UNIT 3 (A and B)

AUTHENTIC ASSESSMENT OF THE AFFECTIVE DOMAIN

A. Affective Targets
A number of variables can be investigated using the affective assessment and these
basically deal with how students feel or think about a lesson, a person, or an
activity. In the education field, the most common variables for affective assessment
are the following:
1. Attitude. This is the most talked about affective factor in a student’s learning.
We always talk about attitude toward something. This means we are referring to a
person’s reaction whether negative or positive, favorable or unfavorable toward an
object, activity, person, or environment. In teaching, this will be concerned with the
attitude toward learning, subject, teachers, classmates, homework and projects or
even attitude with wearing of uniforms, attendance to flag ceremony, and others.
Here, we all desire to foster positive attitudes. On the other hand, we also want
students to have negative attitude on things like cheating, bullying, fighting, drugs,
absenteeism, and smoking.
It is important to note that attitude cannot be taken as solely affective. It also
has a cognitive component where the learner has the content knowledge that
defines the worth or value of the subject 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.
2. 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 interest in reading. However, if a
student 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.
3. 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.
Abraham Maslow’s hierarchy of human needs theory is the most widely discussed
theory of motivation.
Types of Motivation:
1. Intrinsic motivation – which occurs when people are internally motivate to do
something because it either brings them pleasure, they think it is important, or they
feel that what they are learning is morally significant.
2. Extrinsic motivation – comes into play when a student is compelled to do
something or act a certain way because of factors external to him (e.g., money or
good grades).

4. Values. 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 environments, etc.
5. Self-concept. Self-concept is our personal knowledge of who we are,
encompassing all of our thoughts and feelings about ourselves physically,
personally, and socially. Self-concept also includes our knowledge of how we
behave, our capabilities, and our individual characteristics. Our self-concept
develops most rapidly during early childhood and adolescence, but self-concept
continues to form and change over time as we learn more about ourselves.
According to Carl Rogers, self-concept has three components: self-image, self-
esteem (or self-worth), and the ideal self.
Why is self-concept important?
✓ A person’s self-concept helps them define who they think they are and how they
fit into the world.
✓ Every individual wants to know themselves and feel as though they belong.
✓ It applies to everyone, because everyone is going to have some kind of belief
about who or what they are.
Locus of control. Locus of control is a psychological concept that refers to how
strongly people believe they have control over the situations and experiences that
affect their lives. In education, locus of control typically refers to how students
perceive the causes of their academic success or failure in school.
Students with an “internal locus of control” generally believe that their
success or failure is a result of the effort and hard work they invest in their
education. Students with an “external locus of control” generally believe that
their successes or failures result from external factors beyond their control, such as
luck, fate, circumstance, injustice, bias, or teachers who are unfair, prejudiced, or
unskilled. For example, students with an internal locus of control might blame poor
grades on their failure to study, whereas students with an external locus of control
may blame an unfair teacher or test for their poor performance.
➢Internal locus of control is often used synonymously with “self-determination” and
“personal agency”.
➢ In some situations, having an external locus of control can be a good thing
particularly when a person’s level of competence in a particular area is not strong.
➢ Research has suggested that men tend to have a higher internal locus of control
than women and that locus of control tends to become more internal as people
grow older.

6. Self-efficacy. Self-efficacy is the confidence you have in your abilities to reach a

desired result – essentially, how much you believe in yourself. Self-efficacy can be
situational, such as believing in your ability to complete a work project. It can also
be a general mindset where you experience confidence in your abilities under most
circumstances. Under Self-efficacy theory (SET) by Albert Bandura, self-efficacy is
dynamic and constantly evolving. It can be changed by personal experiences and
influenced by different variables in each situation. Ultimately, self-efficacy is your
perception of your ability to succeed, not your actual capability or performance
level.
7. Anxiety. Anxiety is your body’s natural response to stress. It’s a feeling of fear
or apprehension about what’s to come. Anxiety is a common emotion, and it can
cause physical symptoms, such as shaking and sweating. For example, going to a
job interview or giving a speech on the first day of school may cause some people
to feel fearful and nervous. When anxiety becomes persistent or excessive, a
person may have an anxiety disorder.

8. Creativity. Creativity is the act of turning new and imaginative ideas into reality.
Creativity is characterized by the ability to perceive the world in new ways, to find
hidden patterns, to make connections between seemingly unrelated phenomena,
and to generate solutions. Creativity involves two processes: thinking, then
producing. If you have ideas but don’t act on them, you are imaginative but not
creative.

9. Epistemological beliefs. Epistemological beliefs are individuals’ fundamental

assumptions about knowledge, its nature, and appropriate ways to create it (Hofer
and Pintrich 2002; Schommer 1994). In this way, an understanding of these beliefs
is relevant for understanding paid work, because modern working life – as well as
society more broadly – is subject to
constant change. Hence, employees face demands to constantly develop their
individual competence throughout their working lives (Harteis and Gruber 2004)

B. Appropriate methods
Assessment tools in the affective domain, in particular, those which are used to
assess attitudes, interests, motivations, and self-efficacy, have been developed.
There are certain good practices in developing these instruments. We consider a
few of the standard assessment tools in the affective domain.
The Taxonomy in the Affective Domain
The taxonomy in the affective domain contains a large number of objectives
in the literature expresses as interests, attitudes, appreciation, values, and
emotional sets or biases. The descriptions of step in the taxonomy were culled from
Krathwohl’s Taxonomy of Affective Domain.
The affective domain forms a hierarchical structure and is arranged from
simpler feelings to those that are more complex. The hierarchical structure is based
on the principle of internalization. Internalization refers to the process whereby a
person’s affect toward an object passes from a general awareness level to a point
where the affect is ‘internalized’ and consistently guides or controls the person’s
behavior.
Therefore, with the movement to more complexity, individuals become more
involved, committed, and internally motivated. This domain is further categorized
into following five levels;

