assessment of learning. output

8/3/2019 Assessment of Learning. Output

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Leyte Normal University

COLLEGE OF EDUCATION

Tacloban City

Portfolio

in

Assessment of Learning 2

Submitted by:

Lovely Ane Francis B. Jerusalem Submitted to:BEEd (SpEd) 3-8 Mr. Jonas Villas

TFri 9:00-10:30 am


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Introduction

The 4 Taxononomies

a) Daveb) Harrow

c) Simpson

d) RomiszowskiLessons learnedInstructional process

Rubrics

Introduction

a) Analyticb) Global/ Holisticc) Preparing

Types of Alternative Assessment

Introductiona) Performance- Based Assessment

b) Authentic Assessmentc) Portfolio Assessmentd) Journal Assessment

Affective Domain

Introductiona) Taxonomy on Affective Domainb) Affective Learning Competenciesc) Developing Assessment Tools

y Self reports

y Rating Scales Semantic differential Scale

Thurstone Scale Likert Scale

Guttman Scale

y Sociometric Scale

y Project Technique Inkblot Method

Incomplete Sentences Picture Apperception Test

Interest InventoryGrading and Reporting

a) Functions of Grading and Reporting

b) Grading Systems used in the Elementary/ Secondary/ College/ Norm ReferencedGrading/ Criterion Referenced Gradingc) Grading on the curved) Reporting grades


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The Four Taxonomies in the Psychomotor DomainBasic knowledge and skills start low and progressively increase to more sophisticated skills,

higher level of abilities, and learners develop critical understanding of performance.The psychomotor domain originally related to physical movements now includes communication

skills such as telephone skills and public speaking, and to computer operations, such as data

entry and keyboard skills.

RH DAVES PSYCHOMOTOR DOMAIN

Daves Psychomotor Domain listed the physical behavior description for each stage, examples of

activities, demonstration, and evidence of learning, and last key words or verbs that describe thatstage.

Stage CategoryBehavior

Description

Examples of activities,

Demonstrations, and

Evidence of learningKey Words

Imitation Copy action ofanother

Watch teacher or trainerand repeat action, process,

or activity

Attempt, copy, follow, replicate,repeat, adhere, observe, identify,

mimic, try, reenact, and imitate

2 Manipulation Reproduceactivity from

instructions

Carry out task from written

or verbal instructions.Re-create, build, perform,

execute, and implement

3 Precision Execute skillreliably,

independent of

help

Perform a task or activitywith expertise and to high

quality without assistance

or instruction; able todemonstrate an activity to

other learners.

Demonstrate, complete, show,perfect, calibrate, control and

practice

4 Articulation Adapt andintegrateexpertise to

satisfy a non-standard

objective

Relate and combined

associated activities todevelop methods to meet

varying, novel,requirements.

Construct, solve, combine,

coordinate, integrate, adapt,develop, formulate, modify,

master, improve, and teach

5 Naturalization Automated,unconscious

mastery ofactivity and

related skills at

strategic level

Define aim, approach, and

strategy for use of activities

to meet strategic need.

Design, specify, manage, invent,

and project-manage


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SIMPSONS PSYCHOMOTOR DOMAIN TAXONOMY

Elizabeth Simpsons interpretation of the psychomotor domain differs from Daves

because it contains extra two levels prior to the initial imitation or copy stage. Arguably forcertain situations, Simpsons first two stages, Perception and Set stages are assumed or

incorporated within Daves first imitation level assuming that you are dealing with fit and

healthy people (probably adults rather than young children), that getting ready or preparingoneself is a part of routine to be taught, learned of measured if not , then the morecomprehensive Simpson version might help ensure that these two prerequisites for physical task

development are checked and covered.

Stage Category Description

Examples of Activityor Demonstration

and Evidence to bemeasured

Key Words

1

Perception AwarenessThe ability to usesensory cues toguide motor activity.This ranges fromsensory stimulationthrough cueselection totranslation.

Use and/or selectionof senses to absorbdata for guidingmovementListening to thesounds made byguitar strings beforetuning them

(Verbs which describethe activity to be trainedor measure at eachlevel)

2

Set Readiness to act. Itincludes mental,physical, andemotional sets.These three sets aredispositions thatpredetermine apersons responseto different situation(sometimes calledmind sets.)

