Development of assessment Tools

Group 5

Development of assessment Tools

} Assessment

tools in the affective domain, in particular, those which are used to assess attitudes, interest, motivations, and self-efficacy, have been developed.

Development of assessment Tools

} Rating

Scales } Sematic Differential technique } Self-report } Free response & opinionnaire methods } Simple projective techniques } Self-expression techniques

Rating Scales
} Is

a device for recording observation either quantitatively or qualitatively

Types of Rating Scales

Rating Scale } Descriptive Rating Scale } Graph line Rating Scale } Attitude Scale
} } }

} Numerical

Thurstone Scale Likert Scale Gutlman Scale

Numerical Rating Scale

} Somewhat
}

called a score card

Example:

Descriptive Rating Scale

} Presents

a number of phrases descriptive of varying degree of a trait or characteristic

}

Example:

Graph line Rating Scale

} Consists

of a line on which a rater indicate by a check mark the paint must nearly representing him rating of a student
}

Example:

Attitude Scales
} The

student is presented with a statement or series of statement relating to feelings and emotions and is asked to take a positions on it ranging from a level of agreement to a level of disagreement

Thurstone Scale
} Thurstone

is considered the father of attitude measurement. addressed the issue of how favorable an individual is with regard to a given issue.

} He

Thurstone Scale
} On

the next slide is an example of a Thurstone scale of measurement (from Thurstone, 1931):

} Example

Directions. Put a check mark in the 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 as equals. (scale value= 3.2) _____3. I am not interested in how blacks rate socially. (scale value= 7.9)

Directions. Put a check mark in the blank if you agree with the item.
_____4. A refusal to accept blacks is not based on any 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)

Method of summated rating or Likert scale

} Rensis

Likert- developed the method of summated ratings (or Likerts scale), which is still widely used.

Method of summated rating or Likert scale

} Likert-type

attitude scales are quite reliable and valid instruments for the measurement of attitude.

Method of summated rating or Likert scale

} Likert
} First,

Scales are derived as follows:

you pick individual items to include; } Second, you choose how to scale each item; } Third, you ask your target audience to mark each item; and } Fourth, you derive a targets score by adding the values that target identified on each item

Method of summated rating or Likert scale

} Below

is an example of the use of a Likert

Scale:
Statement: I do not like to solve algebraic equations. Response options: *1. Strongly Disagree *2. Disagree *3. Agree *4. Strongly Agree

Method of summated rating or Likert scale

} Example:

Gutlman Scale
should be measured by multidimensional scales as offered to onedimensional scales such as those Thurstone and Likert Scales } Example:
} Attitude

Sematic Differential technique (SD)

} To

assess an individuals reaction to specific words, ideas or concepts in terms of ratings on bipolar scales defined with contrasting adjectives at each end. An example of an SD scale is: Good 32 1 01 23 Bad

Good 32 1 01 23
}0

Bad

neutral } 1 slightly } 2 quite } 3 extremely

Semantic Differential Methodology

} Bipolar

adjective scales are simple, economical means for obtaining data on peoples reaction. on bipolar adjectives scales tend to be correlated, and three basic dimensions of response account for most of the co-variation in ratings.

} Ratings

Semantic Differential Methodology

} Some

adjectives scales are almost pure measures of the EPA dimensions; for example, good-bad for Evaluation, powerful-powerless for Potency. measurements are appropriate when one is interested in affective responses.

} EPA

Semantic Differential Methodology

} The

SD has been used as a measure of attitude in a wide variety of projects. Osgood, et,al., (1957) report exploratory studies in which the SD was used to assess attitude change as a result of mass media programs and as a result of messages structured in different ways.

SelfSelf-report
} The

most common measurement tool in the effective domain. are also sometimes called written reflections

} Self-reports

SelfSelf-report
} Is

a type of survey, questionnaire, or poll in which respondents read the question and select a response by themselves w/o researcher interference.

} Example
}

Why I Like or Dislike Mathematics?

Advantage
} Answering

self report assessments honestly can help improve a person's self-consciousness. According to the University of Texas at Austin, characteristics related to self-consciousness include intelligence and empathy.

Disadvantage
} Results

from self report questionnaires may differ from how other people perceive a person because the self report assessments only measures the assessment takers' self perceptions. Other personality assessment tools, like behavior analyzing and inkblot testing, can help a person realize the differences between his own personality perceptions and others' perceptions.

