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Chapter 3 Lesson 7 ASL2

The document discusses various methods for organizing and analyzing assessment data, including Kendall's Coefficient of Concordance and different types of scales such as Likert, Verbal Frequency, Linear Numeric, Semantic Differential, and Graphic scales. It also outlines how to quantify results from portfolios based on completeness, accuracy, and organization, as well as guidelines for providing qualitative feedback to students. The feedback should be criteria-based, immediate, and informative to help learners improve their performance.

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19 views28 pages

Chapter 3 Lesson 7 ASL2

The document discusses various methods for organizing and analyzing assessment data, including Kendall's Coefficient of Concordance and different types of scales such as Likert, Verbal Frequency, Linear Numeric, Semantic Differential, and Graphic scales. It also outlines how to quantify results from portfolios based on completeness, accuracy, and organization, as well as guidelines for providing qualitative feedback to students. The feedback should be criteria-based, immediate, and informative to help learners improve their performance.

Uploaded by

rickyyymelchor
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Lesson 7:

Organization and Analysis of


Assessment Data from Alternative
Method
Kendall’s Coefficient of Concordance
2
12𝛴𝐷
𝑊= 2 2
𝑚 (𝑁)(𝑁 − 1)
DEGREE OF AGREEMENT
Kendall's W can be classified into the following degree
of agreement categories:
• No agreement: W < 0.10
• Weak agreement: 0.10 ≥ W < 0.30
• Moderate agreement: 0.30 ≥ W < 0.60
• Strong agreement: 0.60 ≥ W < 1.0
• Perfect agreement: W=1
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 unfavourability
toward a certain object. The favorability
will depend on the degree of agreement
or disagreement to a standpoint.
The policeman is helpful in the street.
__Strongly agree __Agree __Disagree __Strongly disagree

The current president of the country implemented the


health policy well.
__Strongly agree __Agree __Disagree __Strongly disagree

Smoking cigarettes should be banned in public


transportation.
__Strongly agree __Agree __Disagree __Strongly disagree
Verbal Frequency Scale
This is used to measure how often a
habit is done. The items here are
measures of a habit.
I read a book.
__Always __ Often __ Sometimes __ Rarely __ Never

I wash my hands before eating.


__Always __ Often __ Sometimes __ Rarely __ Never
Linear Numeric Scale
This is used when a large array of
ratings is provided among the
participants within a continuum. The
extreme points of the scale are provided
with a descriptor.
Rate the following personnel in your school on how valuable
each one is to your learning. Use the scale below and write
the corresponding number for your answer.
Semantic Differential Scale
This scale is used to describe
the object or behavior by making
use of two opposite adjectives.
Rate the teaching of your teacher based on the
characteristics provided.
My teacher is:
Graphic Scale
This scale uses illustrations to
represent the degree of presence or
absence of the characteristics measured.
This is usually used for respondents,
such as young children, who have limited
vocabulary.
How do we
quantify results
from portfolios?
Completeness of the entries
All the parts of the portfolio
listed by the teacher are
present.
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.
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.
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.
The tabular or graphical presentation
of the scores
Scores can be presented in a tabular
or graphical manner.
Guidelines in
Giving Qualitative
Feedback
1. The contents of the feedback are
based and within the confines of the
criteria.
2. The feedback should inform the students on
what to do to become better in their
performance or behavior. The recommendation
can be:
• a suggested procedure
• how to correct the errors.
• the kind of thinking required to get the
answer
• where to locate the answer
3. The feedback should be immediate
to correct the error.
4. The learner needs to be provided
with an opportunity to redo and
resubmit the task.
5. Detail the feedback if the learner needs
more information.
6. The feedback can be short if the learner
knows what to do.
7. Feedback can come in the form of
verbal cues and gestures so that the
learner is not disrupted while performing.

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