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    Lee Affective Assessment How do you assess affective outcomes of students’ ® w UNDERSTAND Desired Significant Learning Outcomes: In this lesson, you are expected to: Significant Culminating Performance Task and Success Indicators At the end of this lesson, you are expected to de! about affective outcomes of learning and acquire kn these outcomes. As a result, you should be able to develop an asses: measure at least one affective trait that studen of their learning. Your success in this performance task will be det have done the following: develop an assessment too! to measure affec suggested Timeframe: 4.5 hours learning? tive outcomes of learning, | monstrate an understanding jowledge on how to measure sment tool to ts have developed in the course termined if you Tasks Success Indicators 1. Define the affective factors that are important in students’ learning. Present at least an experiential sample situation to illustrate how feelings and emotions can influence learning. 2. Identify the taxonomy of affective behaviors in students’ learning. Present a list of affective qualities that students should demonstrate in a course or subject vis-a-vis the | defined taxonomy in the affective domain. 3. Demonstrate knowledge and understanding of the affective traits articulated in the Basic Education Curriculum Framework in one's field of specialization. Present and explain the affective factors contained in the K to 12 Basic Education Curriculum Framework in the chosen field of teaching. 50 Develop understanding onthe |4. Develop the behavioral indicators various assessment methods in at least one aspect of affective and tools that could measure domain in students’ learning. affective outcomes of learning. Review literature or research 5. Present a sample research studies that deal with instrument used to assess assessment of affective traits. students’ affective behavior. Develop an assessment tool to 6. Present and discuss the measure affective outcomes of constructed assessment tool to students’ learning. measure affective outcome of learning. Prerequisite of This Lesson In order to accomplish the performance tasks identified in this lesson, you should have understood why affective domain is part and parcel in developing instructional objectives. If you have reached the high level of appreciation on the “whys” of including affective domain in your lesson plan, and you feel confident in formulating objectives on affect, the lesson as presented here will be exciting and enjoyable for you. As you walk through the text of this lesson, it is important to recall the past lessons about formulating instructional objectives, in particular, how to state objectives in measurable and observable terms. In addition, your understanding about basic concepts, knowledge, and skills about assessment as discussed in the earlier lessons will be most useful. 1) PREPARE Tobeabletodevelop your assessment tool to measure the affective dimension of students’ learning, you need to read and understand the information in the following paragraphs that discuss important aspects about affective assessment, which will eventually guide you to accomplish the ultimate objective of this lesson, that is, to develop an assessment tool to measure affective outcome of students’ learning. .To maximize the time with your teacher in the course, it is advised that you read the text by yourself such that class discussion with the teacher will be more focused on more specific concerns about the content and essence of the material, queries, and difficulties in accomplishing the tasks. What is affective assessment? Why assess affective domain? Think about your answer to the following questions: How do you feel doing mathematics? What do you like in mathematics? Your responses may vary. Some may like the subject, or for the majority, the feeling is the opposite. If we deal with measurement of feelings, attitude, ~ i) i this type ord itself, of ‘om the wore | or interest, we are into affective assessment. i students learning. The affective assessment deals with the affect dimension © “includes 2 host of constructs, domain (from the Latin affectus, meaning “feelings ) 1 and motivation. They are Such as attitudes, values, beliefs, opinions, inter not easily seen OF explicitly the noncognitive outcomes of learning that are ain is not aimed to determing demonstrated. The type of assessment in this dom ow students feel while they what the students have learned. Rather it/ooKs NO PON Tie emotions any are learning, how their learning experiences have i tent knowledge that requires future behavior, Teaching is not only imparting a nts as learners and humans, cognition. Itis also knowing and understanding stu! et en Therefore, it is essential that teachers know the fee ne a2 ae onen or even anxiety that learners experience because eee Gaere bein on their attitudes, motivation, and beliefs that wile era oe mentee their future behavior. Further, with information abot ae characteristics, teachers will be able to individualize thsi aRe eee and reshape the lesson plan based on the identified needs Assessment on the affective domain is not only on the part of es LE know information about students. It is also useful for student ase ee Self. awareness of feelings, emotions, and attitudes can make student are lect on how they are in the process of learning. This type of metacognition has proven to enhance learning and contribute to success in the academic task. Student attainment is a result of the functioning of his or her whole personality. Cognitive and affective assessment should work in tandem as what empirical studies have Proven. Unlike cognitive and psychomotor assessment, affective assessment does not determine the grades the students. get. It rather helps teachers determine what steps need to be taken to help students achieve academic ‘success, Knowledge of what students view, perceive, and feel as they are engaged in learning activities will guide teachers to improve their teaching strategies and enhance learning. Affective assessment can Provide supplemental information about a learning difficulty or behavior problem that affects learning. For example, if students feel nervous in just seeing numerical symbols and sign of operations, knowledge and more often, feel frustrated with students’ Poor achievement. low performance may be caused by affective factors, such as attitude, inter and motivation. According to Stiggins (2005), motivation and desire represent very foundation of learning. If the students do not want to learn, there will be n learning. Further, Popham (2011) contends t! Pr significant than cognitive variables, In the Tea affective objectives range from simple attention to complex and internal qualities of character and thinking of learners. Nevertheless, teachers need to deal with assessment and measurement of students’ abilities in this domain. What is the taxonomy of affective domain in learning? In the assessment of cognitive domain, you have used the Revised Bloom's Taxonomy of Cognitive Processes identified as remembering, understanding, applying, analyzing, evaluating, and creating. As presented in Lesson 2, in the affective domain of learning, Krathwohl et al. (1964) developed a taxonomy of affective qualities that can serve as guide in doing affective assessment. As shown in Table 2.1, these include the following behavior: 4. To receive: In this level of affective behavior, the learner demonstrates an awareness in an activity that is happening such that he/she gives attention to that activity. This level involves willingness to receive the stimulus. For example, looking at the teacher during lecture is an awareness on a learning stimulus, but listening and paying attention indicate willingness in receiving that stimulus. 2. Torespond: in this case, the learner reacts to a given stimulus or information that has been received. Ifa learner participates in a class discussion, and not merely listening, then the learner is in this level of behavior. This behavior may be compliance to a given task, voluntary engagement, or doing an activity with interest. 3, To value: This is the level where the learner demonstrates commitment to the object, knowledge, or activity. Here, the learner has internalized a set of specific values such that these values are manifested through overt behaviors. For example, picking up litters outside the classroom without teacher's presence or saving money for a book, or putting off lights after class on own volition are “valuing” behaviors. ao AE AEB LET. a 4. To organize: This is the level where the learner has internalized and integrated his or her feelings, emotions, beliefs, opinions, etc., resulting to actions where new values and traits emerged. In this level, the learner is able to discern independently the right from wrong, and he/she is able to make a decision on what is more valuable based on his or her own judgment. 5. To characterize: In this level of affective trait, the learner demonstrates his or her beliefs and attitudes not only in a single event or situation but in multiple events, showing consistency of the behavior that establishes an image or character of the learner. The behavior extends beyond the school setting and becomes part of his or her lifestyle. For example, if doing an experiment has instilled the value of patience, such trait could be carried ‘over to the student's nonscience activities. 