Math 139 – Assessment and Evaluation in Mathematics Prelim_Week 4-6

Big Picture

Week 4-6: Unit Learning Outcomes (ULO): In order to accomplish the intentions of these
Topics, you should be able to:

a. Design meaningful performance-based assessment;

b. Describe affective learning competencies and its development in the assessment
tools.

Big Picture in Focus: ULOa. Design meaningful performance-based assessment

Metalanguage

Designing performance assessment entails critical process which starts from the tasks that
the teacher wants to assess. A well-designed performance assessment helps the students to see the
connections between the knowledge, skills and abilities they have learned from the classroom,
including the experiences which help them to construct their own meaning of knowledge.

Essential Knowledge

DEFINING THE PURPOSE OF ASSESSMENT

The first step in designing performance-based assessment is to define the purpose of assessment.
Defining the purpose and target of assessment provides information on what students need to be
performed in a task given. By identifying the purpose, teachers are able to easily identify the
weaknesses and strengths of the students’ performance. Purpose must be specified at the beginning
of the process so that the proper kinds of performance criteria and scoring procedures can be
established.

FOUR TYPES OF LEARNING TARGETS USED IN PERFORMANCE ASSESSMENT

In defining the purpose of assessment, learning targets must be carefully identify and taken in
consideration. Performance assessments primarily use four types of learning targets which are
deep understanding. reasoning, skills, and products (McMillan, 2007),

Deep Understanding

The essence of performance assessment includes the development of students’ deep

understanding. The idea is to involve students meaningfully in hands-on activities to extended
periods of time so that their understanding is rich and more extensive than what can be attained by
more conventional instruction and traditional paper-and-pencil assessments.
 Math 139 – Assessment and Evaluation in Mathematics Prelim_Week 4-6

Reasoning

Reasoning is essential with performance assessment as the students demonstrate skills and
construct products. Typically, students are given a problem to solve or ar: asked to make a decision
or other outcome, such as a letter to the editor or schor newsletter; based on information that is
provided.

Skills

In addition to logical and reasoning skills, students are required to demonstrate

communication, presentation, and psychomotor skills. These targets are ideally ‘ m to performance
assessment.

Psychomotor Skills

Psychomotor skills describe clearly the physical action required for a given tasks. These
may be developmentally appropriate skills or skills that are needed for specific tasks: fine motor
skills (holding a pen, focusing a microscope, and using scissors gross motor actions (jumping and
lifting), more complex athletic skills (shooting basketball or playing soccer), some visual skills,
and verbal / auditory skills for yo children. These skills also identify the level at which the skill is
to be performed.

Products

Are completed works, such as term papers, projects, and other assignments in which
students use their knowledge and skills.

IDENTIFYING PERFORMANCE TASKS

Having a clear understanding of the purpose of assessment, the next step is to identify
performance tasks which measure the learning target you are about to assess.

Some targets imply that the tasks should be structured; others require unstructured tasks.
Below are some questions that should be answered in designing tasks: (Nitko, 2011)

1. What ranges of tasks do the learning targets imply?

2. Which parts of the tasks should be structured, and to what degree?
3. Does each task require students to perform all the important elements implied by the
learning targets?
4. Do the tasks allow me to assess the achievement dimensions 1 need to assess?
5. What must l tell students about the task and its scoring to communicate to them what they
need to perform?
 Math 139 – Assessment and Evaluation in Mathematics Prelim_Week 4-6

6. Will students with different ethnic and social backgrounds interpret my task appropriately?

Performance needs to be identified so that students may know what tasks and criteria to
be performed. In this case, a task description must be prepared to provide the listing of
specification of the tasks and will elicit the desired performance of the students. Task description
should include the following: (McMillan 2007)

1. Content and skill targets to be assessed

2. Description of the student activities
3. Group or individual
4. Help allowed
5. Resource needed
6. Teacher role
7. Administrative process
8. Scoring procedures

Tasks on the other hand should be meaningful and must let the student he personally
involved in doing and creating the tasks. This could be done by Selecting a task which has personal
meaning for most of the students. Choose a task in which students have the ability to demonstrate
knowledge and skills from classroom activities or other similar ways. These asks should be of high
value, worth teaching to, and worth learning as well.

