er rganization and INNER su ug eh) FW cir Tah ea tte Suggested Timeframe: 6 hours How do we analyze data from nontraditional assessment methods? UNDERSTAND Desired Significant Learning Outcomes: In this lesson, you are expected to: * use quantitative analysis to report the results of alternative methods of | assessment; * present and summarize results of alternative methods of assessment to make them useful for learners; and * create a set of criteria, factors, and characteristics to be assessed using alternative methods. Significant Culminating Performance Task and Success Indicators At the end of the lesson, you should be able to demonstrate your knowledge and skills in selecting appropriate criteria and analyze the results from non- traditional forms of assessment like performance-tasks, scales, and checklists. You are considered successful in this culminating performance task if you have | satisfied at least the following indicators of success: Contents of the analysis for Indicators of Success | nontraditional methods | Use quantitative analysis to report All the possible considerations in results analyzing the data are met, which include descriptive and inferential techniques to establish validity and reliability of the results. i Present and summarize the results All necessary information contained in the assessment results are : appropriate in order to describe what the learner can do. Create a set of criteria, factors, and All the possible considerations in characteristics for alternative methods selecting the criteria are met. | j ks | 119 hPrerequisite of This Lesson To be able to successfully do this culminating performance task, you shoul have understood the different purposes, functions, and ways to make alternative forms assessment, which include performance-based assessment, affective assessment, and portfolio assessment. In the previous lessons, youwere provided with different ways, purposes, and uses of alternative forms of assessmentin the classroom setting. You have also learned that there are competencies and skills that are appropriately measured using alternative methods of assessment. ® PREPARE In order to analyze, present, and select the results of alternative forms of assessment, you need to know how to use and interpret results of descriptive ang inferential statistics. You are expected to read these types of Statistics before you can report the findings from scales, checklists, and rubrics. How do we quantify results from. rubrics? In the creation of rubrics, there are scales that represent the degree of performance. This degree of performance can range from high to low degree of proficiency. Below are examples of the degree of proficiency with their corresponding points: Beginner Moving toward Proficient Very proficient proficiency 1 point 2 points 3 points 4 points Poor Needs Good Very good | improvement 1 point 2 points 3 points 4 points Minimal. Partial Complete 1 point 2 points 3 points Never Seldom. Occasionally Frequently Always 1 point 2 points 3 points 4 points 5 points Fi 5 ag | Sporadic Consistent 1 point ? al 2 points 3 points 1205 Novice Intermediate Advance Superior 2 7 point Points 3 points 4 points jnadequate Needs improvement Good Excellent [point 2 points 3 points 4 points Needs Improvement Proficient Excellent 4 point 2 points 3 points ‘Absent Developing Adequate Fully developed 1 point 2 points 3 points 4 points [mites Partial Thorough 1 point 2 points 3 points | Emerging Developing Achieving 1 point 2 points 3 points [Not there yet Shows growth Proficient 1 point [2 points 3 points Fair Good Excellent 2 points 3 points 4 points The points depend on the quality of the behavior shown by the learner’s performance. The reliability of the assigned points can be determined when the scoring of two or more observers to the same behavior is consistent. Such Procedure entails the use of multiple raters or judges to rate the performance. The consistency of the ratings can be obtained using a coefficient of concordance. The Kendall's w coefficient of concordance is used to test the agreement among raters. 121Ifa performance task was demonstrated by five students and there are three raters. The rubric used a scale of 1 to 4 where 4 is the highest and 1 is the lowes, Five Rater | Rater | Rater sum of D D demonstrations 1 2 3 Ratings 2.6 676 | i : ; at |-0.4 | 0.16 B 3 2 3 8 ee c SW ae ent [26/67 D 3 1 ae 8 04 | o16 E 1 1 2 4 -4.4 19.36 Xrcing = 8.4 ZD?= 33,2 ratings The scores given by the three raters are first computed by summating the ratings for each demonstration. The mean is obtained from the sum of ratings O vung: = 8-4). The mean is subtracted to each of the Sum of Ratings (D). Each difference is squared (D2), then the sum of squares is computed (£D?=33.2). The mean and summation of squared differences are substituted in the Kendall's formula. In the formula, m is the numbers of raters. 125D* P(N)? =1) 12(33.2), FMS -1), W=037 Kendall's w coefficient of 0.38 is an estimation of the agreement of the three raters in the five demonstrations. There is a moderate concordance among the three raters because the coefficient is far from 1.00. How do we quantify results from scales and checklists? Scales could be a measure of noncognitive dimensions of students’ behavior. When the items in the scale are answered by students, the response format quantifies the behavior measured by the scale. The types of response format vary depending on the nature of the behavior measured. Likert Scale. The Likert scale is used to measure students’ favorability and unfavorability toward a certain object. The favorability will depend on the degree of agreement or disagreement to a standpoint. 