53 What are the affective variables in learning? affective assessment and these basically deal wi about a lesson, a person, or an activity. In the educati variables for affective assessment are the following: a 54 ee jes can be investigated using ith how students feel or think ion field, the most common As mentioned earlier, a number of variabl in a stud ¥ Attitudes. This is the most talked about affect Ts means we learning. We always talk about attitude toward Smet TT ive, favorable are referring to a person's reaction whether negatlv’ or environment, In or unfavorable toward an object, activity, person, d learning, subject, teaching, this will be concerned with the attitude toware Nar rn teachers, classmates, homework, and projects oneven atthe i.e of uniforms, attendance to flag ceremony, and others: “Ss to foster positive attitudes. On the other hand, we also ve ting, dru 2 have negative attitude on things like cheating, bullying, BENE STUBS, absenteeism, and smoking. ffecti It is important to note that attitude cannot be taken as sy eee It also has a cognitive component where the heaper baseune, content knowledge that defines the worth or value of the object or situation. For example, knowledge about the effect of smoking on health and knowledge about nicotine ideally should make students have negative attitude toward smoking. However, this is not always the case. One may have the knowledge but applying the knowledge is another thing. Cognitive knowledge can just be a contributing factor to effect a desired affective outcome. Some empirical research reinforced the importance of assessing attitude. Othuon (2010) found out that negative attitude toward English is the most affective and psychological factor that results in the students’ poor performance in English. The ability of students to master a second language is not only influenced by the mental competence or language skills but also by the students’ attitudes and perceptions toward the target language (Abidin etal. 2012). Values and Beliefs. Values are characteristics or traits that a person holds in high importance. These include principles that one considers to be right, and consequently which guides the person's future actions and decisions. In a school setting, values that are included in the curriculum are honesty, patience, perseverance, respect for others, cleanliness and order, care for environment, etc. Beliefs, on the other hand, refer to our convictions or opinions we hold to be true even without evidence. While beliefs are traditionally associated with religion, they have been talked about in the field of education. There are such things as beliefs about mathematics, freedom, » gender equality, etc. Beliefs emanate from multiple sources, from what one hears, sees, reads, and experiences. Values are developed from beliefs. Beliefs, as well as values, can change over time from learned experiences. As such, it Is important that teachers provide positive learning experiences to students because from these experiences, they form beliefs that lead to the formation of values that are desired. Further, these beliefs and values determine attitudes which are correlated with a learner's performance. This sequential relationship reinforces the importance to assess these affective factors that can aid teachers in developing their instructional plan to attain intended curriculum goals and objectives. Interest. Interest is a Psychological state that draws a person's attention to an object, idea, or event. In a classroom setting, it is what students are “into” or the learner's disposition about a topic, such as reading, science, mathematics, history, etc. It is interest that drives the learner to be attentive to the topic of discussion or engage in any academic activity. Interest may be personal or situational. If a student reads a book or saves money to buy books, even if this is not a course requirement, this means that he/her has personal interestin reading. However, if astudent has a liking for mathematics because he/she likes his or her mathematics teacher, then his or her interest in mathematics is situational. Whether personal or situational, it is important for the teacher to know how students are receptive on the content that is covered in the lesson. If there is low interest as revealed from the assessment results, the teacher can think of intervention strategies to address the problem, like creating learning experiences that are more exciting to engage students in interaction with peers, or with teachers. Interest is directly linked with enjoyment and joy in doing something. Motivation. Brown (1987) defines motivation as an inner drive, impulse, emotion, or desire that moves one to a particular action. It arouses and sustains behavior. It can lead to increased effort and energy to pursue a goal. If a learner is highly motivated, he/her is willing to give his or her time and effort to reach a goal. It brings a learner to excitement and enjoyment to an academic task and enhances cognitive processing and improves learning. Motivation has other intrinsic factors like curiosity, appreciation, valuing for learning, as well as extrinsic factors like praise, grades for completion, certification, etc. Ausubel (1968) has identified six needs and desires that are integral parts of motivation: (1) the need for exploration, (2) the need for manipulation, (3) the need for activity, (4) the need for stimulation, (5) the need for knowledge, and (6) the need for ego enhancement. From this list, we see the critical role of teachers in creating a learning environment that can provide for these needs in order for the learners to reach the highest level of motivation. Consequently, assessment in this aspect of affective domain is of importance. Self-confidence. This refers to how a person feels about his or her abilities to accomplish a task or reach a goal. It is the person's perception of himself/ herself and his or her capabilities to perform successfully the task given to him/her. Empirical studies showed self-confidence is associated with academic success. In particular, Stankov et al. (2012) have found that students. 55 is ———————SF on Math and English t confidence tests as ig. FOr example, the ide students d to perform well hers contend thal g and teachin} bject contents prov! who think they are skilled in Math ten tests. In the same study, the researc an assessment tool can benefit both learnin scores from the self-confidence tests on su with insights into the topics they are weak in. ing? What assessment tools are used to measure affective learn! as to measuring Measurement of affective traits is more challenging con ee ernent may be cognitive and psychomotor dimension of learning. Such meas! tcomes is more direct or indirect. The direct assessment of affective learning oe krathwohl peal attainable at the lower levels in the affective learning taxonomy o ‘I's willingness (1964). Teachers, for example, can take attendance to measure PUP! ber of times to receive information. Likewise, teachers may consider the pure eeiocr of the pupil raised his or her hand to answer or ask questions, OF 7 tires completed assignments and projects. These are sample evidence at titizens level. However, in this age of globalization, where character and More 7 are becoming more critical, educators are giving more attention to highe! eI of affective taxonomy. But then, behaviors at these levels are less anne le to direct measurement because affective learning curcomest crEzs tien 2 Values, beliefs, etc) are internal states that exist in the mind and thoughts of the learners, Because of these, indirect measurements are thought to be less reliable. Nevertheless, researchers and educationists are in continuing effort to overcome these perceived difficulties. The information generated from the use of indirect assessment of affective learning outcomes can come from different sources—student himself/herself, teachers, or peers. A variety of methods for indirectly assessing intended affective learning outcome have been espoused. Some of the most common assessments, include self-report inventory, questionnaire, opinionnaire, semantic differential, observation, and interview. 