Group 5-Development of Assessment Tools

8/3/2019 Group 5-Development of Assessment Tools

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Development of assessmentDevelopment of assessmentToolsTools

}Assessment tools in the affectivedomain, in particular, those which are

used to assess attitudes, interest,motivations, and self-efficacy, have

been developed.


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Development of assessmentDevelopment of assessmentToolsTools

}Rating Scales

}Sematic Differential technique}Self-report

}Free response & opinionnaire methods

}

Simple projective techniques}Self-expression techniques


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Rating ScalesRating Scales

} Is a device for recording observationeither quantitatively or qualitatively


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Types of Rating ScalesTypes of Rating Scales

}Numerical Rating Scale

}Descriptive Rating Scale}Graph line Rating Scale

}Attitude Scale

} Thurstone Scale

} Likert Scale} Gutlman Scale


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Numerical Rating ScaleNumerical Rating Scale

} Somewhat called a score card

} Example:


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Descriptive Rating ScaleDescriptive Rating Scale

} Presents a number of phrases descriptiveof varying degree of a trait or

characteristic

} Example:


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Attitude ScalesAttitude Scales

} The student is presented with a statementor series of statement relating to feelings

and emotions and is asked to take apositions on it ranging from a level ofagreement to a level of disagreement


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ThurstoneThurstone ScaleScale

} Thurstone is considered the father ofattitude measurement.

} He addressed the issue of how favorablean individual is with regard to a given

issue.


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ThurstoneThurstone ScaleScale

}On the next slide is an example of a

Thurstone scale of measurement

}Example (from Thurstone, 1931):


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Directions. Put a check mark in theDirections. Put a check mark in the

blank if you agree with the item.blank if you agree with the item.

_____1. Blacks should be considered the lowest

class of human beings. (scale value= 0.9)

_____2. Blacks and whites must be kept apart in all

social affairs where they might be taken asequals. (scale value= 3.2)

_____3. I am not interested in how blacks ratesocially. (scale value= 7.9)


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Directions. Put a check mark in theDirections. Put a check mark in theblank if you agree with the item.blank if you agree with the item.

_____4. A refusal to accept blacks is not based onany fact of nature, but on a prejudice which

should be overcome. (scale value= 5.4)

_____5. I believe that blacks deserve the same

social privileges as whites. (scale value= 3.2)


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Method of summated rating orMethod of summated rating orLikertLikert scalescale

}Rensis Likert- developed the

method of summated ratings (orLikerts scale), which is still widelyused.


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Method of summatedMethod of summatedrating orrating or LikertLikert scalescale

}

Likert-type attitude scales are quitereliable and valid instruments for themeasurement of attitude.


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Method of summated rating orMethod of summated rating or

LikertLikert scalescale

}Likert Scales are derived as follows:

} First, you pick individual items to include;

} Second, you choose how to scale eachitem;

} Third, you ask your target audience tomark each item; and

} Fourth, you derive a targets score byadding the values that target identifiedon each item


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Method of summated

Method of summatedrating orrating or LikertLikert scalescale

} Example:


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GutlmanGutlman ScaleScale

}Attitude should be measured bymultidimensional scales as offered to one-

dimensional scales such as thoseThurstone and Likert Scales

} Example:


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Sematic Differential techniqueSematic Differential technique(SD)(SD)

} To assess an individuals reaction tospecific words, ideas or concepts in terms

of ratings on bipolar scales defined withcontrasting adjectives at each end. Anexample of an SD scale is:

Good Bad

3 2 1 0 1 2 3


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GoodGood Bad Bad3 2 1 0 1 2 33 2 1 0 1 2 3

}0 neutral

}1 slightly

}2 quite

}3 extremely


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Semantic DifferentialSemantic DifferentialMethodologyMethodology

} Bipolar adjective scales are simple,economical means for obtaining data on

peoples reaction.

} Ratings on bipolar adjectives scales tend

to be correlated, and three basic

dimensions of response account for mostof the co-variation in ratings.


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} Some adjectives scales are almost puremeasures of the EPA dimensions; for

example, good-bad for Evaluation,powerful-powerless for Potency.

} EPA measurements are appropriate when

one is interested in affective responses.


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}

The SD has been used as a measure ofattitude in a wide variety of projects.Osgood, et,al., (1957) report exploratorystudies in which the SD was used to assessattitude change as a result of mass media

programs and as a result of messagesstructured in different ways.


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SelfSelf--reportreport} The most common measurement tool in

the effective domain.

} Self-reports are also sometimes calledwritten reflections


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SelfSelf--reportreport

} Is a type of survey, questionnaire, or poll inwhich respondents read the question and

select a response by themselves w/oresearcher interference.