122— — — ———————— saa example: joliceman Prep is helpful in the street, Strongly agree __ Agree » Disagree __ strongly disagree e current preside; Us Bissident of the country implemented the policy well. Strongly agree __ 8 Agree __ Disagree __ Strongly disagree i i Smoking cigarettes should be banned in public transportation eons aeree Agree Disagree __ strongly disagree een. Eales @ numerical score can be assigned to each of the ree, 2 points for disaeres ents Can be assigned to strongly agree, 3 points for agree, Isagree, and 1 Point for strongly disagree. To get the total score Be eieveel| Scal2, the points for each item ear be camiinten The tatlecere isa representation of the overall trait being measured. Usually, high scores in a Likert scale represent favorable attitude, and low scores represent unfavorable attitudes. Norms are created to make Specific cut off points for the degree of _ favorability and unfavorability. : Verbal Frequency Scale. This is used to measure how often a habit is done. _ The items here are measures of a habit, _ Example: = “|read a book. Often Sometimes Rarely _Never —— Often ._—Sometimes: —“Rarely __'Never 123Similar to the idea of quantifying a Likert scale, a verbal frequency Scale is scored by assigning numerical values for every response. When “always ; answered, it can be given 5 points, 4 points for often, 3 points for sometiry 2 points for rarely, and 1 point for never. The total score for the habit CaN als, be estimated through a total score by summating the scores of all the items, The higher score means high frequency of the habit while the low score means low, frequency for the habit. Linear Numeric Scale. This is used when a large array of ratings is provide, among the participants within a continuum. The extreme points of the scale a,, Provided with a descriptor. Example Rate the following personnel in your school on how valuable each one is to your learning. Use the scale below and write the corrésponding number for you, answer. Less More Valuable Valuable 1 2 3 4 SI 6 7 8 9 —— 1. Teacher —_— 2. Academic coordinator —— 3. Guidance counselor —__ 4. Assistant principal ___ 5. Principal Semantic Differential Scale. This scale is used to describe the object or behavior by making use of two opposite adjectives. : Example: Rate the teaching of your teacher based on the characteristics provided, My teacher is: 1. Accommodating | Alienating 2. Patient : | Harsh 124¥ 3. Knowledgeable | i Paes T —— |gnorant 3 4 3 2 1 Graphic Scale. This scale uses illustrations to represent the cesieeie sed for resence or absence of the characteristics measured. This is usually U fespondents, such as young children, who have limited vocabulary. example: pate how you like the following food: 4, Pizza BOOOOSe 2, Spaghetti @ @ eo ae 3. Hamburger seeee How do we quantify results from portfolios? Assessment data generated from portfolios can both be qualitative or quantitative. When assessing portfolios using quantitative approach, scales and rubrics can be used. The scales and other measures need to specify the criteria required in assessing the portfolio. Qualitative assessment requires criteria and Narrative feedback provided to the learner. 125The following criteria can be used when assessing portfolios: 1. Completeness of the entries - All the parts of the portfolio listed by the teacher are present. 2. Accuracy of the reflections - An authentic reflection is made for every entry in the portfolio. The reflection provides the insights on the realization of the learner about his or her weaknesses and the improvement that needs to be done. 3. Organization of content and proper sequence - The portfolio can be classified according to lessons and the entries show the draft and final work with proper label. There are markers or tabs provided so that the teacher can easily browse through the contents. There Is a table of contents found at the start of the portfolio. Every entry is properly labeled. How do we summarize results? When results of assessment are summarized, the teacher needs to think about two things: 1. The kind of scores that will be presented - The teacher may require to have the raw score, percentage, or transmuted grade. The average and summation of scores may be required depending on the grading system. 2. The tabular or graphical presentation of the scores - Scores can be "presented in a tabular or graphical manner. Below is an example of a tabular presentation of learner's scores in a formative assessment. Record of Formative Assessment in Mathematics Name of Student: Juan dela Cruz Grade: 3 | Subject: Math Learning Exercise 1 | Percent | Exercise 2 | Percent | Exercise 3 | Percent Competency | (10 items) | Correct | (10 items) | correct | (10 items) | Correct Multiplies two- 2 20% 4 40% 7 70% digit by one- digit numbers | Multiplies a 30% 3 30% 8 80% ‘One- to two- digit numbers by 1000, 126lies ultip three one-digit qumbers using the associative roperty of multiplication 20% 5 50% 8 80% ultiplies 3 30% 90% Bs to three- co 2 digit numbers py one-digit numbers without or with regrouping. Multiplies two- 1 10% 6 60% 9. 