1. Receiving (Attention)
Receiving refers to the student’s willingness to attend to particular
phenomena or stimuli (classroom activities, textbook, music, etc.). From a teaching
standpoint, it is concerned with getting, holding, and directing the student’s
attention. Learning outcomes in this area range from the simple awareness that a
thing exists to selective attention on the part of the learner. Receiving represents
the lowest level of learning outcomes in the affective domain.
Key Words (Verbs) — Asks, Chooses, shows willingness, Describes, Follows, pays
attention, Holds, Identifies, Locates, Names, Points to, Selects, Sits attentively.
Examples (Learning Outcomes) — The Pupil: Listens attentively to teacher;
Shows awareness of the importance of learning; Attends closely to the classroom
activities.
2. Responding (Interest)
Responding refers to active participation on the part of the student. At this
level he not only attends to a particular phenomenon but also reacts to it in some
way. Learning outcomes in this area may emphasize acquiescence in responding
(reads beyond assignments) or satisfaction in responding (reads for pleasure or
enjoyment). The higher levels of this category include those instructional objectives
that are commonly classified under interest; that is, those that stress the seeking
out and enjoyment of particular activities.
Key Words (Verbs) — Answers, Replies, Responds, Assists, Complies, Conforms,
Discusses, Greets, Helps, Labels, Performs, Practices, Presents, Reads, Recites,
Tells, Reports, Selects, Writes.
Examples (Learning Outcomes) — The Pupil: Responds to the teacher’s
question; Participates in a group discussion; Gives a presentation; Complies with
procedures or follows directions.
3. Valuing (Preference/Appreciation)
Valuing is concerned with the worth or value a student attaches to a
particular object, phenomenon, or behavior. This ranges in degree from the simpler
acceptance of a value (desires to improve group skills) to the more complex level of
commitment (assumes responsibility for the effective functioning of the group).
Valuing is based on the internalization of a set of specified values, but clues to
these values are expressed in the student’s overt behavior that is consistent and
stable enough to make the value clearly identifiable. Instructional objectives that
are commonly classified under attitudes and appreciation would fall into this
category.
Key Words (Verbs) — Completes, Describes, Differentiates, Explains, Follows,
Forms, Initiates, Invites, Joins, Justifies, Proposes, Reads, Reports, Shares, Studies,
Works.
Examples (Learning Outcomes) — The Pupil: Demonstrates problem solving
attitude; Appreciates good literature; Supports ideas to improve proficiency.
4. Organizing (Philosophy of life)
Organizing is concerned with bringing together values, resolving conflicts
between them, and beginning the building of an internally consistent value system.
Thus, the emphasis is on comparing, relating, and synthesizing values. Learning
outcomes may be concerned with the conceptualization of a value (recognizes the
responsibility of each individual for improving human relations) or with the
organization of a value system (develops a vocational plan that
satisfies his need for both economic security and social service). Instructional
objectives relating to the development of a philosophy of life would fall into this
category.
Key Words (Verbs) — Adheres, Alters, Arranges, Combines, Compares,
Completes, Defends, Explains, Generalizes, Identifies, Integrates, Modifies, Orders,
Organizes, Prepares, Relates, Synthesizes.
Examples (Learning Outcomes) — The Pupil: Spends more time in study than
sports; Prioritizes time effectively to meet the needs of the study, family, and self;
Understands and accepts own strengths and weaknesses.
5. Characterization by Value or Value-Concept (Lifestyle)
At Characterization level of the affective domain, the individual has a value
system that has controlled his behavior for a sufficiently long time for him to
develop a characteristic life style. Thus, the behavior is pervasive, consistent, and
predictable. Learning outcomes at this level cover a broad range of activities, but
the major emphasis is on the fact that the behavior is typical or characteristic of the
student. Instructional objectives that are concerned with
the student’s general patterns of adjustment (personal, social, emotional) would be
appropriate here.
Key Words (Verbs) — Acts, Discriminates, Displays, Influences, Listens, Modifies,
Performs, Practices, Proposes, Qualifies, Questions, Revises, Serves, Solves, Uses,
Verifies.
Examples (Learning Outcomes) — The Pupil: Shows self-reliance when working
independently; Cooperates in group activities (displays teamwork); Uses an
objective approach in problem solving; Values people for what they are, not how
they look.
Development, Interpretation and Utilization of Assessment Tools
Assessment tools in the affective domain are those which are used to assess
attitudes, interest, motivations and self-efficacy. These include:
1. Self-report – This is the most common measurement tool in the affective
domain. It essentially requires an individual to provide an account of his attitude or
feelings toward a concept or idea or people. It is also called “written reflections”
(“Why I like or dislike Mathematics”). The teacher ensures that the students write
something which would demonstrate the various levels of the taxonomy (receiving
to characterization).

2. Rating Scales – It refers to a set of

categories designed to elicit information about a
quantitative attribute in social science.
Common examples are the likert scale and 1-
10 rating scales for which a person selects the
number which is considered to reflects the
perceived quality of a product. The basic
feature of any rating scale is that it consists of a
number of categories. These are usually
assigned integers.

3. Semantic Differential (SD) - Scales tries to assess an individual’s reaction to

specific words, ideas or concepts in terms of ratings on bipolar scales defined with
contrasting adjectives at each end.
Good 3 2 1 0 1 2 3 Bad
(3 – extreme; 2 – quite; 0 – neutral)
A number of basic considerations are involved in SD methodology.
a. Bipolar adjectives are a simple, economical means for obtaining data on people’s
reactions.
b. Ratings on bipolar adjective scales tend to be correlated, and three basic
dimensions of response account for most of the co-variation in ratings.
c. Some adjective scales are almost pure measures of the EPA dimensions: good-
bad (Evaluation), powerful-powerless (Potency), and fast-slow (Activity).
d. EPA measurement are appropriate when one is interested in an effective domain
response; multi-variate approach to affect measurement; generalized approach
applicable to any concept or stimulus, and thus permits comparisons of affective
reactions on widely disparate things.