1. Self-Report Questionnaires. As the name implies, self-report or self inventory is a type of assessment where the respondent is asked to answer a question about himself/herself, his or her behavior, emotions, feelings, or views. It serves many purposes to include diagnosis of students’ mental and emotional state. Thisis also popularinapre-testand post-test design whenthe teacher wants to assess change (e.g., in attitude, interest, motivation) before and after instructional period. This assessment tool is easy to administer to get immediate results and information directly from the person who is most knowledgeable about himself/herself. One limitation of this method is the honesty of the person—his or her tendency not to write the truth of what he/she feels. Instead, the student may choose a response that can satisfy the teacher, rather than actually writing the truth. The respondent — can also be personally biased because he/she is responding to a nonfactual or subjective statement from his or her own point of view only. To prevent 56 this possibility, the one handling the assessment should try to ensure setting the right environment for getting the most truthful data. Self-report inventories use a variety of formats. The most common are presented in the following: a. Likert scale. This measuring tool, invented by Rensis Likert, is a series of questions or items that requires the respondent to select on a scale @ rating reflecting the level of agreement or disagreement on items that are related to a particular topic, experience, or issue. The responses, both in descriptive and numeric form, range from one extreme to another, such as “strongly agree” to “strongly disagree”, where “5” is the numerical value of the extreme positive feeling and “1” for the extreme Negative. This kind of scaling gives deeper insight into what the students are thinking and feeling. An example of Likert scale is shown below: Rating Scale on Views About Mathematics and Mathematics Learning Towhat extent do you agree or disagree with the following views about Mathematics? Check the appropriate box. Strongly Agree Slightly Disagree Strongly ‘Agree ‘Agree Disagree (5) (4) (3) (2) (1) 4, Mathematics is the study of formulas, rules and procedures in solving problems. 2. In mathematics, you can discover new things that can be exciting 3. Tobe able to solve mathematics, problems, you have to memorize and follow procedures as taught in class. 4, Mathematics is an exact subject that requires precision and accuracy. 5. Mathematics is logic and reasoning. From your review of research literature, you must have noted that most of the Likert scale instruments indicate the numeric scale value as seen in the rating scale on Views About Mathematics: Strongly Agree Slightly Disagree Strongly Agree Agree Disagree (5) (4) 3) (2) a) One danger of having the numeric scale values Of 5, 4,3. 2,1 8 Bie possibilty that an option with a higher value will be more attractive tothe respondents, Yoy have the choice to omit the numeric scale and just indicate the actual scale label, ty ie instrument. Likewise, descriptive labels and numeric scale Value can vary {0 Be more congruent with the Likert items. For example, in a Reading Interest Inventory, some items May be written this way: “Ilike reading books by myself” “I'save my money to buy extra books | like.” ‘The two statements above are action statements rather than commoniy used Strongly Agree, Agree, etc. It may be more appropriate to use the descriptive scale labels and numeric scale values as: Always (5), Almost Always (4): Sometimes (3) Rarely (2); Never (1) OR Always (5); Very Often (d); Often (3); Not Very Often (2) Never (1), : ..._ The S-point scale is the most common continuum, but this will be more fitteg ifyour respondents are adults. A 4-point or 3-point scale will be ean vouneer respondents. Also, instead of the numerical values that usually appear in many Of the standardized rating scales, some visuals might be more useful to catch the attention of the younger respondents in answering the instrument. The following is another example: Rating Scale on Attitude Toward Science Lesson In Your science class, how frequently did you find yoursell experiencing the following oo ©@ee@ ‘Always Sometimes. Rarely Never 41. Lenjoy being in science class 2. My science teacher gives me interesting things to do in and outside the school. 3. Doing experiment in science is fun and exciting. a 4. I Iove listening to what my teacher says about the world we lve in.» 5. llenjoy making science assignments and Projects with classmates, 6. Handling microscope and other science equipment makes me nervous. 7. Science makes me nervous than any other subject. 8. The exercises during our lessons are boring. 58 An alternative format for labeli ing the response shown in the previous page may work out better for some respondents especially to lower age level of students writing Statements for Rating Scale for Self-Report Some guidelines might be of help in creating your self-report assessment instrument. 1, Statements should refer to the present conditions rather than past or future situations. 2. The statement should be rel levant to the psychological construct being measured. Avoid factual statement since the nature of what is assessed are affective traits. Statement should elicit a response that lends itself to one interpretation, 5. Statements should be ci lear and simple sentences using precise and direct language. 6. Considering that res, should no longer co ambiguous. Ponses in the instrument reflect gradation, statements ntain always, nearly, only, never, and just. These words are 7. Usevocabulary appropriate for the level of understanding of the respondents. 8. Avoid double negative sentences. Steps in the Construction of the Rating Scale 1, Select the affective trait you want to assess which you find relevant to teaching-learning situation. Make sure that you or your school is going to benefit from it and use the data to improve the present situation. Example: You maybe interested to know students’ interest about specific educational issues like climate change and environment. This inventory will not only help the science teacher in Classroom situation, but the data may also help teachers to know who can be tapped to participate in Waste Management and Segregation Project the school is launching. 2. Construct items that are clear, definite, and focused measure. Consider the different levels the items. In addition, since what you are assessing is on emotion or affect, items should include positive and Negative positions that will make the Fespondent think carefully the answer to the item. 3. Pilot test or fi On the trait you want to. of affective taxonomy in constructing leld try the inventory and revise the parts that appear to be unclear. This is advised when you want to measure more encompassing and long term affective learning outcomes. The Purpose of field testing the instrument is to detect unclear questions and statements and procedural difficulties the intended respondents can experience with the questionnaire. It is preferred that field test be given to comparable set of students. If the inventory is intended for Grade 6 students, then having another class of Grade 6 to give feedback to the inventory will best suit the Purpose of field testing. so as... dents. Itis advised that ion of the inventory. he implication. The ive option, followed Administer the self-reportinventory to your target respon’ adequate time like on power test is provided for complet 5. Analyze the results and consider the findings and draw t Most common scale is 1 to 5, with 1 as the extreme negath by the less negative, and mid-range ratings indicating a level of neutrality through 5 being the highest positive or favorable response. For the negative items, the numerical values are reversed. The use of simple san essential. This involves frequency count relative to each option in the scale, cumulative percentages to see pattern of responses in each item as well as the entire scale. Simple computation of mean will be useful in visualizing the collective outcome as a class, or as a grade level or in the entire school. The most common way to treat data using Likert scale is to sum the values of each selected option and determine the score for each respondent. The score represents a specific trait—agreed or not agree, satisfied or not satisfied, confident or not confident, etc. Again, if your intention is for classroom setting only, data analysis does not have to be complex and computation of a score may not be the focus. The teacher may give more attention to patterns of responses vis-a-vis the content and essence of the affective items. Consequently, the teacher should be able to define the implications of the results to improve the learning environment. b. Semantic Differential. This is a widely used scale that employs ratings of concepts with contrasting adjectives placed at opposite ends of the number scale. For example, the concept of “Problem Solving” can be assessed using the following semantic differential scale: Problem Solving Difficult see E ACY 1 2: 3 4 5 Interesting oo Boning: 4 5 Useful Useless. 