DEVELOPING SCORING SCHEMES

There are different useful ways to record the assessment of students’ performance. Variety
of tools can be used for assessment depending on the nature of the performance it calls for.

As teacher, you need to critically examine the task to be performed matched with the
assessment tools to be utilized. Some ways of assessing the students’ performance could be the
utilization of anecdotal records, interviews, direct observations using checklist or Likert scale, and
the use of rubrics especially for the performance-based assessment.

RUBRICS AS AN ASSESSMENT TOOL

Rubrics nowadays have been widely used as an assessment tool in various discipline, most
especially in the field of education. Different authorities defined rubrics:

Set of rules Specifying the criteria used to find out what the students know and are able to
do so. (Musial, 2009)
Scoring tool that lays out Specific expectations for assignment (Levy, 2005)
A scoring guide that uses criteria to differentiate between levels of student proficiency.
(McMillan, 2007)
Descriptive scoring schemes that are developed by teachers or evaluators to guide the
analysis of products or processes of students’ effort (Brookhart. 1999).
The scoring procedures for judging students’ responses to performance tests (Popham,
2011)
Math 139 – Assessment and Evaluation in Mathematics Prelim_Week 4-6

A rubric that’s used to score students’ responses to a performance assessment has, at

minimum, three important features: (Popham, 2011)

Evaluative criteria. These are the factors to be used in determining the quality of 3 students’
response.
Descriptions of qualitative differences for evaluating criteria. F012 each evaluative
criterion, a description must be supplied so qualitative distinctions in students’ responses
can be made using the criterion.
An indication of whether a holistic or analytic scoring approach is to be used. The rubric
must indicate whether the evaluative criteria are to be applied collectively in a form of
holistic scoring or on a criterion-by-criterion basis in the form of analytic scoring.

RATING THE PERFORMANCE

This is the final step in performance-based assessment, determining the learning outcomes
of the students. The main objective of rating the performance is to be objective and consistent.

Since performance-based assessment involves professional judgment, some common

errors in rating should be avoided; personal bias and halo effect. McMillan (2007) stated that
personal bias results in three kinds of error, generosity error occurs when the teacher tends to give
higher scores; severity error results when the teachers use the low end of the scale and underrate
student performances; and the central tendency error in which the students are rated in the middle.
On the other hand, halo effect occurs when the teacher’ general impression of the students affects
scores given on individual traits or performance.

Students, on the other hand, can assess their own progress. Student participation need not
to be limited to the use of assessment instruments. it is also useful to have studen help develop the
instrument in some practices, students rate themselves and compare their ratings with the teacher-
in-charge.

Follow up-conference, peer and self- evaluation of output enable teachers to understand
better curriculum and instructional learning goals and the progress being undertaken towards the
achievement of the goals.

Self-Help: You can also refer to the sources below to help you further understand
the lesson:

*Cajical, RM & Mantuano, ML (2014). Assessment of Learning 2. Adriana Printing Inc, Quezon
City Philippines

*David, A., Golla E., Magno, C., Valladolid, V. and Balagtas, M. (2020). Assessment in Learning
2. Rex Book store, Sampaloc Manila
 Math 139 – Assessment and Evaluation in Mathematics Prelim_Week 4-6

Big Picture in Focus: ULOb. Describe affective learning competencies and its
development in the assessment tools.

Metalanguage

The affective learning outcomes have been recently introduced to our modern pedagogy which
requires students to reflect and personalize/actualize their experience in their own life, thus giving
it the word “Affective” or to “Affect” a learner’s life in some way. Cognitive and affective domains
are inseparable aspects of a learner. Each completes one another with respect to learners’ important
domains. Proper, ongoing assessment of the affective domain, students’ attitudes, values,
dispositions, and ethical perspectives - is essential in any efforts to improve academic achievement
and the quality of the educational experience provided.