4. Thurstone Scale. A Thurstone scale is a way of measuring people’s attitude,

behavior or feeling towards a subject along a single dimension by asking them to
indicate whether they agree or disagree (favorable or unfavorable) with each of a
large set of statements. It was developed by Louis Leon Thurstone (father of
attitude measurement) in 1928, as a means of measuring attitudes towards religion.
This scale consists of statements about a particular issue or topic where each
statement has a numerical value that indicates the respondents’ attitude towards
the topic as favorable or unfavorable. Respondents indicate the statements that
they agree with, and an average is computed. A mean score of the agreements or
disagreements is calculated as the attitude of the respondent towards the topic.

5. Likert Scales. The Likert scale is a well-loved tool in the realm of survey
research. Named after psychologist Rensis Likert, it measures attitudes or feelings
towards a topic on a continuum, typically from one extreme to the other. The scale
provides quantitative data about qualitative aspects, such as attitudes, satisfaction,
agreement, or likelihood that requires an individual to tick on a box to report
whether they “strongly agree”, “agree”, undecided”, “disagree” or “strongly
disagree”. These questions go beyond a simple yes/no, allowing more clear
responses. They provide a platform for respondents to express the intensity of their
feelings about a statement, making them perfect for surveys.
The Likert scale was born out of the Thurstone scale four years after the
invention of the latter. The aim of developing the Likert scale was to simplify the
complex Thurstone scale and ensure that it is more reliable.
The major differences between the two scales are that while the Thurstone
scale has a complex scoring system, and time-consuming developing format, the
Likert scale is simplified, and has less development time. Also, unlike the Thurstone
scale that requires the intervention of intermediary judges, which can be often
biased and unreliable, the Likert scale doesn’t require interventions and is rather
more reliable.

6. Guttman Scaling. In the social sciences, the Guttman or “cumulative” scale

measures how much of a positive or negative attitude a person has towards
a particular topic.
The Guttman scale is one of the three major types of unidimensional
measurement scales. The other two are the Likert Scale and the Thurstone Scale. A
unidimensional measurement scale has only one (“uni”) dimension. In other words,
it can be represented by a number range, like 0 to 100 lbs or “Depressed from a
scale of 1 to 10”. By giving the test, a numerical value can be placed on a topic or
factor.
 The scale has YES/NO answers to a set of questions that increase in
specificity. The idea is that a person will get to a certain point and then stop. For
example, on a 5-point quiz, if a person gets to question 3 and then stops, it implies
they do not agree with questions 4 and 5. If one person stops at 3, another at 1, and
another at 5, the three people can be ranked along a continuum.
The Thurstone scale is decided by the judges on a scale of 1-10 by
calculating the mean and the median. The Guttman scale, however, is decided by
expert judges who would individually submit how they agree with the different
statements. The last agreed statement submitted by the experts will indicate
whether they agree with the previous statements.
The survey questions in the Thurstone scale survey are decided by
attributing relative values to each of the statements. On a Guttman scale, the
survey questions are decided by the average degree of agreement for each of the
statements. Where there is the least agreement on a statement or statements, the
statements will be taken out of the survey.
The Thurstone scale deciding standard ranges from extremely unfavorable
to extremely favorable, while the Guttman scale deciding standard ranges from
Yes/No and agreement to disagreement.
Either median or mode is used for analyzing the Thurstone scale, while the
average of opinions is considered for analyzing the Guttman scale
The only limitation of the Thurstone scale is that, as corresponding values
are allotted as per the understanding of a judge or a group of judges are non-
uniform, the mathematical calculations can be inaccurate.
The limitation of the Guttman scale will be in terms of difficulty in execution
and also similar to the Thurstone scale, each judge or group of judges can interpret
the statements differently. This can lead to a margin of error in the
collected information.
Example:
The scale is designed to measure one factor or subject.
For example, the following shows a questionnaire for a person’s attitudes towards
depression:

7. Checklists. Checklists are the most common and perhaps the easiest
instrument in the affective domain. It consists of simple items that the student or
teacher marks as “absent” or “present”. Here are the steps in the construction of a
checklist:
a. Enumerate all the attributes and characteristics you wish to observe.
b. Arrange this attribute as a “shopping list” of characteristics.
c. Ask students to mark those attributes which are present and to leave blank those
which are not.

C. Other Affective Measures and Assessments

1. Non-test Indicators
- Non-test instruments are instruments other than the learning achievement tests.
- Assessment tools that can be used in compiling these non-test instruments include
observation or observation sheets (such as diaries, portfolios, life skills) and
attitude, interest and other instruments.
2. Transversal Competencies
- These are competencies transferable between jobs. They are the ones that people
used to call experience, some people have called them “soft skills” or “emotional
intelligence”.
- The following are just some of the transversal competencies: critical and
innovative thinking, creativity, entrepreneurship, resourcefulness, application skills,
reflective thinking, presentation skills, reasoned decision-making, communication,
leadership, organizational skills, interpersonal skills, teamwork, collaboration,
initiative, sociability, collegiality, self-discipline, enthusiasm, perseverance, self-
motivation, etc.