90% to three-digit numbers by multiples of 10 and 100. Guidelines in Giving Qualitative Feedback 1 ex The contents of the feedback are based and within the confines of the criteria. The feedback should inform the students on what to do to become better in their performance or behavior. The recommendation can be: 0 asuggested procedure © howto correct the errors othe kind of thinking required to get the answer 0 — where to locate the answer The feedback should be immediate to correct the error. The learner needs to be provided with an opportunity to redo and resubmit the task. Detail the feedback if the learner needs more information. The feedback can be short if the learner knows what to do. Feedback can come in the form of verbal cues and gestures so that the learner is not disrupted while performing, 1278) DEVELOP Let me check the ideas you have acquired about the organizing assessme,, results. i 1. Why do we need to quantify assessment results? 2. Why do we need to couple quantitative assessment results with qualitative, 3. When do you think is the appropriate time to give feedback? 4, Why do we need to record the results of formative assessment? Q APPLY The following are performance tasks. Provide the scale for the tasks by Biving four criteria each and decide what type of scale is to be used. A. The Grade 6 students will select a classic novel, and they will make a book report for it. Criteria: 1. 2 &h 4. B. The Grade 8 students need to conduct an experiment to test if the substance is acid or base. Criteria: SS 1 3 4. C. The Grade 1 pupils will create a situation involving subtraction of whole numbers, including money. : zt 37 4. | 128* ‘" | : : @ reansrer | Design a performance task ascoring rubric that you could cate era eee a a use in evaluating the performance of your partner. record the session when you are giving f aa f the followin jearning competencies for the perfor eee may use any of the following 4, Write a letter to a friend from anothi 2. Create a print by rubbi textured object from na: er country. Ng Pencil or crayon on paper placed on top of a ture and found objects, 3. Conduct lettering, lines, and drawing, Q EVALUATE Watch your recordin; 18 while you are giving feedback to your partner. Conduct a self-assessment about i ee fet your work performance, < Yes | No Criteria The feedback is based on the criteria set. The feedback recommends how to revise the work. - The feedback was immediate. The feedback was supported with an evidence. Verbal and nonverbal feedback were used. a[efs[e]s]= The partner understands the feedback. : @ REFLECT 1, Examine your performance when making feedback. Are you satisfied with how you did it? 2. How well did you satisfy the criteria provided in the checklist? How would you want to revise your work? 3. How did this task help you to become a good teacher? 4 How doyou intend to develop your skill further in deciding on the appropriate feedback to be delivered? 129Summarize the result of your performance in doing the culminating tas, using the checklist below. Ready | Not yet ready 1 | I can independently conduct the appropriate uk feedback given the criteria. 2. | Ican design tasks with appropriate criteria. 3 | I can decide well the appropriate scale to be used r when designing a scale. 4 | luse the right degree of performance for sales. zt I can make checklists and scales. BG 6 | \can make appropriate criteria for scales, checklists, and rubrics. @ SUSTAIN Choose from the following tasks what you can do given the result of your self-assessment and teacher's feedback. Possible Tasks to Extend Opportunity | Le eats for Successful Performance Scale | Description 1 Not yet ready Design rating forms using the appropriate type of scale. Quite ready Generate the relevant criteria for a task. Provide adequate feedback on learner's performance. Educator's Input In a study conducted by Magno and Amarles (2011) titled “Teacher's Feedback Practices in Second Language Academic Writing” and published in the International Journal of Educational and Psychological Assessment volume 6 issue 2, English teachers commonly provide feedback on three areas when it comes to student's composition. The feedback focuses on form, content, and writing style. The full article can be read at B ie Writ 130Other Support Materials Available hi Developing Instruments for Research: htt 7 i i kK S/W hare.net/crimgn/ developing-instruments-for-research ee aa e 2. Developing Affective Constructs: + t/crlmgn/ developing-affective-constructs, ts: https://www.slideshare.net/crimg! 3, Characteristics of Good Student Feedback: https://www.youtube.com/ watch?v=HujuOxwNFKU, ack: https: Ly portfolio Assessment Directions: Choose one (1) output in this lesson that can best show your ability inthe 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 | Chosen Output Why? good in the following: reflects understanding of | Constructed framework of the test, the topic discussed) Table of whichis the Specifications Revised Bloom’s Taxonomy where the six cognitive processes are given as well as the four 4. Content (the output Example: Because it reflects the dimensions of knowledge. output reflects ability to critique/evaluate/solve problems) 3. Creative Thinking (the output reflects ability to 2. Critical Thinking (the create new ideas) express one’s ideas in words or actions) | 5. Collaboration (the output reflects ability to work well with others) 4, Communication (the output reflects ability to 131