Essential Knowledge

AFFECTIVE LEARNING COMPETENCIES

Using the Affective Domain to select targeted teaching techniques might help foster
development of key beliefs and values that underlie the advanced competencies (and sub-
competencies). As educators, our aim is not only to impact knowledge, attitudes and skills, but to
impact the daily behavior of our graduates. (Yanofsky & Nyquist 2014).
According to William James Popham (2003), the reasons why it is important to assess
affect are:
1. Educators should be interested in assessing affective variables because these variables are
excellent predictors of students’ future behavior;
2. Teachers should assess affect to remind themselves that there’s more to being a successful
teacher than helping students obtain high scores on achievement tests; and
3. Information regarding students’ affect can help teachers teach more effectively on a day-
to-day basis.

IMPORTANCE OF AFFECTIVE TARGETS

✓ Students are more proficient in problem-solving if they enjoy what they do.
✓ A more positive environment fosters good student engagement and learning than in a
classroom with negative climate (Fraser, 1994).
✓ Motivation and involvement of students in learning activities are affected by students’
attitude toward learning, respect for others, and concern for other.

Why most teachers do not utilize any kind of formal affective assessment?

✓ School routines are organized based on subject areas; and

✓ Assessment of affective targets is fraught with difficulties. (McMillian,2007).
✓ Many potential sources of error in measuring affective traits often result in low reliability.
 Math 139 – Assessment and Evaluation in Mathematics Prelim_Week 4-6

Positive Affective Traits and Skills are Essential for:

✓ Effective learning
✓ Being an involved and productive member of our society
✓ Preparing for occupational and vocational satisfaction and productivity (ex; work habits,
willingness to learn, interpersonal skills)
✓ Maximizing the motivation to learn at present and in the future
✓ Preventing students from dropping out of school

AFFECTIVE TRAITS AND LEARNING TARGETS

 The word affective refers to variety of traits and dispositions that are different from
knowledge, reasoning, and skills (Hohn,1995).
 Technically, this term means the emotions or feelings that one has toward someone or
something.
 Nevertheless, attitudes, values, self-concept, citizenship, and other traits are usually
considered to be non-cognitive, include more than emotions or feelings.

Affective Traits, Trait Description, Attitudes, Predisposition, are used to respond favorably
or unfavorably to specified situations, concepts, objects, institutions, or persons interests, personal
preference for certain kinds of activities, values importance, worth, or usefulness of modes, or
conduct and end, states of existence, opinions, and beliefs about specific occurrences and situations
preferences desire to select one object over another

Motivation, desire, and willingness to be engaged in behavior including intensity of

involvement in academics, self-concept, self-perception of competence in school and learning,
self-esteem, attitudes toward oneself, degree of self-respect, worthiness, or desirability of self-
concept, locus of control, self-perception of whether success and failure is controlled by the
students or by external influences.

Emotional development: growth change, and awareness of emotions, and ability to regulate
emotional expression, social relationships, nature of interpersonal interactions, and functioning in
group setting, altruism, willingness and propensity to help others.

Moral development: attainment of ethical principles that guide decision-making and

behavior, classroom development, nature of feeling tones and interpersonal relationship in a class
learning targets:
1. Attitude Targets
2. Value Targets
3. Motivation Targets
4. Academic Self-Concept Targets
5. Social Relationship Targets
6. Classroom Environment Targets
Math 139 – Assessment and Evaluation in Mathematics Prelim_Week 4-6

ATTITUDE TARGETS

 McMillan (1980) defines attitudes as internal states that influence what students are likely
to do. The internal state can in some degree determine positive or negative or favorable or
unfavorable reaction toward an object, situation, person or group of objects, general
environment, or group of persons. In a learning institution, attitude is contingent on
subjects, teachers, other students, homework, and other objects or persons.
 A Positive Attitude Toward A Negative Attitude Toward Learning Math, Science, English,
and other subjects Assignments, Classroom rules, Teachers Cheating, Drug use, Bullying,
Cutting Classes, and Dropping out

Three Components of Attitudes (Contributing Factor)

✓ Affective Component - consists of the emotion or feeling associated with an object or a

person
✓ Cognitive Component - is an evaluative belief (such as thinking something as valuable,
useful, worthless, etc.).
✓ Behavioral Component - is actually responding in a positive way.

