Literature Assessment

1. APPROPRIATE
METHODS

2. Appropriateness of Assessment Methods
are the strategies, techniques, tools and
instruments for collecting information to
determine the extent to which the
students demonstrate the desired learning
outcomes.

3. These are the common types of
Appropriateness of Assessment Methods

4. 1. Written-Response Instruments
This includes objective tests (multiple-choice, true
or false, matching type or short answer test), essays,
examinations, and checklists.
• Objective test – appropriate for the various levels of the
hierarchy of educational objectives.
• Essay – when properly planned, can test the
students’ grasp of high-level cognitive skills
particularly in areas of application, analysis,
synthesis, and evaluation.

5. • 2. Product-Rating Scale
These scales measure
products that are
frequently rated in
education such as book
reports, maps, charts,
diagram, notebook, essay
and creative endeavor of
all sort

7. 3. Performance Test
One of these is the performance checklist which consists of the
list of behaviors that makes up a certain type of performance.

8. 4. Oral Questioning
An appropriate assessment method when the
objectives are:
• To the students’ stock knowledge; and
• To determine the student’s ability to
communicate ideas in a coherent verbal
sentence.

9. 5. Observation and Self-Report
These are useful supplementary assessment methods when
used in conjunction with oral questioning and oral test.
• Likert scale

10. Selecting Appropriate Assessment Methods
1. Observation
Effective teachers observe their students
from the time they enter the classroom.
During instruction, teachers observe
students’ behavior to gain information
about students’ level of interest and
understanding of the material or activity.

11. 2. Questioning
Teachers ask questions for many instructional
reasons including keeping students’ attention on
the lesson, highlighting important points and
ideas, promoting critical thinking, allowing
students’ to learn from each others answers,
and providing information about students’
learning.

12. Development of Affective Assessment Tools
According to McMillan (2007), the method of
assessing affective targets has three feasible
methods to evaluate affective traits and
dispositions.
The three feasible methods are Student Self-
Report, Teacher Observation and Peer Ratings

13. 1. Student Self-Report
In this method, there are ways to show students’
influence as self-report. The common and
coordinate way is having a casual discussion or
interview. Students can answer to a survey or
questionnaire about themselves or to other
students.

14. Example of Self-Report Questionnaire

15. There are sorts of personal communication that teachers
can utilize with their students. It can be discussions,
individual interviews, group interviews and casual
conversations to assess affect.
The other type under student self-report method is
questionnaires and surveys. And there are two types
of format using the questionnaires and surveys; it is
the Constructed-Response format and Selected-
Response format.

16. • Constructed-Response format
Is a straight forward approach inquiring students about
their affect by reacting to statement or to a question. The
other way to actualize Constructed-Response format is by
means of an essay.

17. • Selected-Response
format
Are composed of
questions to which there is
typically one best answer.
They are sometimes
referred to as objective
assessments (Suskie,
2018).

18. 2. Teacher Observation
This method is one of the necessary tools for
formative assessment. In using observation, the
primary thing to do is determine in advance how
particular behaviors relate to the target.

19. Student Behaviours Indicating Positive and Negative
Attitudes Toward Learning

20. These behaviors give foundation in creating guidelines,
checklist or rating scales. The positive behaviors are called
approach behaviors whereas the negative ones are
named avoidance behaviors. McMillan (2007) suggested
that the best approach is to develop a list of positive and
negative behaviors.
After the list of behaviors has been created, the teacher
must choose whether to use an informal, unstructured
observation or a formal one and structured. These
two types differ in terms of arrangement and what is
recorded.

21. • Unstructured Observation
Can also be used for the reason of making summative
judgments. In using Unstructured Observation, it is essential
to have at least some guidelines and examples of behaviors
that demonstrate affective trait. Unstructured Observation is
more practical, which suggests teachers can record everything
they have observed and are not limited by what is contained in a
checklist or rating scale.
• Structured Observation
Is different from unstructured observation with regard to
preparation needed as well as in the way observation is
recorded.

22. 3. Peer Ratings
Is the least common method among the three
feasible methods of assessing affect. Because of the
nature of learners, they don't continuously take this
activity seriously and most regularly than not they are
subjective in conducting this peer rating. Hence, peer
rating is seen as generally inefficient in terms of
conducting, scoring, and interpreting peer ratings.

23. Interpreting and Utilizing the Different Methods
or Combination of Methods in Assessing Affect
• Each of the three feasible methods (Student
Self Report, Teacher Observation and Peer
Rating) has its own advantages and disadvantages.
• In choosing for which method or methods to
utilize, consider the following factors:

24. • Type of affect that needs to be assessed;
A common response to something or
someone can best be gathered through
observation. Nevertheless, if an attitude component
is to be diagnosed, a self-report will give a better
knowledge.

25. • If the information needed is from grouped or
individual responses;
If grouped response and tendencies are
required, selected response self-report method is
suitable, because it guarantees anonymity and is
easily scored.

26. • The use of information
If the intention of the affective assessment is to utilize the
outcomes as supporting input to grading, then multiple
approaches is essential and be mindful of the plausibility of
having fake comes from self-report and even from peer
judgment.

27. The Student Self Report, Teacher Observation
and Peer Ratings plays an important role in
classroom since it will help every teacher to
determine the affective domain of each student.
In addition, Interpreting and Utilizing the Different
Methods in Assessing Affect will recognize what
type of affect are needs to be assessed.