} Example

} Why I Like or Dislike Mathematics?


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DisadvantageDisadvantage}Results from self report questionnaires may

differ from how other people perceive a

person because the self report assessmentsonly measures the assessment takers' self

perceptions. Other personality assessment

tools, like behavior analyzing and inkblot

testing, can help a person realize thedifferences between his own personality

perceptions and others' perceptions.


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Free Response and Opinionnaires

Methods

}What is Free Response?

} Free response is a type of question used intests in education, workplace, andgovernment.

}Most free response questions ask a requirethe test-taker to state a belief, opinion, or

write a short essay and back it up withfacts, examples, or other evidence.


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Methods


}

Free response questions generally testmore than straight knowledge and askfor a "big picture" type of response. Also,they usually allow the taker to choosean area in which they are familiar.


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Methods


}

Supporters argue that this type ofquestion on tests is that it gives a betterindication of the competence andintelligence of the test taker than othermore standardized responses, which are

claimed to often only measure test-taking ability.


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Methods


}

However, critics charge that the qualityof a free response answer is oftendetermined more by ability with thelanguage in which it is given thancompetence or intelligence.


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Methods}What is Free Response?

} Example:

} Choose two of the following areas and write awell-developed essay in which you analyze

change over time and continuities on howtechnological advances affected the regions

between 1914 and 1945:

China

United StatesRussia (Soviet Union)

Middle East


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Methods

}Opinionnaires

} The opinionnaires are used to measurethe attitude and the belief of therespondents.

}Opinionnaires are also a type ofinformation forms, also known as

attitude scale.

} The opinionnaires are devised with viewto probing into the minds of thepeople.


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Methods

}Opinionnaires

}

The researchers analyze the responsesand reach to a conclusion about thebeliefs or attitude pattern of therespondents. The expressed reactionsto a statement show their attitude

towards the matter in the question.However, it is not always possible to getto the real feelings of the people merelyby what they say.


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SimpleSimple PProjectiverojective TTechniquesechniques

}Allow respondents to project their subjective or true opinions and beliefs onto

other people or even objects. Therespondents real feelings are then inferredfrom what s/he says about others.


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} are normally used during individual or

small group interviews. They incorporate anumber of different research methods.

Among the most commonly used are:

}Word association test

}Sentence completion test

} Thematic apperception test (TAT)

} Third-person techniques

SimpleSimple PProjectiverojective TTechniquesechniques


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Simple ProjectiveSimple ProjectiveTechniquesTechniques

}Word Association Test: An individual isgiven a clue or hint and asked to respond

to the first thing that comes to mind. Theassociation can take the shape of apicture or a word.


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}Completion Test: In this the respondentsare asked to complete an incomplete

sentence or story. The completion willreflect their attitude and state of mind.


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}Construction Test: This is more or less likecompletion test. They can give you a

picture and you are asked to write a storyabout it. The initial structure is limited andnot detailed like the completion test.


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} Expression Techniques: In this the peopleare asked to express the feeling or

attitude of other people.


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}Disadvantages of Projective Techniques

}

Highly trained interviewers and skilledinterpreters are needed.

} Interpreters bias can be there.

} It is a costly method.

}

The respondent selected may not berepresentative of the entire population.


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Making use of AssessmentInformation

}Activities which are designed to be assessedshould provide information about what

further experience pupils need and whatthey need to practice, as well as what theycan do already.


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Making use of Assessment

Information} Ofsted recommends the following methods:

} Providing feedback on aspects of learningthrough marking, questioning of individuals andplenary sessions;

} Listening and responding to pupils, encouragingand, where appropriate, praising them;

} Recognizing and handling misconceptions,

building on pupils' responses and steering themtowards clearer understanding, for example, byhelping them to apply new learning to differentsituations;


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}Ofsted recommends the following methods:

} Encouraging pupils to judge the success of theirown work and setting targets for improvement;

} Regularly sharing information about pupils'needs and achievements with parents/careers;

} Taking full account of the targets set out in

individual education plans for pupils withspecial educational needs.


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}More formally, assessment information mightalso be used to:

} Plan the next stage of a class's work, taking

account of the mix of ability within the class, andof the need to challenge all pupils to make

progress;

} Report on pupils' attainment and progress, using alist of simplified level statements as a bank of

comments to guide pupils' learning.


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DevelopmentO

f AssessmentDevelopmentO

f AssessmentTools and Utilizing InformationTools and Utilizing Information

} Leader:

} Uphoff, Meizel

}Members:

} Bingcang, Rea

} Esteban, Theresa

} Manalo, Lawrenze

} Raquepo, Philip

Documents

Group 5-Development of Assessment Tools