VALUE TARGETS

End states of existence refer to a conditions and aspects of oneself and the kind of world
that a person wants such as safe life, world peace, freedom, happiness, social acceptance,
and wisdom.
Mode of conduct are manifested in what a person believe is appropriate and needed in
everyday existence such as being honest, cheerful, ambitious, loving, responsible, and
helpful.

Value Sample Value Target Honesty Students should learn to value honesty in their dealing with
others. Integrity Students should firmly observe their own code of values. Justice Students should
support the view that all citizens should be the recipients of equal justice from government law
enforcement agencies. Freedom Students should believe that democratic countries must provide
the maximum level of freedom to their citizens.

MOTIVATION TARGET

Expectancy X Value Framework implies that motivation is determined by students' expectation,

their belief about whether they are likely to be successful, and the relevance of the outcome.
Expectations refers to the self-efficacy of the students. Values are self-perception of the
importance of the performance

2 KINDS OF MOTIVATION

❖ Intrinsic Motivation, when students do something or engage themselves in activities

because they find the activities interesting, enjoyable, or challenging.
❖ Extrinsic Motivation • is doing something because it leads rewards or punishment.
 Math 139 – Assessment and Evaluation in Mathematics Prelim_Week 4-6

ACADEMIC SELF-CONCEPT TARGETS

• Self-concept and self-esteem are multidimensional. Each person has a self-description in each
area, that form one's self- concept or self-image. Moreover, individuals have a sense of self regards,
self-affirmation, and self-worth in each area (self-esteem) peer relations friendship cooperation
collaboration taking a stand conflict resolution functioning in group assertiveness Pro social
behavior.

SOCIAL RELATIONSHIP TARGETS

• A complex set of interaction skills, including identification of and appropriate responses to social
indication, defines social relationship. Social Relationship Target Concern Example Peer
Relationship showing interest in others listening to peers sharing to a group contributing to group
activities Students will share their ideas in a small group discussion Cooperative Skills Sharing
Listening Volunteering ideas and suggest ion supporting and accepting others' ideas Taking turns
Criticizing constructively Students will demonstrate that they are able to negotiate with others and
compromise

CLASSROOM ENVIRONMENT TARGET

In every classroom there is a unique climate that is felt at every point in time. Some manifest a
comfortable atmosphere, others have relaxed and productive ambiance. As a result, there are
classes that are happy and content while others are serious and tensed due to the effect of the
classroom climate. It follows that students behave differently as dictated also by the classroom
climate, some shows warm and supportive class while others register as cold and rejecting.

AFFECTIVE DOMAIN OF THE TAXONOMY OF EDUCATION

In 1964, David R. Krathwohl, together with his colleagues, extended Bloom's Taxonomy of
Education Objectives by publishing the second taxonomy of objectives, this time giving emphasis
on the affective domain. Krathwohl and his collaborators attempted to subdivide the affective
realm into relatively distinct divisions.

DEVELOPMENT OF AFFECTIVE ASSESSMENT TOOLS

METHODS OF ASSESSING AFFECTIVE TARGETS

There are three feasible methods of assessing affective traits and dispositions. These methods are:
teacher observation, student self-report, and peer ratings. (McMillan, 2007). Since affective traits
are not directly observable, they must be deduced from behavior or what students say about
themselves and others. There are variety of psychological measures that assess affective traits, but
due to sophistication of such instruments, classroom teachers rarely use them. Instead, own
observations and students’ self-reports are mostly used.
Math 139 – Assessment and Evaluation in Mathematics Prelim_Week 4-6

