHESIS

 A rubric is an assessment tool used to measure students' work

 Rubrics are great for students because they clearly outline, using language
appropriate for their age, the requirements for a project. This helps students
understand what is expected of them and contextualizes grades.
 Rubrics encourage critical thinking.
 There are 5 characteristics of a good rubric.
 There are also 5 basic steps in developing Rubrics.

ASSESSMENT
 RUBRIC

HOW TO CREATE?
WHAT ARE WHEN TO USE?
WHAT IS A 5 stepsin creating a Rubric:
THE TYPES?
- From the GOOD RUBRIC?
 General/ beginning through S1: Determine the learning
A good rubric outcome and the performance to
Generic the end of a
must have a list of be evaluated;
 Task- student project,
particular
Specific rubrics are used.
evaluation criteria S2: Identify the quality attributes or
 Holistic They serve as a
and be usable by indicators of the performance task;
 Analytic system of
different teachers
measurement for S3: Determine the criteria
so that they may
particular dimensions;
all arrive at
activities and are
scores that are
customized for S4: Determine the benchmarks
equivalent (for a
every project, and point values;
given
thus as the
assignment). S5: Write the benchmarks or
projects get more
complicated, so performance descriptors for quality
do the rubrics. work criteria.