Mental, physical oremotional preparationbefore experience ortasks.

Arrange, begin, display,get set, move, prepare,respond, show, start,

3

Guidedresponse

AttemptThe early stages inlearning a complexskill that includeimitation. Adequacyof performance isachieve bypracticing.

Imitate or followinstruction, trial anderrorPerform amathematicalequation asdemonstrated

Imitate, copy, follow, try,assemble, build,construct, dismantle,display, fix, manipulate,organize


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4

Mechanism Basic proficiencyThe intermediatestage in learning acomplex skill.Learned responsesto become habitualand the movementscan be performedwith someconfidence andproficiency.

Competently respondto stimulus for action.

Make, perform, shape,complete.

5Complexovertresponse

Expert proficiency Execute a complexprocess withexpertise

Coordinate, fix,demonstrate

6Adaptation Adaptable

proficiencyAlter response toreliably meet varying

challenges

Adjust, integrate, solve

7

Origination Create proficiency Develop and executenew integratedresponses andactivities

Design, formulate,modify, redesign,trouble-shoot

HARROWS TAXONOMY OF PSYCHOMOTOR DOMAIN

Anita Harrows taxonomy is organized according to the degree of coordination includinginvoluntary responses as well as learned capabilities. Simple reflexes begin at the lowest level ofthe taxonomy, while the complex neuromuscular coordination makes up the highest levels.

Level Description Examples

Reflex movements Actions elicited without learning inresponse to some stimuli.

Flexion, extension, stretch, posturaladjustments

BasicFundamental

Movements

Inherent movement patternswhich are formed by combining of

reflex movements and are thebasis for complex skilledmovements.

Walking, running, pushing, twisting,gripping, grasping, manipulating

Perceptual Abilities Interpretation of various stimulithat enable one to makeadjustments to the environment,visual, auditory, kinesthetic, ortactile discrimination.

Coordinated jumping rope, punting, orcatching


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Physical activities Require endurance, strength,vigor, and agility which produce asound efficiently functioning body.

All activities which require:y Strenuous effort for long

periods of time

y Muscular exertion

y A quick wide range of motion

at the hip joints;y Quick precise movements

Skilled movements The result of the acquisition of adegree of efficiency whenperforming a complex task.

All skilled activities obvious in sports,recreation, and dance.

Non-discursivecommunication

Communication through bodilymovements ranging from facialexpressions through sophisticatedchoreographies.

Body posture, gestures, and facialexpressions efficiently executed inskilled dance movement andchoreographies.

AJ ROMISZOWSKIS PSYCHOMOTOR DOMAINAccording to Romiszowski (1981), it is also important to recognize the interrelatedness

of psychomotor skills with best in cognitive, affective and other domains of learning. HisInstructional Design focused on cognitive/affective outcomes in area such as training laboratory

technicians who should also acquire attention to the psychomotor domain issues such as speed, productivity, accuracy, and error rate. As a related topic, lab work in the context of the

psychomotor domain provides opportunities to measure procedural validity. This is veryimportant consideration beyond possessing knowledge of chemistry.

Romiszowski also believed that there exists schema. This is where physical skills exist on

a continuum with reproductive skills at one end and productive skills at the other hand.Reproductive skills are those skills that one copies or imitate after observing or watching themodel demonstrate them. Productive skills are those that the learner adapts and uses to create

new skill.

Step/Stage How Task/ Skills is Accomplished

1. Acquiring knowledge of whatshould be done, to what purpose, in

what sequence, and what by means.

Observing an expert explains/demonstrates a task;

discussion of task purpose, sequence procedures

2. Executing actions in step-by-stepmanner skills.

Conscious thinking out of each step in action; actionscontrolled via visual perception; performing a task with

assistance

3. Transfer of control from eyes toother senses

Flow of action from one step to the next without break ofvisual control

4. Automatization of skill Performing automatically with facility

5. Generalization of skill to a greaterrange of application situations

Increase in productive, strategy, and planning aspects of

the skill


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The Four Taxonomies in the Psychomotor Domain

Dave Simpson Harrow Romiszowski

Imitation Perception(awareness) Reflex Movement Acquiring knowledge

Manipulation Set Basic FundamentalMovements

Executing Actions

Precision Guided response Perceptual Abilities Transfer

Articulation Mechanism Physical activities Automatization

Naturalization Complex OvertResponse

Skilled movements Generalization

None Adaptation None-discursive None

None Origination None None


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Rubrics- a set of clear expectations or criteria used to help teachers and pupils focus on what is

valued in a subject. It describes the level at which a pupil may be performing a process or

completing a product. It focuses on academic work and is based on and linked to the

teachers curriculum.