There are three considerations in assessing affect. These are:

Emotions and feelings change quickly most especially for young children and during early
adolescence. Which means that to obtain a valid indication of an individual student’s
emotion or feeling, it is necessary to conduct several assessments over a period of time. A
single assessment is not enough to see what prevalent affect is. It needs to be repeated over
several times.
Use varied approaches in measuring the same affective traits as possible. It is better not to
rely on a single method because of limitations inherent in the method. For example,
students’ self-report maybe faked hence may significantly meddle in the results. (However,
if the self-reports are consistent with the teacher’s observation, then a stronger case can be
made.)
Decide what type of data or results are needed, is it individual or group data? Consideration
of what the purpose of assessment is will influence the method that must be used. For
reporting or giving feedback to parents or interested individuals about the learner,
individual student information is necessary. Thus, multiple methods of collecting data over
a period of time and keeping records to verify judgements made is appropriate. If the
assessment is to improve instruction, then results for group or whole class is more proper
you use. This is one of the usefulness of affective assessment. It is more reliable to use
anonymous student self-reports.

TEACHER OBSERVATION

Teacher observation is one of the essential tools for formative assessment. However, in this
chapter, the emphasis is on how to use this method so that teachers can make more systematic
observations to record student behavior that indicates the presence of targeted affective traits.

Unstructured Observation

Unstructured observation (anecdotal) may also be used for the purpose of making summative
judgements. This is normally open-ended, no checklist or rating scale is used, and everything
observed is just simply recorded. In using unstructured observation, it is necessary to have at least
some guidelines and examples of behaviors that indicate affective trait. Unstructured observation
is more realistic, which means teachers can record everything they have observed and are not
limited by what is contained in a checklist or rating scale.

Structured Observation

Structured observation is different from unstructured observation in terms of preparation needed

as well as in the way observation is recorded. In structured observation, more time is needed since
checklist or rating forms are to be made since it will be used to record observations. The form is
generated from a list of positive and negative behaviors to make it easy and convenient in
recording.
Math 139 – Assessment and Evaluation in Mathematics Prelim_Week 4-6

Student Self-Report

There are varied ways to express students’ affect as self-report. The most common and direct way
is while having a casual conversation or interview. Students can also respond to a written
questionnaire or survey about themselves or other students.

Student Interview

There are different types of personal communication that teachers can use with their students,
like individual and group interviews, discussions, and casual conversations to assess affect. It is
similar to observation but in here, there is an opportunity that teachers may have direct
involvement with the student wherein teachers can probe and respond for better understanding.

Surveys and Questionnaire

The second type under self-report method is questionnaires and surveys. The two types of format
using questionnaires and surveys are: (a) Constructed-Response format; and (b) Selected-
Response format.

✓ Constructed-Response format

It is a straight forward approach asking students about their affect by responding to simple
statement or question. Another way to implement constructed-response format is by means of an
essay. Essay items provide more in-depth and extensive responses than that of the simple short
sentences. Reasons for their attitudes, values and beliefs are expressed better using essays.

✓ Selected-Response format

There are three ways of implanting the selected response format in assessing affective
learning outcomes. These are rating scale, semantic differential scale, and checklist.

Peer Ratings

Peer ratings or appraisal is the least common method among the three methods of assessing affect
discussed in this chapter. Because of the nature of learners, they do not always take this activity
seriously and most often than not they are subjective in conducting this peer rating. Thus, peer
rating is seen as relatively inefficient in terms of nature of conducting, scoring, and interpreting
peer ratings. However, teachers can accurately observe what is being assessed in peer ratings since
teachers are very much engaged and present inside the classroom and thus can verify the
authentically of results of peer rating. The two methods of conducting peer ratings are: (a) guess-
who approach; and (b) socio-metric approach. These approaches can be used together with
observations and self-reports to strengthens assessment of interpersonal and classroom
environmental targets.
 Math 139 – Assessment and Evaluation in Mathematics Prelim_Week 4-6

UTILIZING THE DIFFERENT METHODS OR COMBINATION OF METHODS IN

ASSESSING AFFECT

Each of the three methods (observation, self-report, peer ratings) that was discussed previously
has its own advantage and disadvantages. In choosing for which method or methods to use,
consider the following factors:

1. Type of affect that needs to be assessed;

A general reaction to something or someone can best be gathered through observation. However,
if attitude component is to be diagnosed, a self-report will give a better information. Observation
can be supported by peer rating method if the target is socially-oriented affect.