Transversal competencies have the following characteristics:

- They are transferable across domains, geographies, work and life contexts;
- They typically relate to social and interpersonal relations;
- They are cross-functional and cross-curricular in training and education, but can be
combined in a blended learning approach, e.g. collaborative problem-based
learning;
- Communication is the key element in manifesting and evidencing transversal
skills;
- If not communicated explicitly, they can remain undervalued or unrecognized;
- They are essential tools in any context of significant and accelerated change;
- They can be observed, evidenced and developed, whereas developing values such
as integrity in adults and changing ingrained character traits is extremely difficult;
- They are learnt through experience and development and cannot be easily taught,
except through highly interactive learning processes, and
- In their development, they have a symbiotic relationship with improved self-
awareness and self-knowledge.

3. 21st Century Skills

The term 21st century skills refer to a broad set of knowledge, skills, work
habits, and character traits that are believed – by educators, school reformers, and
others – to be critically important to success in today’s world, particularly in
collegiate programs and contemporary careers and workplaces.
It is becoming increasingly clear that 21st-century learning is essential for
students to be successful in an ever-changing global economy. 21st-century
learning is not simply an update to traditional education; it is a fundamental shift in
how we think about and prepare students for their future.
21st-century learning is more than just the 3Rs (reading, writing, and
arithmetic). It emphasizes the importance of critical thinking, creativity,
collaboration, and communication – skills essential for students to thrive in the 21st
century.
What is also clear is that 21st-century learning cannot occur in a traditional
classroom setting. Students need to be actively engaged in their learning and have
opportunities to apply what they are learning to real-world situations.
There are several ways that schools can incorporate 21st-century learning
into their curriculum. One way to integrate 21st-century learning into the classroom
is to focus on project-based learning. In project-based learning, students work on a
project together. They use their creativity and critical thinking skills to solve
problems. This type of learning is effective because it helps students learn how to
work together and think critically.
Another way to incorporate 21st-century learning is to use technology in
the classroom. Technology can facilitate collaboration and communication and
provide students with opportunities to be creative and think critically.
The bottom line is that 21st-century learning is essential for students to be
successful in the 21st century. It is about much more than just the 3Rs and cannot
occur in a traditional classroom setting. Schools need to be creative in incorporating
21st-century learning into their curriculum.

As the world changes, so do students’ skills to succeed. Here are some of the 21st-
century skills students need for learning:
1. Communication: Good communication skills are essential for students to work
together and share their ideas.
2. Critical Thinking: The student needs to be able to think critically to analyze
information and solve problems.
3. Collaboration: One must work effectively with others to achieve a common
goal.
4. Creativity: Students need to think creatively to generate new ideas and solve
problems innovatively.
5. Digital Literacy: Students must use technology effectively to access and create
digital information.
6. Information Literacy: They must find, evaluate, and use information
effectively.
7. Media Literacy: Students must critically analyze media messages to understand
their impact on individuals and society. This critical analysis will help them
understand how media messages can influence individuals and society.
8. Problem-Solving: Students must identify and solve problems to improve their
learning.
9. Self-Management: Students need to be able to manage their learning to be
successful independent learners.
10. Social and Cultural Awareness: Students need to be aware of the influence
of social and cultural factors on their learning.
11. Technological Literacy: Students must use technology effectively to access
and create digital information.
12. Flexibility and Adaptability: Students need to be able to adapt their learning
to new situations and technologies.
13. Initiative and Self-Direction: Students need to take the initiative and be self-
directed in their learning to be successful.
14. Productivity and Accountability: They must be productive and take
responsibility for their learning.
15. Leadership: The students must take the lead in their education and motivate
others to join them in learning.
16. Social Responsibility: Students must be aware of how their learning affects
those around them and be respectful of others while learning.
17. Sustainability: It is essential for students to be aware of the impact their
learning can have on the environment and to be considerate of environmental
sustainability when they are learning.
18. Ethical Responsibility: Students need to be aware of the ethical implications
of their learning and consider ethical responsibility in their learning.
19. Global Perspective: It is essential for students to be aware of the global
context of their learning and to be considerate of international perspectives in their
learning.
20. Cultural Competence: It is vital for students to be aware of the influence of
culture on their learning and to be competent in cross-cultural communication.
21. Diversity: Students need to be aware of the diversity of perspectives and
experiences in the world and be respectful of diversity in their learning.

Here are just a few of the reasons why 21st-century learning is so important:

1. It helps students develop the skills they need for the real world.
In the 21st century, employers are looking for workers who are not only
knowledgeable but also adaptable, creative, and able to work collaboratively. 21st-
century learning helps students develop these essential skills.
2. It prepares students for an increasingly globalized world.
In today’s world, it’s more important than ever for students to be able to
communicate and work with people from other cultures. 21st-century learning helps
students develop the global perspective they need to be successful in an
increasingly connected world.
3. It helps students learn how to learn.
In a world where information is constantly changing, students need to be
able to learn new things quickly and effectively. 21st-century learning helps
students develop the metacognitive skills they need to be lifelong learners.
4. It helps students develop a love of learning.
 21st-century learning is hands-on, interactive, and engaging. This helps
students develop a love of learning that will stay with them throughout their lives.
5. It’s more relevant to students’ lives.
21st-century learning is relevant to students’ lives and the world they live
in. It’s not just about memorizing facts but about developing the skills, students
need to be successful in their personal and professional lives.

The importance of 21st-century learning cannot be overstated. In a

constantly changing world, it’s more important than ever for students to develop
the skills they need to be successful.

UNIT 4
COMMUNICATING AUTHENTIC ASSESSMENT RESULTS

A. Effective Communication

Effective communication is the process of exchanging ideas, thoughts,

opinions, knowledge, and data so that the message is received and understood with
clarity and purpose. When we communicate effectively, both the sender and
receiver feel satisfied.

Assessment refers to all the ways we gather information about progress in a

student’s learning. Assessment tasks should reflect the objectives and criteria to be
meaningful and relevant. It may include tests, observations, peer discussions, work
samples, presentations, performances and projects.
Reporting is the process used to communicate knowledge gained from assessing
student’s learning. The purpose of reporting is to provide relevant information about
a student’s progress to students, parents, support staff and other teachers.
Assessment reporting:
- are integral parts of the teaching and learning program and important aspects of
the work of teachers and students.
- are combined to support students to achieve high standards and to provide the
basis for guiding further learning, as well as informing parents about their child’s
achievements.