5 Realistic ih Si festa gee) Spe ea Sea 1 P B 4 es Rigid eA ___ Loose In this example, the students are asked to express their attitudes towart problem solving. They need to make a check mark on the scale indicating th degree of agreement they have with the adjectives listed. Similar to the Likert 60 scale where there are negative items, the position of the positive and negative adjectives in semantic differential are reversed to balance the scale and create a less biased measurement. The response could then be summed, and a mean could pe determined in each of the adjective pairs. In this way, the concept “problem solving” would be scaled on the various pairs of the adjectives. c. Checklist. A checklist is a form of self-report that asks persons to indicate ,whether they demonstrate a set of qualities or behaviors, In particular, for affective assessment, it is a tool for identifying the presence or absence of a feeling, attitude, or behavior. The behaviors that are checked will reflect what values and beliefs learners hold. For example, attitude toward environment may be measured by giving students a checklist that enumerates different actions related to environment awareness and commitment in one column and space in another column where students will put a check or a cross, indicating whether those actions are being done or not. An Example of a Self-Report Behavior Checklist Name _ Grade. Date Put a check (¥) on the options that correspond to your answer to each item. 1. How would you like to be part of environmental program activities? I do volunteer to be part of the crusade | give donations | just let my parents pay their taxes | am not interested 2. Do you follow any of the television shows about environmental issues and programs? Yes, always Not regularly No 3. Which of the following waste materials do you segregate at home? Papers, newspapers Glass and bottles Plastics Food leftovers | do not segregate 4. Do you read magazines and publication about environmental issues? Yes, every time Sometimes poe\e Rarely ) No, not my interest 61 ie Oe Order 26 0n Providing tts in Public and | What is your reaction on the signing of Executive for the Establishment of Smoke-Free Environmen Enclosed Places? ith of people —__| support the Executive Order to protect the health of PeoP! | find the Executive Order as anti-poor ——_It is not my concern ''do not know what itis all about What is your reaction to environmental polluters? ! will report them to the concerned officials , —— | will call their attention when | see them doing the act. | will tell others not to imitate them s Itis their concern, they are responsible for their own action Are you a member of any environmental organization? Yes No Planning to do so Another form of checklist also provides:students a list of adjectives for describing something or making judgment about behavior and actions and asks the respondents to check those that apply to them. Put a check mark (v) on the blanks that are true to you. The reading class is: | find English: boring fun asa exciting. Setaet Ay fun easy stimulating difficult informative irrelevant unpleasant useful routine interesting 2) Interview. This is an oral assessment of student learning that is conducted through spoken words and casual conversation. This assessment tool allows the teacher to collect and explore more in-depth information about the trait being assessed that cannot be captured by written instrument nor even be observed. The assessment data are not just answerable by “Yes” or “No” or other predetermined responses. Through this assessment technique, the teacher is able to probe responses that other forms of assessment tool cannot. The students can qualify and expand their Previous answers, which can be vague at the earlier part of the conversation. It Provides students opportunity to open other thoughts and ideas, and the teachers can be flexible to adapt questions as the need arises. It can provide a powerful 62 dg TOR J i “moment of sharing” where the learner is able to express face-to-face his or her feelings and emotions. Prerequisite to achieve all of these is the trust you have to build with the interviewee by demonstrating care and respect. Interviews may be structured or unstructured. In the structured interview, there is a planned sequence of questions, which lead to open- ended discussions between the teacher and the student, either done individually or by group. One limitation though of the structured interview is that predetermined questions tend to limit flexibility. Some important information aboutthe learner on constructs youwantto pursue may bemissed or ignored because you can be controlled by the list of questions you need to complete. On the other hand, informal interview will appear to be natural, and it can create a more conversational environment for sharing, wherein the teacher will be able to elicit more truthful information from students about themselves, In Many cases, even when trust has been established, students May not also be comfortable talking about values and sharing feelings when he/she is in a one-to-one conversation with the teacher. This is especially true for young adolescents who are more particular with the image they create with others. A group interview may work better on older students to elicit Most authentic information. Younger children can be more candid and honest with their answers whether the interview is done individually or in a group. Nevertheless, in whatever manner, interview is considered an effective tool for affective assessment, Imagine yourself as a student and you experience a teacher spending time talking to you about how you are doing in his or her subject, asking you face-to-face on how you are learning, or how you are feeling toward his or her subject. Questions like “How did you do on the assignment | gave you?”, "What questions in the test excite you most?", and “What task did you find most difficult?” will make a great deal on students’ feelings. In other words, interviews may go beyond cognitive improvement. Spoken words will motivate students to learn. For interview to be an effective assessment tool, the following are general steps in developing and conducting an interview: 1, Select the assessment objectives. 2. List the oral questions in sequence based on the objectives. However, the sequence is not absolute, instead, there should be a room for flexibility. Questions should start with general questions followed by more specific ones. 3. Make a report sheet or any form to record responses 4. Conduct'the interview. Start with statements that will make the learner be at. comfort level with the teacher. 5. Record the responses, both elicited responses and responses that were aided by prompts. Record as well the questions that were not 63 -. Te rte. ee answered, ang additional questions that were given eons ee Probing Process. Recars the wait time for the response. It will also be wort, Noting to record the nonverbal behavior like body movements dur ing the interview process. Sample: The Interview SS Questions Teacher Netes | | * How did you feel about your Participation in our class (dey ees * What did you think about the story that we discussed? Did the story interest you? Whatis the part of the story that caught most of your attention? Why did it interest you most? What makes you read a book without being told so by your teacher? How do you like your reading class? What makes you dislike it if ever you feel so? What different approach should your teacher use to help you and your classmates better? ea SE aie 3. Student Journals. These are effective tools that can be used in assessing and monitoring student thinking and attitudes. Journal writing gives students guided opportunities to “think aloud” through writing. It is a special form of documentation that records personal experiences and thoughts. It is a reflection of learners’ own perception about a problem, a situation, or an activity they are tasked with. A student who encountered a difficult problem and is asked to write about the situation through a journal will reflect more deeply and think critically about the problem or situation and what actions and decisions were made to hurdle the difficulties, Injournalwriting, students are given opportunity to rewind previous experiences that can give them new } perspectives in facing future actions. Further, through journals, students are given the opportunity to open up and express their thoughts and feelings, which can reveal their thinking both on the cognitive and affective aspect of 64 the problem task. For example, if the student is asked the question, “When is a person a hero to you?”, the student's writing will reveal not only his or her set of beliefs and values (the affective component), but also his or her knowledge on the concept of heroism (the content part). Journal writing opens the door for a one-to-one dialogue between the teacher and student. It creates an environment of partnership where teachers and students resolve issues and conflicts of ideas and understanding in confidential manner. The written journal provides information for teachers to give feedback and ask questions to students that can develop different ways of thinking. While the primary intention of journal writing is to capture students’ feelings and emotions, the discourse can lead to improving the cognitive domain of learning. To attain this, journals are guided by a set of ideas, questions, or problems. In choosing journal writing as an assessment tool for affective learning outcomes, here are some guide questions to consider: + Whatis your purpose for the student journal writing (i.e., critical thinking, reflection, self-awareness, goal review, developing self-confidence, overcoming anxiety)? * What is the format (i.e., handwritten free form, typed, full sentences)? + What is the topic? What do you want the students to write about? + How much do you want your student to write (i.e, number of pages, number of paragraphs, or number of words)? + How will the students be given feedback (i.e., individual, with a small group, with the teacher)? + Who will read the journal (i.e., with teacher only, with other teachers, with selected students)? + How will the students be graded (i.e., Pass/Fail, Rubric, no scoring needed)? Observation. It is an assessment tool that involves looking out for the presence or absence of behaviors of learners in a natural setting. Observation allows the teacher to assess student behavior in the actual teaching and learning process unlike other forms of assessment that require separate time with the student to answer the measuring instrument. This method is a rich source of clues that can be both obtrusive and unobtrusive measures of attitude, beliefs, disposition, character, etc. Example: A Physical Education (P.E.) teacher watches students play basketball in a school court. While the focus may be on the skill of playing basketball like shooting or throwing the ball correctly, the teacher can also directly watch who play the “clean” game and who play on “foul” moves or what we often term, the “dirty tricks”. Such behavior is indicative of important affective characteristics like honesty, patience, and positive disposition, which we aim to develop not only in P.E. but across the school curriculum. 