Assessment in
Learning 2
REPORTERS:
Bautista, Aeshley
Cortez, Hannah Jane C.
Tulaban, April Joy R.
TOPIC: Appropriate Methods
Types of Appropriate Methods
Selecting Appropriate Assessment
Methods
Development of Affect Development
of Affective Assessment Tools
Interpretation and Utilization of approach
methods of Assessment
Learning outcomes:
At the end of the lesson the student will be able to:
Identify the different types of methods
Classify the selection of methods of assessment
Distinguish the types of appropriate methods
Explain the development affective assessment tools
Appropriate Methods
Appropriateness of assessment methods are
the strategies, techniques, tools and
instruments for collecting information to
determine the extent to which the students
demonstrate the desired learning outcomes.
Types of Appropriate
Methods
Written –Response Instruments– This includes objective tests
(multiple choice, true or false, matching types or short answer
test) , essays, examinations and checklist
Examples:
•Objective test– appropriate for the various levels of the hierarchy of
educational objectives.
•Subjective test- means making assumptions, making
interpretations based on personal opinions without any verifiable
facts.
•Essay– when properly planned, can test the students’ grasp of high-
level cognitive skills particularly in areas of application, analysis,
synthesis, and evaluation.
Product-Rating Scale- These scales measure products that are
frequently rated in education such as book reports, maps, charts,
diagram, notebook, essay and creative endeavor of all sorts.
Examples:
•Classic “Handwriting” Scale–is used in the California Achievement
Test, Form W (1957)
Performance Test- One of these is the performance checklist which
consists of the list of behaviors that makes up a certain type of
performance. It is used to determine whether or not an individual
behaves in a certain way when asked to complete a particular task.
Example: Performance Checklist in Solving a Mathematics Problem
Behavior
•Identifies the given information
•Identify what is being asked
•Use a variable to replace the unknown
•Formulate the equation
•Performs algebraic expressions
•Obtain the answer
•Checks of the answers make sense
Oral Questioning- This method involves the teacher
probing students to think about what they know
regarding a topic. Questions typically allow the teacher
to keep a discussion focused on the intended objective
and maintain student involvement.
Observation and Self-Report- These are useful
supplementary assessment methods when used in
conjunction with oral questioning and oral test.
Two Approaches- The Methods of assessment will
vary according to whether the teacher sees the task as
convergent and divergent.
Convergent Method- Which aims to discover If the
learner knows, understands or can do a predetermined
thing.
Divergent Method- Which aims to discover what the
learner knows, understand or can do.
Selecting Appropriate
Assessment Methods
Selecting Appropriate Assessment Methods
One of the challenges for beginning teachers is to select and use
appropriate assessment methods. During teaching, teachers not only
have to communicate the information they
Planned but also continuously monitor students’ learning and
motivation in order to determine whether modifications have to be
made.
Observation- Effective teachers observe their students from the
time they enter the classroom. Some teachers greet their students at
the door not only to welcome them but also to observe their mood
and motivation.
Questioning- Teachers ask questions for many instructional
reasons including keeping students` attention on the lesson,
highlighting important points and ideas, promoting critical
thinking, allowing students` to learn from each others answers, and
providing information about students’ learning.
Some strategies to improve questioning include
1.Planning and writing down the instructional questions that
will be asked.
2.Allowing sufficient wait time for students to respond.
3.Listening carefully to what students say rather than listening
for what is expected.
4.Varying the types of questions asked and making sure some
of the questions are higher level.
5. Asking follow-up questions.
Development of Affective
Assessment Tools
Development of Affective Assessment Tools
According to McMillan (2007), the method of assessing
affective targets has three feasible methods to evaluate
affective traits and dispositions.
Student Self-Report- In this method, there are ways to
show students’ influence as self-report. The common and
coordinate way is having a casual discussion or interview.
Students can answer to a survey or questionnaire about
themselves or to other students.
Constructed-Response format- Is a straight forward
approach inquiring students about their affect by
reacting to statement or to a question. The other way
to actualize Constructed-Response format is by
means of an essay.
Teacher Observation- This method is one of the
essential tools for formative evaluation. In using
observation, the primary thing is to determine how
particular behaviors relate to the goal.
Unstructured Observation- Can also be used for the
reason of making summative judgements. In using
Unstructured Observation, it is essential to have at least
some guidelines and examples of behaviors that demonstrate
affective trait. Unstructured Observation is more practical,
which suggests teachers can record everything they have
observed and are not limited by what is contained in a
checklist or rating scale.
Structured Observation- It differs from unstructured
observation with respect to the preparation required as well
as the way in which the observations are recorded.
Peer Ratings- Is the least common method among the
three feasible methods of assessing affect. Because of
the nature of learners, they don't continuously take this
activity seriously and most regularly than not they are
subjective in conducting this peer rating.
Interpretation and
Utilization of approach
methods of Assessment
Establish Performances- This type of technique is a way to
determine strength and weaknesses of the students. If they really
understand or achieved the target learning outcome.
Improve Communication- Developing communication is one way
to connect and reconnect. Specially between students and teachers
is really important, it helps them to engage more in a lesson. Also
shows a realistic outcome by giving their own perspective or what
they have learned.
Examination and Field experiences- Examination and
Field experience communication are constructed to show
their abilities, to think critically, and work in pressure.