Communication occurs in both verbal and non-verbal forms, such as

written, visual, and listening. It can occur in person, on the internet (on forums,
social media, and websites), over the phone (through apps, calls, and video), or by
mail.

For communication to be effective, it must be:

1. Clear
2. Correct
3. Complete
4. Concise
5. Compassionate

What to communicate?

Learners’ actual performance and progress in class should be communicated or

feedback to them by their teachers.

Feedback is a powerful means of helping the learners improve their

academic performance. Feedback is a specific means that allows the learners to
determine which part of their performance needs improvement. Feedback provides
specific information to learners on what they need to do to revise or redo their task
in a better way. The content of feedback can be:

• The part of the answer or response that needs to be corrected.

• The specific strategy to be used to perform the task.
• The suggested procedure that needs to be undertaken by the learner.
• A direction to the learner where to find the answer.
• A challenge to the learner to think about the appropriate response.
• A clarification on some misconceptions of the learner.

Why communicate?

We communicate with the following objectives:

• To inform
• To convey
• To persuade
• To request
• To warn
• To reassure

Communication or feedback is given every time students perform a task whether it

is a paper-and-pencil test or performance task. Feedback is provided either during
or after the performance.

1. Feedback during performance. Feedback during performance can be verbal

or nonverbal. Verbal feedback can be written in a big signage (like a poster or a
handy white board) visible to the learner. This is possible to do when a performance
cannot be stopped like when one is currently dancing or singing. The teacher can
also provide feedback in segments of the performance where the learner can pause
like when performing drama or doing some presentations. The feedback during
performance is useful to immediately correct the performance to avoid further
mistakes.
2. Feedback after performance. Feedback can also be given after the
performance of the task. This is appropriate when learners are provided another
opportunity to revise and show again the performance. This is applicable for writing
essays and compositions where students submit the completed work before a full
feedback is provided. Students in these tasks have the opportunity to rewrite their
work and resubmit for another round of feedback.

What are the different forms of feedback?

There are three areas to focus when giving feedback. These areas are
feedback on the product or performance, on the procedure or process performed,
and on the strategy in improving the work.

1. Focus on the product or performance. This kind of feedback describes how

well the performance was done. Examples of such feedback are:
“All the parts of the paper are complete.”
“You have used up-to-date references in your paper.”
“Include a definition of the term based on the main author.”
“Rephrase the findings stated by the author on page 25.”
2. Focus on the procedure. This kind of feedback focuses on the step-by-step
process that needs to be done by the learner.
“Follow the guidelines stated in the workbook in conducting the experiment to get
accurate results.”
“Try a different procedure in solving the problem.”
“Use more adjectives to describe the main character in your story.”
3. Focus on the strategy to improve the work. Strategies refer to the different
cognitive and metacognitive actions that the learner needs to think about in order
to arrive at a better work or performance.
“Given the criteria on delivering a speech, which parts did you achieve well and
provide evidence.”
“Use a different method to check if your answers are correct.”
“Compare your work with the model, which parts are different? How can you
improve these parts further?”

Strategies on How to Communicate Effectively

 Positive Negative

When two parties know each other, have When two parties dislike one another, do
mutually respect and affection, and not have mutual respect, and do not
enjoy interacting with one another. enjoy interacting with one another.
As a listener:
• Listen attentively
• Keep an open mind
• Do not interrupt
• Clarify what you hear
• Reflect what you hear

As a speaker:
• Speak clearly
• Aim to be interesting and likable
• Make an eye contact
• Confident
• Engage with your audience
• Respond appropriately

Managing message quality

• A message may be communicated through words, pictures, gestures, signs and
symbols or even through silence.
• In order for us to achieve a good communication, we must check the quality of the
message.
• A message which is clear, lucid, and concise is generally understandable. On the
other hand, any message which is heavily loaded or loose, jerky, overlapping, flabby
or wooly becomes confused.
• The path to good effective communication is plainness, simplicity, orderliness and
sincerity.
• The message to be effective must be persuasive. This means that the contents
and appeals should have the power to influence the reciver’s attitudes.

Managing interpersonal Dynamics

Interpersonal Dynamics is any engagement between one to one, one to

many, or many to many. The term “group dynamics” describes the way in which
people in a group interact with one another. When dynamics are positive, the group
works well together. When dynamics are poor, the group’s effectiveness is reduced.

What causes poor group dynamics?

1. Weak leadership
When a team lacks a strong leader, a more dominant member of the group
can often take charge. This can lead to a lack of direction, infighting, or a focus on
the wrong priorities.
2. Excessive deference to authority
This can happen when people want to be seen to agree with a leader, and
therefore hold back from expressing their own opinion.
3. Blocking
This happens when team members behave in a way that disrupts the flow
of information in the group. People can adopt blocking roles such as:
• The aggressor: this person often disagrees with others, or is inappropriately
outspoken.
• The negator: this group member is often critical of others’ ideas.
• The withdrawer: this person doesn’t participate in the discussion.
• The recognition seeker: this group member is boastful, or dominates the
session.
• The joker: this person introduces humor at inappropriate times.

As a leader, you need to guide the development of your group. So, start by
learning about the phases that a group goes through as it develops. When you
understand these, you’ll be able to preempt problems that could arise, including
issues with poor group dynamics.
 Open communication is central to good team dynamics, so make sure that
everyone is communicating clearly. Include all of the forms of communication that
your group uses – emails, meetings, and shared documents, for example – to avoid
any ambiguity.
If the status of a project changes, or if you have an announcement to
make, let people know as soon as possible. That way, you can ensure that everyone
has the same information.
Pay particular attention to frequent unanimous decisions, as these can be a
sign of groupthink. If there are frequent unanimous decisions in your group,
consider exploring new ways to encourage people to discuss their views, or to share
them anonymously.

