- Information
- AI Chat
Appropriate Methods of Assessments
Assessment in Learning 2 (ED 305)
Negros Oriental State University
Related Studylists
ED 305 Assessment of Learning 2Preview text
APPROPRIATE METHODS OF ASSESSMENT
Three viable ways of assessing affective traits are teacher observation, student self-report, and peer ratings.
METHODS OF ASSESSING AFFECTIVE TARGETS
There are three considerations in assessing affective targets (Blogasiaph, 2019):
- Feelings and emotions change quickly, particularly in young children and during early adolescence. It is necessary to perform multiple tests over a period of time in order to provide a valid indicator of a particular student's emotion or feeling. A single assessment is insufficient to determine the prevalent affect.
- Use as many different approaches in measuring the same affective traits as possible. It is preferable not to focus on a single approach due to its inherent limitations. Students' self- reports can be falsified, tainting the findings considerably. (However, if the self-reports match the teacher's observations, a stronger argument may be made.) 3. Determine the kind of data or results needed. Is it individual or group data? The method to be used will be influenced by the purpose of the evaluation. Individual student information is used for documenting or providing feedback to parents or other interested individuals about the learner. Outcomes for groups or the whole class are preferable if the aim of the evaluations is to enhance instruction.
TEACHER OBSERVATION
The first step in using observation is to decide how individual behaviors apply to the target. It begins with a vivid description of the trait, then moves on to a list of positive and negative student behaviors. Here is an example of student behavior indicating positive and negative attitudes toward learning
These behaviors serve as the basis for creating guidelines, checklists, and rating scales. Positive behaviors are referred to as approach behaviors , and negative behaviors are referred to as avoidance behaviors. After developing the list of behaviors, the teacher must determine whether to conduct an informal, unstructured observation or a formal, structured observation.
➢ Unstructured observation (anecdotal) may be used to make summative judgments. This is mostly left open-ended; no checklists or rating scales are used. Unstructured observation is more practical, as teachers can record anything, they observe rather than being constrained by what is on a checklist or ranking scale.
➢ In structured observation , more time is required since checklists or rating forms must be created to be used to document observations. To make documenting easier and more convenient, the form is created from a list of positive and negative behaviors.
STUDENT SELF-REPORT
While direct observation can be an efficient method of gathering information, making inferences regarding people's affective characteristics based solely on observational evidence is often difficult. Another obvious way to measure people's degrees of an affective trait is to question them.
➢ Student Interview : Teachers can use individual or group interviews, discussions, or casual conversations to assess affect. With interviews, there is an opportunity for teachers to have direct involvement with the students, in which teachers can probe and answer for better understanding.
➢ Surveys and Questionnaire : There are two types of format you can use for questionnaires and surveys: constructed-response format and selected-response format. Constructed-response format is a straightforward technique that asks students about their thoughts by having them respond to a simple statement or query. An essay can be used for constructed-response format. Essays enable people to articulate their views, ideals, and convictions more clearly. On the other hand, selected-response format can be implemented using rating scale, semantic differential scale, and checklist.
➢ Peer Ratings or appraisal is the least common method among the three methods. Due to the nature of learners, they do not often take this activity seriously, and they are often subjective in their peer ranking. As a result, peer evaluation is regarded as inefficient in terms of the nature of administering, scoring, and interpreting peer ratings.
UTILIZING THE DIFFERENT METHODS
In choosing for which method or methods to use, consider the following factors:
❏ Type of affect to be assessed ➢ Observation is the easiest way to get a general response to something or anything. However, if attitude components are to be diagnosed, a self-report can have more reliable data. If the target is social-oriented affect, the observation may be supported by the peer rating method.
❏ Whether the information needed is from grouped or individual responses ➢ If grouped responses and behaviors are needed, the selected response self-report method is ideal because it ensures anonymity and is simple to score.
❏ The use of information ➢ If the aim of the affective assessment is to use the results as supportive feedback for grading, various methods are required. Be aware of the likelihood of false results from self-report and even peer assessment.
Likert Scale
➢ Created in 1932 by psychologist Rensis Likert, a Likert scale is a five- (or seven-) point scale that allows people to express how much they agree or disagree with a particular statement. A Likert scale suggests that an attitude's strength/intensity is linear and that attitudes can be measured (McLeod, 2019). For example, each of the answers might be assigned a numerical value that can be used to measure the attitude under evaluation. The Personality Test you took is actually an example of a Likert scale.
Thurstone Scale
➢ Louis Leon Thurstone, considered as the Father of attitude measurement, developed the Thurstone scale which consists of a collection of connected, dichotomous statements. He devised This attitude scale to assess the person's level of favorability on an issue. To interpret the result, simply assign a score of 1 to 11 to each statement depending on how powerful you think the statement is. A higher score denotes a more favorable stance, while a lower score denotes a more neutral stance.
Semantic Differential Scale
➢ Semantic differential scale attempts to ascertain an individual's reaction to specific words, ideas, or concepts by ratings on bipolar scales identified by contrasting adjectives at each end. For example: love-hate, satisfied-unsatisfied, boring-interesting, etc.
SENTENCE COMPLETION
➢ The benefit of using the sentence completion format is that it captures everything each student thinks of. However, there are certain drawbacks to this. One is students faking their responses as they tend to offer answers that are favorable to the teacher's liked responses. Another is scoring since it takes more time and is more subjective than the other traditional objective formats.
Appropriate Methods of Assessments
Course: Assessment in Learning 2 (ED 305)
University: Negros Oriental State University