- an assessment tool for communicating expectations of quality. Rubrics support student-

reflection and self- assessment as well as communication between assessors and assesses.

A rubric is a set of criteria and standards.

- used to delineate consistent criteria for grading.

- are generally thought to promote more consistent grading and to develop self-evaluation

skills in students as they monitor their performances relative to the rubric.

- a scoring guide that seeks to evaluate a students performance based on the sum of a full

range of criteria rather than a single numerical score.

- an authentic assessment tool.

- a working guide for students and teachers.

- enhances the quality of direct instruction.


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ANALYTIC RUBRIC

An analytic rubric articulates level of performance for each criterion so the teacher can assess

student performance on each criterion. Each criterion is evaluated separately.

An example of an Analytic Writing Rubric:

Ideas

and Content

4

Organization

3

Word

Choice

5

Voice

5

Sentence

Fluency

4

Conventions

2

Ideas and Content Organization Word Choice

Interesting Good intro Precise language

Well focused Good placement of details Strong verbsClear Strong transitions Specific, concrete nouns

Detailed, complete, rich Smooth, easy pace Natural

Written from experience Reader doesn't have to think aboutorganization

Words used in new ways

Precise information Strong conclusion Strong imagery

Starts somewhere, goes somewhere

Builds in tension, creates interest

Voice Sentence Fluency Conventions

Individual Fluid Correct or phonetic spellingHonest Musical, poetic in sound Punctuation works with sentence

structure

Natural Easy to read aloud Some sophisticated punctuationattempted

Expressive Interesting word patterns Correct grammar

Unusual, unexpected Good phrasing Sound usage

Appealing Varied sentence structure Paragraphing enhances organization

Written to be read andenjoyed

Varied sentence beginnings Informalities in punctuation or usagehandled well

Fragments used well Attention to details (i.e., dotted i's,crossed t's)

Effective title

Good margins

Easy to read


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Global/Holistic rubric- Holistic scales or rubrics respond to language performance as a whole. Each score on

a holistic scale represents an overall impression; one integrated score is assigned to aperformance. The emphasis in holistic scoring is on what a student does well.

- All criteria are evaluated simultaneously.- Rubrics that measure the overall quality of an artifact, performance, or portfolio.

An example ofHOLISTIC WRITING RUBRIC:

Each paper will be given one of three scores: Q, A, or NA. The reader will read the paper with these

descriptors in mind:

Quality--Can easily complete process

y Pre reading and then following the stepsy has no more than three minor errors (mechanics, word choice, sentence structure) y meets all requirements

Acceptable--Takes some effort to complete process

y Pre reading and then following stepsy has four to seven minor errors (mechanics, word choice, sentence structure) y meets all requirements

Not Acceptable--Cannot complete process

y does not follow directionsy has more than seven errors (mechanics, word choice, sentence structure)y does not meet all requirements

Wessels and Birkholz, 1994


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Preparing Rubrics

1. Select a process or product.

2. State performance criteria for the process or product.

3. Decide on the number of scoring levels for the rubric, usually three to five.

4. State description of performance criteria for the highest level of pupil

performance.

5. State descriptions of performance criteria at the remaining scoring levels.

6. Compare each pupils score to each scoring level.

7. Select the scoring level closest to a pupils actual performance or product.

8. Grade the pupil.


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Alternative Assessment

Alternative assessment uses activities that reveal what students can do withlanguage, emphasizing their strengths instead of their weaknesses. Alternativeassessment instruments are not only designed and structured differently fromtraditional tests, but are also graded or scored differently. Because alternativeassessment is performance based, it helps instructors emphasize that the point oflanguage learning is communication for meaningful purposes.