B. Portfolio as a Communication Medium

A portfolio is a systematic collection of student work that represents

student activities, accomplishments, and achievements over a specific period of
time in one or more areas of the curriculum.

• A portfolio is a “collection of a student work that has been selected and

organized”
• To show student learning progress (developmental portfolio)
• To show samples of the student’s best work (showcase portfolio)
• It is NOT a scrapbook but a purposeful collection of anything worth considering.

A portfolio’s content may be any of the following:

1. Only the best work of students.
2. Evidences of individual student’s work.
3. Evidences of group work

Using a portfolio as an assessment tool has several advantages. These are

as follows:
1. It can monitor the learning progress of a student over a given period.
2. It can show the student’s best work.
3. It can compare the student’s best work from the past to present.
4. It can develop reflective learning.
5. It can provide documentary evidences of learning to teachers, parents and
stakeholders.
6. It can foster teacher/student/parent child collaboration in the teaching learning
process.

Disadvantages of portfolios:
1. It is cumbersome to collect and store portfolio entries.
2. It is time consuming to make a portfolio.
3. It may create resistance on the part of the students.

Purposes of Portfolio Assessment:

1. Monitor student progress (formative)
2. Assess student achievement (summative)
3. Determine students’ grades (summative)

Types of Portfolios:

1. Working (Developmental) Portfolios

• Consist of collection of day-to-day work of students.
• They reflect the progress of a student in a particular area of learning.
• Provides opportunities to growth through self-reflection.
• Teachers can reflect on the effectiveness of his/her instruction through working
portfolios.
• It can be compared to an artist’s studio: the notes, the half-finished drafts, the
sketches, and the completed works.

Working (Developmental or growth) portfolios may contain the following

evidences:
• Teacher-directed tasks
• Teacher observations
• Classroom activities
• Self-assessment and self-reflections
• Relevant learning outcomes

2. Showcase Portfolios
• Purposeful collections of limited amounts of student’s work
• Usually finished products to display the best he/she accomplished in a given
period
• May contain art projects, essays, stories, poetry, or research papers
• Reflect the curriculum goals of the learning areas

E-portfolios (electronic portfolios)

Traditional portfolios consist of papers in a folder. Electronic or “e-portfolios” consist

of documents stored electronically. Electronic portfolios offer rich possibilities for
learning and assessment, with the added dimension of technology.

E-Portfolio Advantages:
• Easy to share with multiple readers simultaneously.
• Allows for asynchronous use for both students and faculty.
• Allows for multi-media product submissions.
• Offers search strategies for easy access to materials.
• Makes updating entries easier.
• Creating navigational links may help students see how their experiences
interrelate.
• Provides students the opportunity to improve as well as demonstrate their
technology skills.
• Allows faculty to remain in touch with students after graduation if the portfolio can
become students’ professional portfolio.

E-Portfolio Disadvantages:
• Time is needed to master the software. Students may not have sufficient
computer skills to showcase their work properly.
• Faculty and students may be reluctant to learn a new software program.
• Requires IT expertise and support for both students and faculty.
• Cost associated with developing an in-house platform or the purchase of a
commercial product may be expensive.
• Cost associated with maintaining portfolio software. Ongoing support and training
are necessary.
• An external audience may not have access to proprietary software. Proprietary
software may hinder portability.
• Requires large amounts of computer space.
• Privacy and security. Who will have access to the portfolio?

C. Grading and Reporting

Grades offer a snapshot of student success on tasks, outcomes, and tests.

It symbolizes the level of accomplishment of a specific task and communicate to
you and the student whether or not the student has met the teaching objectives set
at the start of a reporting period.

The main aim of grading and reporting system is to provide results in brief,
understandable form of varied users which lead to several big questions…
• What should I count just achievement or effort too?
• How do I interpret student’s score?
• Do I compare it to:
- Other students’ scores (norm referenced)?
- A standard of what they can do (criterion-referenced)?
- Some estimate of what they are able to do (learning potential, or self-
reference)?
• What should my distribution of grades be and how do I determine it?
• How do I display student progress or strengths and weaknesses to students and
their parents?

Grading and reporting system have some very important functions in the educative
process. Some of these important functions are enumerated below:

1. Enhancing student’s learning

• Clarifying instructional objectives for them showing students strengths and
weaknesses
• Providing information on personal and social development and indicates where
teaching might be modified. These can be achieved through day-to-day test,
feedback and integrated periodic tests.
• Inform parents/guardians on the progress of their child.
• Communicate objectives to parents so that they can help promote learning.
• Communicate how well objectives are met so parents can plan better.
• Provide input for realistic, educational, vocational, personal counseling.
2. Reports to parents and guardians is a way of communication from
teachers to parents on the progress of the learner.
3. Administrative and guidance uses
• Helping to decide promotion, graduation, honors, athletic eligibility
• Reporting achievement to other schools or to employers
• Providing input for realistic, educational, vocational, and personal counting.