Free Response and Opinionnaires Methods

} What
} Free

is Free Response?

response is a type of question used in tests in education, workplace, and government. } Most free response questions ask a require the test-taker to state a belief, opinion, or write a short essay and back it up with facts, examples, or other evidence.

Free Response and Opinionnaires Methods

} What

is Free Response? } Free response questions generally test more than straight knowledge and ask for a "big picture" type of response. Also, they usually allow the taker to choose an area in which they are familiar.

Free Response and Opinionnaires Methods

} What

is Free Response? } Supporters argue that this type of question on tests is that it gives a better indication of the competence and intelligence of the test taker than other more standardized responses, which are claimed to often only measure testtaking ability.

Free Response and Opinionnaires Methods

} What

is Free Response? } However, critics charge that the quality of a free response answer is often determined more by ability with the language in which it is given than competence or intelligence.

Free Response and Opinionnaires Methods

} What
} }

is Free Response?

Example: Choose two of the following areas and write a well-developed essay in which you analyze change over time and continuities on how technological advances affected the regions between 1914 and 1945: China United States Russia (Soviet Union) Middle East

Free Response and Opinionnaires Methods

} Opinionnaires
} The

opinionnaires are used to measure the attitude and the belief of the respondents. } Opinionnaires are also a type of information forms, also known as attitude scale. } The opinionnaires are devised with view to probing into the minds of the people.

Free Response and Opinionnaires Methods

} Opinionnaires } The

researchers analyze the responses and reach to a conclusion about the beliefs or attitude pattern of the respondents. The expressed reactions to a statement show their attitude towards the matter in the question. However, it is not always possible to get to the real feelings of the people merely by what they say.

Free Response and Opinionnaires Methods

} Opinionnaires } Even

the methods like observation sometimes fail to generalize because even the behavior is not always the right expression of attitude.

Simple Projective Techniques

} Allow

respondents to project their subjective or true opinions and beliefs onto other people or even objects. The respondents real feelings are then inferred from what s/he says about others.

Simple Projective Techniques

} are

normally used during individual or small group interviews. They incorporate a number of different research methods. Among the most commonly used are: } Word association test } Sentence completion test } Thematic apperception test (TAT) } Third-person techniques

Simple Projective Techniques

} Word

Association Test: An individual is given a clue or hint and asked to respond to the first thing that comes to mind. The association can take the shape of a picture or a word.

Simple Projective Techniques

} Completion

Test: In this the respondents are asked to complete an incomplete sentence or story. The completion will reflect their attitude and state of mind.

Simple Projective Techniques

} Construction

Test: This is more or less like completion test. They can give you a picture and you are asked to write a story about it. The initial structure is limited and not detailed like the completion test.

Simple Projective Techniques

} Expression

Techniques: In this the people are asked to express the feeling or attitude of other people.

Simple Projective Techniques

} Disadvantages
} Highly

of Projective Techniques

trained interviewers and skilled interpreters are needed. } Interpreters bias can be there. } It is a costly method. } The respondent selected may not be representative of the entire population.

Making use of Assessment Information

} Activities

which are designed to be assessed should provide information about what further experience pupils need and what they need to practice, as well as what they can do already.

Making use of Assessment Information

}

Ofsted recommends the following methods: } Providing feedback on aspects of learning through marking, questioning of individuals and plenary sessions; } Listening and responding to pupils, encouraging and, where appropriate, praising them; } Recognizing and handling misconceptions, building on pupils' responses and steering them towards clearer understanding, for example, by helping them to apply new learning to different situations;

Making use of Assessment Information

} Ofsted

recommends the following methods: } Encouraging pupils to judge the success of their own 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 with special educational needs.

Making use of Assessment Information

} More
}

formally, assessment information might also be used to:

Plan the next stage of a class's work, taking account of the mix of ability within the class, and of the need to challenge all pupils to make progress; Report on pupils' attainment and progress, using a list of simplified level statements as a bank of comments to guide pupils' learning.

Development Of Assessment Tools and Utilizing Information

} Leader:
}

Uphoff, Meizel Bingcang, Rea Esteban, Theresa Manalo, Lawrenze Raquepo, Philip

} Members:
} } } }