Types of Alternative Assessment

Performance Based AssessmentPerformance-based testing is an alternative that is designed to encompass a better overallrepresentation of student progress including the effectiveness of teacher lesson plans, worksheets

and study skills. The idea with performance-based testing is to gather a demonstration of thescope of knowledge a student has on a subject rather than simply testing the accuracy of their

response on a selection of questions.

How Performance-Based Testing WorksWith typical standardized testing, a student is provided multiple choice options or some

other form of question and answer format where they choose the best response from a list.

Performance-based testing methods utilize a variety of techniques depending on the subjectbeing examined. For example, oral discussions of the subject matter may be a testing method

utilized. This is very similar to how an academic doctoral candidate would perform a thesisdefense. The idea is to challenge not only the student's depth of knowledge on a subject, but how

they correlate multiple concepts taught within the curriculum.

Authentic AssessmentAuthentic assessment is used to evaluate students work by measuring the product

according to real life criteria. Although the same criteria are considered, expectations varyaccording to ones level of expertise. The performance level of a novice is expected to be lower

than that of an expert and would be reflected in different standards.

Portfolio Assessment

Portfolio approaches to assessing literacy have been described in a wide variety ofpublications (Flood & Lapp, 1989; Lamme & Hysmith, 1991; Matthews, 1990; Tierney, Carter,

& Desai, 1991; Valencia, 1990; Wolf, 1989) so that many descriptions of portfolios exist.Generally speaking, a literacy portfolio is a systematic collection of a variety of teacher

observations and student products, collected over time, that reflect a student's developmental

status and progress made in literacy.


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CHECKLIST

A. Cognitive Development

Yes No

1. Can the child memorize the letters in the alphabet?

2. Can the child understand the meaning of simple words beingheard/ read?

3. Can the child enumerate some animals he usually sees (like dog,cat, pig, bird etc.)?

4. Can the child recite the colors of the rainbow?

5. Can the child use common objects (like chair, table, spoon, forketc.)?

6. Can the child answer simple questions being asked?

7. Can the child follow simple instructions given by theteacher/parents?8. Can the child construct 1-2 sentences about herself?

9. Can the child recall past experiences when asked?

10. Can the child describe a thing being seen?

Rating Scale

Cognitive Development

Rating1. The child can memorize the letters in the alphabet.

2. The child can recall past experiences.

3. The child can describe things she sees.

4. The child knows the use of common objects seen in thehouse.

5. The child knows common animals seen on land.

6. The child can enumerate the colors of the rainbow.

7. The child can understand simple words.

8. The child can answer simple questions.9. The child can follow simple instructions.

10 The child can construct 1-2 sentences about herself.

Legend:


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1- Unsatisfactory 2- Below average 3- Average 4- Above average

5- Outstanding

LIKERT SCALE

A likert scale is used to evaluate a product or demonstration by selecting a number from

highest to lowest, (e.g., 1-5) for each specified trait. The numbers are arranged horizontally andare added up to arrive at an overall score.

Group Project Likert Scale

Directions: For each of the following criteria, place the most appropriate number or letter

to evaluate your peer's actions in group project. Group may be evaluated as a whole or as

individuals.

Excellent

5

Good

4

Satisfactory

3

Fair

2

Poor

1

or A: Always S: Sometimes N: Never

1. _____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., ofproject.

6. _____Your peers showed strong leadership skills during development and construction ofproject.

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

group project.

Teacher Resource Manual, Senior High Social Studies 10/20/30, Alberta, 1990


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Introduction

Teaching is the noblest of all professions and it entails great responsibility.

The important element in teaching and learning is the learner. The child as a

unique individual has traits peculiar to himself and a product of his environment.

In considering the diversity of each learner, a teacher must come up with different

activities and assessment tools for the activities that will cater the students

diversity.

Assessment is a very important part in the field of education so it is

necessary for future educators to know how to assess their future students.

Assessing how and what the students have learned can show how effective was the

teacher as an instructor, a motivator, a leader, a model, and a facilitator inside the

classroom in the teaching learning process. A variety of assessment tools and

methods for the cognitive, affective and psychomotor domains should be utilized

to cope with the needs, interest, and abilities of the students.

Future educators should be aware and knowledgeable about the assessment

tools, types of alternative assessment, and grading and reporting to be able to

measure what the students have learned and how effective was the teacher as well

as the strategies that he used in the teaching- learning process.

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