28. Other Affective Measures and Assessments
1. Non – Test Indicators
Every student goes through assessment to measure if
they achieved the expected learning outcomes at the end of
the course. Academic tests are typically relied upon to assess
the performance of students in educational tasks which focus
more on the cognitive development. “Educated but not well
– mannered.”

29. A school must pursue goals not just focusing on the
high-test scores of its students but also on their
personality, attitude, and behaviour while learning which
affects their social being. This can be seen on the
students’ performances while not being informed that
they are being judged. The assessment tools that can be
include are portfolios, anecdotal records, non – test
instruments such as questionnaires, interview guidelines,
observation guidelines, check list, and rating scales.

30. 2. Transversal Competencies
Transversal Competencies (TVC) refers to knowledge,
skills, values, and attitudes that are integral to life in the
21st century. We need to adapt and collaborate with our
fast-changing world, technological advances that continuously
shaping our lives and workplaces.

31. A change from old educational goals is needed in order
to achieve this. Students who will become future workers
need to be ready and must have a sophisticated and complex
problem – solving skills, communication and coordination skills.
This will help the success of an individual and also well-
functioning society

32. There are 6 categories of Transversal Competencies:
1. Critical and innovative thinking
2. Global citizenship
3. Physical health & religious beliefs
4. Intrapersonal skills
5. Interpersonal skills
6. Media and information literacy

33. Critical and innovative thinking - this is how we think
extensively and profoundly using abilities, attitudes and dispositions
such as reason, reasoning, resourcefulness, creativity and ingenuity
in all learning areas at school and in their lives outside school.
• Creativity
• Entrepreneurship
• Resourcefulness
• Application skills
• Reflective thinking
• Reasoned decision making

34. Global citizenship - understanding the wider world, and our
place in it. It is about our rights, responsibilities and taking active
roles in our community.
• Awareness and openness
• Tolerance and respect for diversity
• Responsibility and ability to resolve conflict
• Ethical and intercultural understanding
• Democratic participation
• Respect for the environment
• National identity and the sense of belonging.

35. Physical health and religious beliefs – giving importance for our
well – being while continuously living and working, and also
respecting different religious beliefs.
• Respect for religious values
• Appreciation of health lifestyle

36. Intrapersonal skills – these are the skills within ourself or the
internal skills and habits that help us control thoughts, cope
with problems, and learn new knowledge. Such abilities,
which contribute to emotional intelligence, include aspects
such as self-confidence and resilience.
• Self – discipline
• Ability to learn independently
• Flexibility and adaptability
• Self – awareness
• Perseverance and self – motivation

37. Interpersonal skills - These are the abilities we use every day as we
connect and communicate, both individually and in groups, with
other people. They have a broad range of abilities, but especially
communication skills such as listening and speaking effectively.
They also provide the capacity to control the feelings and
regulate them.
• Communication skills
• Organizational skills
• Teamwork and collaboration
• Sociability and collegiality
• Empathy and compassion

38. Media and information literacy
• Ethical use of ICT
• Ability to critically evaluate information and media content
• Ability to obtain and analyse information through ICT

39. 3. 21st Century Skills
21st century skills are needed to be equipped by the students to
become globally competitive and able to adapt with the fast
– changing world and advanced technologies.

40. We have 3 Categories of 21st Century Skills:
1. Learning Skills
2. Literacy Skills
3. Life Skills

41. Learning Skills – these are the four C’s (Critical
thinking, Creativity, Collaboration, and
Communication) that teaches students about the
mental processes needed to adapt to a new work
environment and strengthen it.

42. • Critical Thinking – this is how we find solutions to
problems that may arise. For example, in a company
that is facing a problem, as we tell the problem, we
should also be ready and know the solution to it.
• Creativity – thinking outside the box, we should be able
to innovate ideas, new things, that may help to adapt
and to become successful.

43. • Collaboration – this is how well we work with our
workmates or classmates. Combining each other
ideas, doing each other parts or responsibilities and
each other willingness. “Two is better than one.”
• Communication – this is how we talk to others with the
challenging part of having different beliefs,
philosophy, but still able to understand each other
ideas and messages trying to convey. Having good
communication will avoid conflicts and failure of a
project.

44. Literacy Skills – these are usually called the IMT skills
(Information, Media, and Technology) that are concerned about
different element in digital understanding.
• Information – being able to understand facts from fiction,
figures, statistics, and data we’ve searched on internet.
• Media – this is our skill of how to identify which of the
information we read, watched, or heard is true or if it is
credible or not.
• Technology – being a techy person is important in 21st century,
knowing how to use technologies or performing using it.

45. Life skills – also called FLIPS (Flexibility, Leadership, Initiative,
Productivity, Social Skills) these are the skills we need in our
daily life wherever we are, especially in workplace.
• Flexibility – this emphasizes the willingness and ability to
adapt to changing circumstances.
• Leadership – is the leading of a particular group that
motivates your members to act to achieve a particular goal
set.
• Initiative – voluntarily doing what is needed to be done
without expecting rewards in exchange of it.

46. • Productivity – this is how we accomplished goals in our
daily lives. Giving importance to time knowing that you
should not waste it and complete task with the given specific
time.
• Social Skills – this is how we are able to socialize and interacts
with the others. Being an extrovert is so much an advantage
since socializing with different types of person is easy to do.