Functions of Grading and Reporting System

Grades and report cards should promote and enhance learning rather than
frustrate and discourage students.
In practice, we find a number of ways in which grades are made and
reported. Normally, the type of grading used depends on the extent to which more
descriptive and informative summaries are required by school authorities or by the
stakeholders in general. Thus, the major types of grading and marking found in
practice include:

A. Traditional letter-grades system

• Student’s performances are summarized in means of letters thus, A stands for
excellent, C stands for average, D stands for needing improvement and an F is
failure.
• It is easy to understand but it is of limited value when used as the sole report.
• It is difficult to interpret and they do not indicate patterns of strengths and
weaknesses.
B. Pass-Fail
• It utilizes a dichotomous grade system.
• It is popular in some courses in college.
• It does not provide much information, students tend to work to the minimum (just
to pass), and in mastery learning courses, no grades are reflected until the
“mastery” threshold is reached.
C. Checklist of objectives
• The objectives of the course are enumerated.
• It is a very detailed reporting system and tends to be more informative for the
parents and pupils at the same time.
• The student’s levels of achievement is indicated: Outstanding, Very good, Good,
Fair, Poor.
D. Letters to parents/guardians
• Letters to parents and guardians can be helpful in addition to grades, but they
shouldn’t be the only form of reporting because they are time-consuming,
weaknesses may be misunderstood, and they lack a systematic and cumulative
approach.
E. Portfolios
• Is a set of purposefully works, with commentary by students and teacher it also
shows the weaknesses and strengths and the progress of the learner.
F. Parent-teacher conference
• Parent-teacher conferences are used in elementary schools for discussing a
student’s progress with parents. Portfolios are useful basis for discussions. While
conferences allow for two-way communication and increased cooperation, they
have limited value as a report due to low attendance of the parents.

Development of Grading and Reporting System

Grading and reporting system should be developed cooperatively (parents,

students, school personnel) in order to ensure the development of a more adequate
system, and a system that is understandable to all.

Guidelines in developing a grading and reporting system as follows:

• Based on a clear statement of learning objectives

The grading and reporting system needs to be based on the same set of
learning objectives that the parents, teachers and students agreed at the
beginning.
• Consistent with school standards
The system must support the school standards rather than oppose the
school standards already set.
• Based on adequate assessment
The grading and reporting system should be easily verifiable through
adequate system of testing measurement and assessment methods.
• Based on the right level of detail
The system must be detailed enough to be diagnostic but compact enough
to be practical, not too time consuming to prepare and use, understandable to users
and easily summarized for school records.

Distribution of Grades and Guidelines for effective Grading

“A teacher does not give grades; the grade is earned and reflect the
amount of dedication and effort a student gives to the course”.

Guidelines for effective Grading

1. Describe grading procedures to students at beginning of instruction.
2. Clarify that course grade will be based on achievement only.
3. Explain how other factors (effort, work habits, etc.) will be reported.
4. Relate grading procedures to intended learning outcomes.
5. Obtain valid evidence (test, etc.) for assigning grades.
6. Try to prevent cheating.
7. Return and review all test results as soon as possible.
8. Properly weight the various types of achievement included in the grade.
9. Do not lower an achievement grade for tardiness, weak effort, or misbehavior.
10. Be fair. Avoid bias. When in doubt, review the evidence. If still in doubt, give the
higher grade.

Conducting Parent-Teacher Conferences

Parent-teacher conferences become productive when they are carefully

planned and the teacher is skilled in handling such conference. Skills in conducting
parent-teacher conferences can be developed.
Guidelines for a Good Conference

1. Make plans
• Review your goals
• Organize the information to present
• Make list of points to cover and questions to ask
• If using portfolios, select and review carefully
2. Start positive and maintain a positive focus
• Present student’s strong points first
• Be helpful to have example of work to show strengths and needs
• Compare early vs. late work to show learning progress
3. Encourage parents to participate and share information
• Be willing to listen
• Be willing to answer to answer questions
4. Plan actions cooperatively
• What steps you can each take?
• Summarize at the end
5. End with positive comment
• Should not be a vague generality
• Should be true
6. Use good human relation skills

UNIT 5
ASSESSMENT OF ONE’S TEACHING PRACTICE

Assessment is an integral part of instruction, as it determines whether or

not the goals of education are being met. Good teaching practice is a key influence
on student learning - a desired outcome and primary goal of higher educational
institutions. Teachers strive to meet the principles of good practice in an effort to
provide the best learning experience for their students. Assessment is a critical
aspect of the teaching and learning process. Whether teaching at the
undergraduate or graduate level, it is important for instructors to strategically
evaluate the effectiveness of their teaching by measuring the extent to which
students in the classroom are learning the course material. The primary purpose of
assessing teaching practice is personal and professional growth that leads to
improved performance. The principal (or other evaluator)
acts as a facilitator for each teacher, just as the teacher serves as a facilitator for
students in the classroom.

A. REFLECTIVE PRACTICE USING LEARNERS’ ATTAINMENT DATA

What is reflective practice?

Reflective practice is, in its simplest form, thinking about or reflecting on what you
do. It is closely linked to the concept of learning from experience, in that you think
about what you did, and what happened, and decide from that what you would do
differently next time.

What is learner attainment data?

It’s about evidence and results of various assessments that are used in the
monitoring and evaluation of learner progress and achievement. So, in reflective
practice using learner attainment data allows teachers to identify the strengths and
weaknesses of an entire class as well as individual students. As they examine the
data, teachers can develop hypotheses about factors that affect students learning
and ways to improve instruction to help all students achieve. The benefit of
reflective practice is the ability to reflect on one’s actions so as to engage in a
process of continuous learning.

FACTORS THAT INFLUENCE STUDENT TEST SCORE

Student test score gains are strongly influenced by school attendance and a variety
of out-of-school learning experiences at home, with peers, at museums and
libraries, in summer programs, on-line, and in the community. Well-educated and
supportive parents can help their children with homework and secure a wide variety
of other advantages for them. Other children have parents who, for a variety of
reasons, are unable to support their learning academically. Student test score gains
are also influenced by family resources, student health, family mobility, and the
influence of neighborhood peers and of classmates who may be relatively more
advantaged or disadvantaged.