65 instructured. A Like interview, observation may be structured ee irecording of what unstructured observation is open-ended, with ne aes not mean though is observed as assessment process is ongoing. T he very clear of what to that it does not require planning. You have to be dicate the possession observe and list the behaviors and actions that will in ta right after actuaj of the trait. There is still the need to record observed oe can be significant observation time. Recall the more specific events. aes observation and include both positive and negative actions. Unstr petatal of your data had been criticized for being subjective. Thus: Personal interpretation of observed data. d On the other hand, in the structured observation, you nee’ i EYEE e3 checklist or rating form before the actual observation. This Cet. Fe nies the positive and negative behaviors indicative ofthetraltyol! we RBayccn Be The recording is straightforward as it just requires a check on) os “No” column for the presence or absence of the behavior, Ws 2 ae check on the appropriate numerical and descriptive scale if rating scale is used, These are illustrated in the exhibits below. 66 Checklist for Structured Observations in Science Class Student/s Observed Dates = Time. Grade & Section Observer. Frequency of Behavior Occurrences 1. Raises hand during class discussions 2. Tells others that the lesson is fun 3. Gives criticism to classmates’ response to teacher's questions 4. Asks questions about issues connected to the science concepts presented 5. Goes through the laboratory manual before engaging in the actual experiments Rating Scale for Structured Observations in Science Class . Raises hand during Student/s Observed ba Date__ “Time | Grade & Section Observer__ a : Not ‘ Most of | Almost pehavier at ait | Rarely | Sometimes | the time | always class discussions . Tells others that the lesson is fun . Gives criticism . Asks questions to classmates’ response to teacher's questions about issues connected to the science concepts presented . Goes through the laboratory manual before engaging in the actual experiments The measures obtained from observation approach can be made more valid and reliable with the following guidelines: le 2. wy Set a clear definition of the affective trait you want to observe. Prepare a checklist or rating scale that will define the more specific affective behavior you want to capture. This checklist or rating scale will also be used in collecting and recording your data. Consult with a colleague or expert about the behavior listed as doable for observation or not. You can try this with a sample of students. Have a colleague/colleagues to work with you in the actual observation time. Be clear on ethical issues. Record the observation immediately. Use the checklist, supplemented by anecdotal records that are an open-ended way to record observation. Record factual observation and be cautious on personal interpretation and biased statements. 67 sults. Review data. Reflect on outcomes: tion re Decide future steps based on the observa' Adjust planning and apply interventions. Monitor progress. a) DEVELOP you have understood what Following are some questions to see how far have been earlier discussed. 1 a ek 4. 5, 6. of affective domain of learning, fill in with a word, phrase or si What is affective learning? Why do we need to measure affective learning? - What are some affective traits that are relevant to student ae 2 Why is it more challenging to measure the affective domain of learning? What are the levels of affective domain of learning? i What tools can you use to measure the affective dimension of learning? What ; 2 are the advantages and limitations of each measuring tool? i learnéd the contents about assessment To further check if you have lea eee, appropriate for each blank in the boxes below. 68 Assessment of Affective Learning Sl Levels of Affective [+] Affective Learning ‘Measuring Too!s Varibles : Leaming r Somple Behaviors fe SSE re, £ Es y Lb eee : : Q APPLY Below is a sample £; 1 een, eae uCnneDt Attitude Scale, Classify the items according to Se recat, traits: receiving, responding, valuing, organization, Student Enviro; Tara irection: Plea rae ven on ict mat On Yes or No to indicate which actions you vironmental i important. Ntal issues. Your honest response is very nmental Survey Listened to announcements Attended a rally for tree planting Read information about climate change Wrote a letter to a club officer Took part in a protest for cutting trees Filed a complaint about vandalism Joined an action roup in clean-up activity Contributed money for an environmental cause 10. Wrote a letter to the newspaper about traffic jam 1 2. 3. 4, 5. Apprehended one who threw garbage on the floor 6. 7. 8. 9: Doo0ooooooos poog0oo000Qg 2. Pick five to seven grade school students to sit with you. Using the attached interview guide questions, invite the students to a conversation for this interview session to enable you to assess their attitude toward reading. Record what transpired and interpret results. What implications can you draw from the conversation with these children? Interview Questions 1. Do you enjoy reading? 2. What do you like about reading? 3. What type of books do you like to read? 4. Doyou prefer to read in or outside of school? Does it matter? Are there any books you don't like to read? What makes reading exciting for you? What makes reading boring? What does your teacher do to make reading and learning enjoyable? How do you rate yourself as a reader? 10. Do you prefer to read books in print or e-books? Why? WP Onan 69 H measure how you, a. Develop at least five action behaviors that can students possess the qualities below. b. Geta friend to check whether the items YOU d, Prepare a simple two. with the affective trait that is being ass@S5e% in, determining the point scale evaluation checklist for your frien oped on these affective appropriateness of the behaviors you have develop! have developed are in ling traits 1. Compassion 2. Honesty 3. Punctuality 4. Dependability 5. Politeness | 6. Patience : 3. To guide you in developing your own affective tool, examine the elouing portions of high-quality assessment instruments that were developed by the International Association for the Evaluation of Educational Achievement (IEA). Exhibit A. Student Confident in Reading How well do you read? Tell how much you agree with each of these statements. Ayes Rare Disagree Disagree alt alte litle alot ¥ ie + v 1, usualy do wel in eadng—_—-- _ © © OO 2, Readinglseasyiome————-_ © Or Or 3. Ihave trouble reading stris wih diicitvor OeNS Oro 4. Reading is harder for me than for manyot——-_ ) ss © ©) oO my cassmates* 5, Reading is harder for me than any ther———— Subject One® ° Oo 6, Lam notjust good in reading’ ——————— 0. ON OL AO * Reverse Coded Source: http://timssandpirls.bc.edu/pirls2016/international-results/wp-content/uploads/structure/ PIRLS/10.