Appropriateness of assessment methods


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Appropriateness of assessment methods

  1. 1. Appropriateness ofAssessment Methods
  2. 2. Written-Response Instruments Objective Tests  multiple choice  true-false  matching or short answer  Tests  Essays  Examinations  Checklists
  3. 3. Objective Tests are appropriate for assessing the various levels of hierarchy of educational objectives.Multiple Choice Tests in particular can be constructed in such a way as to test higher order thinking skills.Essays when properly planned, can test the students grasp of the higher level cognitive skills particularly in the areas of application, analysis, synthesis and judgment.
  4. 4. EXAMPLE:(POOR) Write an essay about the firstEDSA revolution(BETTER) Write an essay about the firstEDSA revolution giving focus on the maincharacters of the revolution and theirrespective roles.
  5. 5. In the second essay question, the assessment foci arenarrowed down to:(a) the main characters of the event, and(b) the roles of each character in the revolution leading to the ouster of the incumbent President at that time. It becomes clear what the teacher wishes to see and what the students are supposed to write.
  6. 6. PRODUCT RATING SCALESA teacher is often tasked to rate products.Examples of products that are frequentlyrated in education are book reports, maps,charts, diagrams, notebooks, essays, andcreative endeavors of all sorts. An exampleof it is the classic “hand writing” scale usedin California Achievement Test Form W(1957).
  7. 7. Concepts in Kindergarten Religious Education Ongoing Assessment Sample Student ChecklistName __________________ Date ________________Teacher _________________ School _______________Understanding of Concepts Always Often Usually Sometimes RarelyCan retell important pointsfrom the story (e.g., questioning,role play)Can identify visuals from a storyCan connect visuals from astory to story detailsCan discuss story content withother studentsRating Scale: Always (5) Often (4) Usually (3) Sometimes (2) Rarely (1)
  8. 8.  To develop a productrating scale for the variousproducts in education, theteacher must possess prototypeproducts over his/her years ofexperience.
  9. 9. PERFORMANCE TESTSOne of the most frequently used measurementinstruments is the checklist. A performancechecklist consist of a list of behaviors that makeup a certain type of performance (e.g. using amicroscope, typing a letter, solving a mathematicsperformance and so on). It is used to determinewhether or not an individual behaves in a certain(usually desired) way when asked to complete aparticular task. If a particular behavior is presentwhen an individual is observed, the teacher placesa check opposite it on the list.
  10. 10. EXAMPLE: (Performance Checklist in solving a mathematics problem)Behavior:1. Identifies the given information __2. Identifies what is being asked __3. Uses variables to replace the unknown __4. Formulates the equation __5. Performs algebraic equations __6. Obtains an answer __7. Checks if the answer makes sense __
  11. 11. Group Project Likert ScaleDirections: For each of the following criteria, place the most appropriate number or letter toevaluate your peers actions in group project. Group may be evaluated as a whole or asindividuals.Excellent Good Satisfactory Fair Poor5 4 3 2 1 or A: Always S: Sometimes N: Never1._____Your peers participated in the initial discussion used to get project going.2._____Your peers contributed with creative ideas that enhances project.3._____Your peers came up with few ideas, but these were always original and unique.4._____Your peers were quick to suggest solutions to problems with project as they occurred.5._____Your peers were helpful in inventing methods, gadgets, pictorial elements, etc., of project.6._____Your peers showed strong leadership skills during development and construction of project.7._____Your peers were friendly, enthusiastic, and positive during group work.8._____Your peers were encouraging and complimentary of your own performance in group project.9._____Your peers were always available to spend time working on group project.10._____Overall, your peers were essential to the development and construction of your groupproject.
  12. 12. LIKERT SCALE - is used to evaluate a product ordemonstration by selecting anumber from highest to lowest ,(e.g., 1-5) for each specified trait.The numbers are arrangedhorizontally and are added up toarrive at an overall score
  13. 13. Oral Questioningis the most commonly-used of all formsof assessment, in class. Indeed, it is somuch a feature of practically all teaching,as opposed to "presenting" or lecturing,that it is hardly recognized as a form ofassessment by teachers—althoughstudents are well aware of it as such.
  14. 14. Oral questioning is an appropriateassessment method when theobjectives are:(a)to assess the student’s stock knowledge and/or(b)to determine the student’s ability to communicate ideas in coherent verbal sentences.
  15. 15. Self-checklistis a list of several characteristics or activitiespresented to the subjects of a study.The individuals are asked to study the listand then to place a mark opposite thecharacteristics which they possess or theactivities which they have engaged in for aparticular length of time.
  16. 16. Observation and Self-reports-are useful supplementary assessmentmethods when used in conjunction withoral questioning and performance tests.
  17. 17. EXERCISE 1.2A. Discuss the appropriateness of the following assessment methods:1. Objective tests2. Essay tests3. Performance tests4. Oral questioning5. Self-reports6. Observational reports7. Product reportsB. If you were to utilize all these procedures,how would you put weights on each of theprocedure?
  18. 18. Reported by:Divine Heidi G. Cabiguin Ms. Anabella C. Gomez ASSE 22 November 29, 2012