2. If the information needed is from grouped or individual responses; and

If grouped response and tendencies are needed, selected response self-report method is suited
because it assures anonymity and is easily scored.

3. The use of information

If the intention of the affective assessment is to utilize the results as supporting input to grading,
then multiple approaches is necessary and be mindful of the possibility of having fake results
from self-report and even from peer judgement.

AFFECTIVE ASSESSMENT TOOLS

The affective domain encompasses behaviors in terms of attitudes, beliefs, and feelings. Sets of
attitudes, beliefs, and feelings comprise one’s value. There are various assessment tools that can
be used to measure affect.

Checklist

Checklist is one of the effective assessment strategies to monitor specific skills, behaviors, or
dispositions of individual or group of students (Burke, 2009).

Checklists contain criteria that focus on the intended outcome or target. Checklists help student in
organizing the tasks assigned to them into logically sequenced steps that will lead to successful
completion of the task. For the teachers, a criteria checklist can be used for formative assessments
by giving emphasis on specific behaviors, thinking skills, social skills, writing skills, speaking
skills, athletic skills or whatever outcomes are likely to be measured and monitored. Checklists
can be used for individual or group cases.

Criteria for Checklists

In planning for criteria that will be used in checklists, the criteria must be aligned with the
outcomes that need to be observed and measured. Generally, criterion is defined as a standard
 Math 139 – Assessment and Evaluation in Mathematics Prelim_Week 4-6

that serves as reference for judgement or decision. Popham (1999) explains that when teachers
set criteria, the main emphasis is to use these criteria in making judgement regarding the
adequacy of student responses and the criteria will influence the way the response is scored.

Why Use Checklists?

Checklists should be utilized because these:

1. Make a quick and easy way to observe and record skills, criteria, and behaviors prior to final
test or summative evaluation.
2. Provide information to teachers if there are students who need help so as to avoid failing.
3. Provide formative assessment of students of students’ learning and help teachers monitor if
students are on track with the desired outcomes.

Rating Scale

According to Nitko (2001), rating scales can be used for teaching purposes and
assessment.
1. Rating scales help students understand the learning target/outcomes and to focus students’
attention to performance.
2. Completed rating scale gives specific feedback to students as far as their strengths and
weaknesses with respect to the targets to which they are measured.
3. Students not only learn the standards but also may internalize the set standards.
4. Ratings helps to show each student’s growth and progress.

TYPES OF RATING SCALES

The most commonly used type of rating scales are:

✓ Numerical Rating Scales
A numerical rating scale translates the judgements of quality or degree into numbers.
To increase the objectivity and consistency of results from numerical rating scales,
a short verbal description of the quality level of each number may be provided.
Example:
To what extent does the student participate in team meetings and discussions?
1 2 3 4

✓ Descriptive Graphic Rating Scales

A better format for rating is this descriptive graphic rating scales that replaces ambiguous
single word with short behavioral descriptions of the various points along the scale.

Example:
To what extent does the student participate in team meetings and discussions?
Math 139 – Assessment and Evaluation in Mathematics Prelim_Week 4-6

Self-Help: You can also refer to the sources below to help you further understand
the lesson:

*Cajical, RM & Mantuano, ML (2014). Assessment of Learning 2. Adriana Printing Inc, Quezon
City Philippines
*David, A., Golla E., Magno, C., Valladolid, V. and Balagtas, M. (2020). Assessment in Learning
2. Rex Book store, Sampaloc Manila