-student- 70 Exhibit B. Student Attitude on Reading for 4th Grade What do you think about reading? Tell how much you agree with each of these statements. Agree Aree Disagree Disagree alt allie alitie alot PEC Like talking about what read. Q) wih other people | would be happy if someone gave me a book as a present I think reading is boring* | would lke to have more time - for reading Ike to read things that make me tink —-—- Ike when a book helps me imagine ——-—- )* other words * Reverse Coded How often do you do these things outside the school? Everyday or Once or almost every day twice a weak 1. Iread for fun —- 2, (read to find out things | want to lean Source: httpi//timssandpirls.bc.edu/pirls2016/international-results/wp-content/uploads/structure/ PIRLS/10-student-engagement-and-attitudes/10_3_stude n ee i hematics Exhibit C, Attitude in Learning Mat! ts How much do you agree with these statemem! about learning mathematics? hn row. Fill in only one oval for eae Disagre 5 Dinagree Pe er +o Seen —® —=— @D a) [enjoy learning mathematics ------- D === © b) [wish I did not have to study o—o-——® mathematics - Ceram o—® ©) Mathematies is boring o_O d) Tlearn many interesting oo things in mathematics o—o® iS —— D ©) I like mathematics D mm D momen D f) I like any schoolwork that —=@®D involves numbers - Die D ems D 8) 1 like to solve mathematics problems seme pres Dee h) Look forward to = mathematics lessons -- C—— D— D = i) Mathematics is one of my favorite subjects - Ee eee Source: TIMSS Technical Report (2011) a: 72 Examine the items that are contained in the above rating scales. Suppose you were asked to respond to the questionnaire. a. What does your teacher want to assess about you in Exhibits A-C? b. What different behaviors were included in assessing your attitude about reading? About learning of mathematics? ¢. What behaviors were included in assessing your confidence in reading? Consider yourself as a teacher. Give examples of specifi you can ask your students about the traits bi sample rating scales. ic interview questions eing assessed in any of the above © rranster Now, you will construct an affective assessment tool for a course or subject you will most likely handle when you are already a teacher. To provide you a sound basis to define and decide on what affective assessment tool will be most appropriate and useful to you, you need to do the following: 1, Look for the document on the Basic Education K to 12 Curriculum Fram of your major field as future teacher. List the affective traits that are articulated in the curriculum framework. 3, Among the list of affective traits, decide which is the most important trait you want your future students to emulate. Make sure the answer to this question "Why do you value it most to be measured?” is very clear for you to appreciate this performance task. ework 1s as you develop the items in the 4, Review the taxonomy of affective domain: ools discussed assessment tool. You can choose any of the assessment t earlier in the module. 5, Considering that affective traits are not easily learned and developed, your assessment tool is intended at the end of the year, or midyear at the earliest. @ EVALUATE |, Review judiciously the assessment tool you have developed. Talk with at least three classmates on how to review your work. The rating scale below may help you and your peers in evaluating what you have done. Listen to what they have said and written in the evaluation form. Make the necessary revision to improve your work. Assessment Tool Checklist Instructions: Use the Assessment Checklist to review your assessment tool for relevance, feasibility, and for its ability to generate reliable and truthful data from your respondents. This checklist can help you decide on needed improvement for your assessment instrument. Fill in the blank with a (Vv) mark on the appropriate column. + Items marked “yes” indicate the instrument may be appropriate for your » objectives. + Items marked “no” indicate the instrument may NOT be appropriate for your objectives. * Items marked “not sure” will require further improvement to determine if the instrument is appropriate for your objectives. 73 Response ITEMS |. Content and Format Yes | No | Not Sure 1. Is the language of the statement/question/task clear, direct, and specific? 2. Does the statement/question/task contain only one |_| complete thought or concept? 3. Is the language appropriate for your respondents’ 4. Can the statement be interpreted in more than one way? 5. Is the instrument's intended purpose clear (€.8., Measuring outcomes versus assessing needs) AND does this match your purpose?* Additional Comments for Content and Format characteristics ( ge, education, and language [pict a ll. Relevance with Areas/Domains of Affective Traits . Is the statement/question/task applicable to the traits being assessed? . Is the statement/question/task related to the effectiveness of the course of study? 3. Is the statement/question/task congruent with the intended area of measurement? 4. Can the tool as a whole generate data that are relevant to program/course intervention and desired learning outcome? 5. Does the instrument measure the same outcome type (attitude, knowledge, behavior, condition) as the one you want to measure? Additional Comments for Relevance 74 il. Feasibility 1. Is the instrument well-suited to the circumstances al (when, where, etc.) under which you/your assistant or respondents will Complete it?* 2. Ifyou need to collect data once to measure change and monitor progress, c: i Can the ins: this type of data ? trument collect Is the instrument's length and level of complexity appropriate for your respondents? 4, |s the instrument's length reasonable for the respondents to complete it? pes 5, Is it clear how you will deal pais with the data to report Vereinoaa comments about Feasibility IV. Data Quality 1. Do questions/statements/task that address the affective outcome cover all the relevant dimensions of your outcome? 2. Does the instrument capture the background information you need, such as age, gender, status, etc? 3. Does the instrument reflect the thinking and the element of the affective construct that is assessed? 4. Do any questions/tasks require personal or sensitive information that it would be inappropriate to ask for? 5. Do any questions ask for personal or sensitive information that it would be unnecessary or inappropriate to ask for? | Additional Comments on Data Quality i 76 4. Which of the followin; artner school of you, Select a class in your laboratory school Cs Geveloped to atleast sy institution, Pilot test the assessment tool tha Hh In your analysis of data, students in basic education. Analyze the BF cueyicoupks and percentages, include: (a) patterns of responses, (b) fred" tive and quantitative if applicable, and (c) interpretation of both 4 results. ive learni f affective ing b Test further your understanding about assessment 0 y answering the following items below: 1. Which of the following learning domains a person's value system? A. cognitive relates to the development of B. psychomotor C. social D. affective 2. Which of the following theorists identified the taxonomy of affective learning domain? A. J, Piaget B. D.R. Krathwohl C. B.F. Skinner D. P. Likert 3. When a student is seeing the worth and usefulness of knowing the law of gravity in his or her physics lesson, the student is demonstrating what level of behavior? A. Receiving B. Responding Cc. Valuing D. Characterizing ig actions is at the highest level of the affective domain? A. Recalling information B. Responding to an issue C. Demonstrating awareness D. Internalization of values —4 Aas ee am eames: Wl Which of the followin teachers want to Captur experiences and '8 assessment tools is most appropriate if € and monitor in writing the students’ personal thoughts about something in his or her learning? A. Rating scale B. Student reports C. Student journal D. Interview If a student joins v Fs oluntaril vit INES for flood victim, he or ly a marathon activity for raising she is demonstrating what level of affective learning? A. Awareness B. Responding Cc. Valuing D. Characterizing Itis an affective assessment tool that can take into account nonverbal behaviors A. Self-reports B. Observation C. Interview D. Student journals Consider the following case to answer questions 8-10. Mrs. Abad is a fourth-grade teacher at J.P Garcia Elementary School who experienced difficulty in her classroom this school year. She had to spend much time and energy preventing her students from bullying each other, and she noticed how many are making verbal remarks, calling each other “stupid” or “dumb”. In addition, quite a number did not do assignments and always missed bringing their textbooks in class. She is, however, puzzled that in her actual English period, majority, even those who are guilty of misbehavior, can communicate well when asked to recite and talk sense when asked to interpret literary works. Overall, Mrs. Abad is not happy with student achievement, as measured by different summative tests where only 75% performed above the level of satisfactory performance. What affective trait should Mrs. Abad first develop among her students? A. Interest B. Self-confidence C. Honesty D. Valuing of learning 77 ee OQ ee! 9. he student: s can communicate when asked to recite and interpre literar y piece, what le students? vel of affective trait is demonstrated by the A. Receiving 8. Responding €. Valuing D. Organizing 10. Gitrs Abad wants to capture in depth the isbehavior, what assessment tool is most aPPT™ A. Checklist reasons for students’ ‘opriate in her case? B. Observation C. Interview D, Semantic Differential S REFLECT 1 wRwn @ SUSTAIN de 78 Examine the assessment tool that you constructed. Do you find meaning in the work that you have done? What was the purpose of this assessm How significant is this tool in your future work as a teacher? Is this plan worth your time and effort? Why? done with this assessment too! ent tool? What will it serve? What else could be 2 For what other purpose can this be useful? Place yourself as the student. Respond to the questions or tasks contained in the assessment tool. What have you found about yourself? Pick up a classmate. er to respond to the assessment tool. Describe your peer on assessment tool. Make a review of some res