LEARNER’S NON-TEST DATA AND OTHER INFORMATION

Non-tests are instrument that doesn't involve a test, it can be a further to learning
of students or learners. This focuses on learners, classroom assessment activities
and learning experiences. A non-test is often an alternate assessment. Teachers
assess the learners to grasp how well they understand and determine the topics or
lessons.

TYPES OF NON-TEST

Homework Is a practice exercise that's usually plays part of grading system.

Sometimes it's reading, research or other homework that covers the topic or lesson
and it might be used for more hands-on practical work. Case studies and problem-
solving assignment This can be used to apply knowledge and it requires the
learners to position him/herself in or react to a situation where their prior learning is
required.

• Projects. This is usually design for students to use their skills and develop their
creativity. Projects are given early for the completion.
• Portfolios. These are the collections of projects and given activities to students.
It exhibits the efforts, achievement and their progress.
• Debates. These are activity that features a two opposing views about some
issues and defend their side or position.
• Demonstration. A visual enactment of a selected lessons and activity.
• Games. This engages the scholars to enjoy their activities with learning and
review to the topics or lessons.
• Oral and written reports. Teachers assign some topic to students and report it
in oral or written format.
• Rating scale. It can allow teacher to point and record the degree of frequency of
the behaviors, performance and skills displayed by the learners.
• Cartooning. These are activity draws about the important situation, issue and
ideas.
• Notes. Students should write on lesson for them to possess some notes to read.
• Internships. This trains student to a company or organization so they can
possess a piece experience and gain some qualifications to their future work.

ADVANTAGES
• It can implement quickly
• Reduces time demands
• Can assess by multiple perspective
• Develop a measurable criterion
• Students centered
• Promote creativity
• Engages a full of life learning

DISADVANTAGES
• Time consuming
• Must be carefully designed to students
• Bad behaviors of student

B. REFLECTIVE PROCESS THROUGH PERFORMANCE EVALUATION

REFLECTIVE PRACTICE

In order to enhance professional practice, teacher education focused on “reflective

practice” consists of evaluating, assessing and reflecting on teacher success.

The process of reflection is a cycle which needs to be repeated.

• Teach
• Self-assess the effect your teaching has had on learning
• Consider new ways of teaching which can improve the quality of learning
• Try these ideas in practice
• Repeat the process

For all teachers, reflection is a structured evaluation process that helps you to make
correlations from one experience to the next, ensuring that your students make full
progress. A central aspect of teaching and learning is reflection. Reflective practice
occurs, then, when teachers consciously take on the role of reflective practitioner
and subject their own beliefs about teaching and learning to critical analysis, take
full responsibility for their actions in the classroom, and continue to improve their
teaching practice.

PERFORMANCE EVALUATION

Teacher evaluations matter a great deal, both to teachers and to those responsible
for them. But how do schools assess all teachers; success fairly? And with the
findings, what do they do? In general, teacher assessment refers to the systematic
method used by a school to review and score the performance and quality of
teachers in the classroom. Ideally, the outcomes from these tests are used to
provide teachers with input and direct their professional development.

STUDENTS AS EVALUATORS

Significant participation of students requires students as evaluators to provide

purposeful evaluations to their classrooms, teachers, and the entire school.
Students may also assess themselves or encourage parent-teacher conferences led
by students, where students present their learning as collaborators with teachers
and parents rather than as passive recipients of teaching done to them. Schools can
develop purposeful, impacting, and authentic assessments of classes, schools,
teachers, and enact accountability and ownership for all participants in the learning
process by involving students as evaluators. Effective assessments may include
student assessments of classes and schools; student assessments of teachers; self-
assessments of students; and student-led parent-teacher conferences. This is
something intentional, inspiring, far-reaching and sustainable. Engaging students as
evaluators calls on educators to build realistic, meaningful opportunities for input
where students are empowered to be truthful, accessible and solution oriented.
Students find specific investment in assessment because they can see concrete
results and provide a degree of system transparency.

PEERS AS EVALUATORS

According to Northern Michigan University (NMU) “Evaluation of an instructor by

their peers has become an integral part of teaching at a university. This results from
several sources. Motivations can be intrinsic as instructors seek to improve their
teaching, but they can also be extrinsic. Peer evaluation can be beneficial for your
long-term teaching goals and a necessity to your professional advancement.
Similarly, service as an observer is important for the professional participation of
faculty and allows the faculty to maintain ownership of the quality and content of
the curriculum.” That’s why we need to participate in peer evaluation.

WHAT IS PEER EVALUATION OF TEACHING?

In universities, evaluation of an instructor by their peer has become an integral part

of a teaching. By evaluating peer, it can be beneficial for your long-term teaching
goals and necessity to your professional advancement.

PEER EVALUATION OF TEACHING HAS TWO (2) DISTINCT PURPOSES

• Formative – are intended to develop or improve teaching.

• Summative – are intended for judgment in increment, contract renewal, or
promotion processes.

COMPONENTS OF EVALUATION OF TEACHING

• Peer Evaluation – it has multiple components

• Pre-visit Meeting
• Course Material Review
• Observation of a Class Session
• Post-visit Meeting
• Peer Observation Program
• Student evaluation
• Ongoing evaluation
ROLE OF PEER EVALUATION IN DEPARTMENT

It needs to link to a stimulatory process of evaluation. This must be succeeding

within the situation of the department as well as the instructor contract

SUPERVISORS AS EVALUATORS

Supervision is the process of improving instruction in order to facilitate student

learning.

The function of supervisors as an evaluator of instruction is to establish within the

bureaucratic inspectional type supervision. The work of supervisors as on who
attempts to help within the enhancement of instruction is established in democratic
practices. As a result, supervisors or individuals concerned with supervision, in any
case, have confronted a basic part strife; to be specific, the unresolved predicament
between the necessity to assess (a bureaucratic function) and the desire to
genuinely assist instructors within the instructional process an equitable and
professional objective