fective outcome 0 sentation the following: (b). behaviors that defined the traits, the instrument, (e) limitations of the measuring tool, and (f) provisio! interpreting the results. Request him/hi the affective trait measured by the earches on the developed instruments to measure a f learning. Present these in class. Include in your pre: (a) the affective trait that is measured, (©) style and format, (d) strengths of in for 4, Reflect on one child within your setting that is causing you concern. You may see this ina formal classroom, in library, orany study corner, Listthe reason for this concern and try to identify the most appropriate observational method to enable clarification of your thoughts on the behavior you have initially observed, Propose subsequent interventions. Educator's Input As a mathematics teacher educator, | find it enjoyable to talk to my former students who attend their graduate courses during Saturdays. Majority of them are novice teachers who love sharing to their former professors their early experiences in teaching mathematics. | remember Miss Joy, sharing some of her thoughts as a teacher: “| will always remember our class when you showed your collection of mathematics calendars. It was. amazing how each number in the calendar year stands as the answer to the given mathematics problem written in that calendar. Imagine how 365 mathematics problems can be contained in one calendar, with each month-page containing 30-31 mathematics problems. The concept of mathematics calendar is a creative idea to make mathematics more appealing’and be loved by my students.” She adds, “In my own way, | also tried to make mathematics enjoyable through different and innovative strategies of teaching mathematics. In the beginning of the year, | asked my students to write their “mathematics biography” that tells the history on how they lived and relate with mathematics as students, It was so interesting to know many things | have not thought of—how they look at mathematics from the different experiences they encountered. They expressed their feelings of joy for success in solving a problem, the fears, pains, failures, and embarrassment they have experienced in the subject. Their essays have been so useful for me in deciding on my teaching approach and the kind of material that will make them learn and enjoy mathematics. In addition, | administer a mathematics inventory about their learning preferences. | see this kind of exercise beneficial for them and for me. From their end, they become more aware of themselves as mathematics learner, and from my end, it makes me aware of the classroom environment that will enhance their learning.” Itis worth noting how Miss Joy sees the whole learning process in totality, not only is she after the learning of the content of mathematics but also the affective variables that are important to learning of mathematics. 79 Other Support Materials Available For further information about affective assessment, you may refer t PowerPoint Presentation on the Guidelines in Conducting Affective Assessment, Portfolio Assessment co” Directions: Choose one (1) output in this lesson that can best show your ability j, the 21st century learning and innovation skills: critical thinking, creative thinking communication, collaboration, and knowledge of your content (SCs). What output/s in this lesson shows you are very good in the following: Chosen Output Why? 1. Content (the output reflects understanding of the topic discussed) Example! Constructed Table of Specifications Because it reflects the framework of the test, which is the Revised Bloom's Taxonomy where the six cognitive processes are given as well as the four dimensions of knowledge. 2. Critical Thinking (the output reflects ability to critique/evaluate/solve problems) output reflects ability to create new ideas) 3. Creative Thinking ithe | 4, Communication (the output reflects ability to express one’s ideas in words or actions) Collaboration (the output reflects ability to work well with others) 80 [er emai ug Suggested Timeframe: 4.5 hours How do you assess students’ learning using portfolio assessment? ® UNDERSTAND Desired Significant Learning Outcomes: In this lesson, you are expected to: + _ develop a plan in assessing students’ learning using portfolio assessment. Significant Culminating Performance Task and Success Indicators At the end of the lesson, you should be able to demonstrate your knowledge and skills in planning i dually how to use portfolio assessment as a method in assessing students’ learning in at least one quarter in a subject area and grade level. You are considered successful in this culminating performance task if you have satisfied at least the following indicators of success: Contents of the Portfolio Plan Indicators of Success 1. Identified Competencies All identified curriculum competencies Assessed through Learning are appropriate for portfolio assessment Portfolios 2. Significant Evidence All identified evidence of attainment of Attainment of the of the curriculum competencies are Competencies significant or valuable to keep in one’s learning portfolio 3. Assessment Rubric for All the descriptions of a high-quality Portfolio Evidence evidence of a successful performance task are clear and realizable 4. Analysis and Reporting of There is a clear guide for students’ self- Assessment Results monitoring of success to achieving the desired learning outcomes and how to [interpret and communicate results 81 ON Prerequisite of This Lesson To be able to do successfully this culminating performance task, you shoulg have understood the process in identifying the appropriate assessment methog for a given curriculum competency. In that lesson on methods of assessmen, (see Lesson 2), you were guided in identifying curriculum competencies Where Portfolio assessment is the appropriate method. If that was not clear to you, then this lesson will not be easy for you, too. | suggest that you go back to the lesson that explains the different methdds of assessment and the type of learning targer appropriate for them. Another option is to try this lesson just the same then see iy you can catch up with what it requires from a student to be successful in doing the desired significant culminating performance task, which is to plan how to asses. your students in a subject area and level using portfolio assessment. ® PREPARE To know how to develop portfolio assessment, you can surf the Internet and reag information from there. You can also read what is provided in this worktext abou, what, why, when, and how to assess students’ learning using portfolio assessment You are expected to read this before discussion, analysis, and evaluation when yoy meet the teacher face-to-face or in your virtual classroom. What is portfolio assessment? Portfolio assessment is an alternative , to — pen-and-paper objective test as an approach to assessing students’ learning. It is a purposeful, ongoing, dynamic, and collaborative process of gathering multiple indicators of the students’ growth anddevelopmentinacourse or program of study. Portfolio P ‘ fa assessment is also a performance- based approach to assessing learning but moreauthenticthan any one-time performancetaskasitallows examination of multiple evidence of the process and product of learning developed across time. Why portfolio assessment? Burke (1999) recognizes portfolio as another type of assessment and considered authentic because of the following reasons: + It tests what is really happening in the classroom. + It offers multiple indicators of students’ progress. + It gives the students the responsibility of their own learning, + — Itoffers opportunities for students to document reflections of their learning. 82 a ne It demonstrates what the students know in ways that encompass ‘ely Personal learning styles and multiple intelligences. Itoffers teachers new role in the assessment process. Itallows teachers to reflect on the effectiveness of their instruction. It provides teachers freedom of gaining insights into the students’ development or achievement over a period of time. How do we do portfolio assessment? In doing portfolio assessment, one should be guided by the content, learning, and equity principles. 1. Suggests that portfolios should reflect the subject matter that is important for the students to learn. ‘inciple suggests that portfolios should enable the students to become active and thoughtful learners. Equity principle explains that portfolios should allow students to demonstrate their learning styles and multiple intelligences. Partfolios could come in three types: working, show, oF documentary. The working portfolio is a collection of a students’ day-to-day works that reflect his or her learning, The show portfolio is a collection of a students’ best works. pe socamentals portale is a combination of a working and a show portfolio. Figure 5.1 shows the steps in portfolio development. C Set Goals Confer/Exhibit 2. Collect Evaluate 3. Select (Using Rubrics) Figure 5.1. The Portfolio Development Process ii 84 ————_:—:—:: Set Goals This is the first step in portfolio assessment in which the students set their Boals in developing a learning portfolio. To guide the students in stating their 8o0als, the teachers may articulate first the goals of the course or subject and his or her expectations to the students. Students could also ask what thelr Parents expect from them. They could also be given goal-setting planners. Collect In this stage, the students should start collecting all possible entries in their portfolio. They should be advised to have a temporary container for all thelr entries, and this should be placed in the school so that keeping of entries will be part of the daily activities of the students. A good practice in collecting the portfolio entries is to have a log of all entries with a few descriptions how they were obtained and why they were kept in the portfolio. Goal-Setting Planner | participate in this activity because: | am doing this work because: What | target to accomplish are: Select This is the stage where the students are asked to select what will finally be used to gauge their success from all their collections of possible entries ina portfolio. The selection usually depends on what the teacher requires them to do, their parents’ choice, and the entries that they personally chose as the best gauge of their accomplishment in the program. Selections could include evidence that show in- and out-of-class activities participated in by the students in relation to the program. Organize This is the stage where the students decide on how they will organize their entries. The teachers should guide them by telling them to make a table of contents for their portfolio entries and a direction on where to find them. The organization of the portfolio could vary depending on the style of the students. Some teachers take this stage as the opportunity for the stude | en OI to develop or hone their creativity and resourcefulness. The organizer could also be of any material, but it is Suggested that the container is something flexible that it could allow one to add modify, or delete any entry any time. Examples of materials used in making portfolios are clearbook, album, accordion bag, box with dividers envelopes, colored magazines, CDs, flash drives, or cloud-based storage. ; 5, Reflect An important trait of a Portfolio is the presence of students’ reflections of thelr experiences. Making reflective journals, log of entries, and labeling an evidence ina portfolio are just some of the different ways to show knowledge, understanding, attitudes, values, writing skills, and creativity. This is the opportunity for the students to reflect on the meaningfulness of their experiences, as well as the impact of their teacher's styles and methodology in teaching. 6. Evaluate This. is the stage where the students, their peers and teachers, or even the Parents are involved in rating the achievement of the students based on their evidence of learning, their reflections of their experiences, and the organizations of their portfolio. Rubrics are often used in rating students’ performance using their portfolios. Rubrics in rating portfolios should be giventto the students, even at the beginning of the portfolio process, so that they are guided on what to put in their portfolio and how to organize them based on the criteria and indicators ___ ofa quality product or excellent performarice. Evaluation of the portfolio could be done by individual entry on a specified date or when the development is complete. However, most teachers prefer rating the student-required evidence upon their submission so that the students can be given immediate feedback * on their work. What are usually rated at the end of portfolio development are the students’ selected evidence of their learning, and the packaging of their portfolio, which could reveal their personal traits. 7. Confer — This is the stage when the teachers confer with the students or parents to discuss the students’ performance and progress of learning. This is also the time to congratulate the students for their accomplishment or to help them identify areas for their improvement. 8. Exhibit This is the time to celebrate success in the form of an exhibit of students’ portfolios. The highlight of the exhibit is the awarding of the best learning portfoli ‘Again, since reading, viewing, and or exploring the Internet need time from you, they should be done outside the class time. Your class time should 85 then be reserved to clarify with your teacher your confusions and to inter with your classmates on what they have understood and probably found tifferent from what you have discovered from your own exploration lesson, Ss) DEVELOP Check the ideas you have acquired about portfolio assessment fri sources. 5 a 1. Why would you assess students’ learning using their portfolios? en 2. What are the benefits of the students when you use their portfol their learning? What about their teachers? : Sank 3. What are the challenges that portfolio assessment poses to SI method of assessing their learning? What about their teacher: ‘ 4. How different is the use of students’ portfolio from the oth assessing learning? 4 a What do you need to do when planning for portfolio assessmi assessment, kindly complete this graphic organizer based on | viewed, and listened to. Portfolio Assessment Q APPLY : 2 Plan your own course portfolio. See the scoring instrument the back of this lesson and worktext. Try to answer the followi your guide in developing your course portfolio. ee 1, What do | want to assess about you through your learni ing port 2. What are the important evidence that you should prod have successfully performed the significant learning 86 x" ___ a errs How do you know that and showing to schon these evidence you will produce are worth keeping. fora teaching job? °"'"“iPals or educational institutions when you apply After seeing m vided below apeenole Plan in this course, please list or draw in the space mtfolio assessment. You ...°° PO" tfolio plan that you intend to prepare for your ort Meoies beck to th degah follow my sample plan or create your own. Don't forse’ © defined significant culminating performance task set at eginning of the | “ the bes 1S ERsson and the indicators of success in performing it. My Course Portfolio plan 1. My Target Goals: 2. My Target Collections; 3. My Nonnegotiable Collections; 4. My Plan for Organization: 5. My Style of Reflection: 6. My Own Evaluation Rubric: 7. My Plan for Portfolio Exhi © TRANSFER _Now put the details needed in your plan for portfolio assessment for a subject area and grade level that you thought you should be able to teach and handle when you are already a teacher in a school. You may plan for portfolio assessment for one quarter, for all quarters, or the whole school year. This is an individual portfolio plan you have to make. in your plan, you should provide the following information: 1. Curriculum competencies in the subject area and grade level that are appropriately assessed through portfolio assessment 2. The nonnegotiable evidence in the portfolio that should be Produced by the students as a product of performance tasks done individually or in groups as @ gauge to success in achieving the identified curriculum competencies 3. The assessment rubric to allow students’ tracking of their way to success to these nonnegotiable evidence of doing the defined performance tasks 4. The students’ self-selected entries as supporting evidence to their journey to the successful achievement of their defined performance tasks 87 eti 5 The overall assessment rubric that could certify their success in meeting the desired significant learning outcomes The process in analyzing and communicating the assessment Q EVALUATE A. 6. results int scale rubric below. Then Evaluate your own i i four-poi y' Portfolio plan using the Pi your work to mean this is let your peer evaluate this, too. Use pencil in rating Not your final rating yet, Discuss ith your peer your areas of strengths and Weaknesses based on your self- and peer-assessment guided by the rubric Prepared by your course professor. Ifyou are notyet at the top based on your evaluation, then improve your plan to be successful in the end. Remembe this is not yet your final rating. You can still improve your work. You may al evaluate the rubric if there are problematic areas in it that should be fixed s¢ you will know better how to be successful in the end. q Assessment Rubric for the Portfolio Plan Parts of the Performance Levels Portfolio Plan 1 2 Meeting | Nearingthe | Meeting the Going Initially the | Expectations | Expectations | Beyond the Expectations , Expectations 1.ldentified |Two(2)or |One(iyof | Allidentified | all identified Competencies | more of the | the identified | curriculum curriculum toAssess identified curriculum _| competencies | competencies through curriculum — | competencies | are are Learning competencies | are NOT appropriate | appropriate Portfolios are NOT appropriate |for portfolio | for portfolio appropriate |for portfolio |assessment. |assessment for portfolio | assessment. PLUS added assessment. the important cognitive and affective ingredients to success. 88 2. Significant Two (2) or Evidence of |more of the puseliof Allidentified | Allidentified Attainment —_|identifieq Identified |evidence of | evidence of of the evidence of |

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