Appropriate-Methods-Group-1-2nd-Reporter-3rd-wave.pptx

Literature Assessment

1. APPROPRIATE METHODS

2. 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.

3. These are the common types of Appropriateness of Assessment Methods

4. Written-Response Instruments This includes objective tests (multiple-choice, true or false, matching type or short answer test), essays, examinations, and checklists. Objective test – appropriate for the various levels of the hierarchy of educational objectives. Essay – when properly planned, can test the students’ grasp of high-level cognitive skills particularly in areas of application, analysis, synthesis, and evaluation.

5. 2. 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 sort

6. 3. Performance Test One of these is the performance checklist which consists of the list of behaviors that makes up a certain type of performance.

7. 4. Oral Questioning An appropriate assessment method when the objectives are: To the students’ stock knowledge; and To determine the student’s ability to communicate ideas in a coherent verbal sentence.

8. 5. Observation and Self-Report These are useful supplementary assessment methods when used in conjunction with oral questioning and oral test. Likert scale

9. Selecting Appropriate Assessment Methods Observation Effective teachers observe their students from the time they enter the classroom. During instruction, teachers observe students’ behavior to gain information about students’ level of interest and understanding of the material or activity.

10. 2. 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.

11. 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. The three feasible methods are Student Self-Report, Teacher Observation and Peer Ratings

12. 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.

13. Example of Self-Report Questionnaire

14. There are sorts of personal communication that teachers can utilize with their students. It can be discussions, individual interviews, group interviews and casual conversations to assess affect. The other type under student self-report method is questionnaires and surveys. And there are two types of format using the questionnaires and surveys; it is the Constructed-Response format and Selected-Response format.

15. 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.

16. Selected-Response format Are composed of questions to which there is typically one best answer. They are sometimes referred to as objective assessments ( Suskie , 2018).

17. 2. Teacher Observation This method is one of the necessary tools for formative assessment. In using observation, the primary thing to do is determine in advance how particular behaviors relate to the target.

18. Student Behaviours Indicating Positive and Negative Attitudes Toward Learning

19. These behaviors give foundation in creating guidelines, checklist or rating scales. The positive behaviors are called approach behaviors whereas the negative ones are named avoidance behaviors. McMillan (2007) suggested that the best approach is to develop a list of positive and negative behaviors. After the list of behaviors has been created, the teacher must choose whether to use an informal, unstructured observation or a formal one and structured. These two types differ in terms of arrangement and what is recorded.

20. Unstructured Observation Can also be used for the reason of making summative judgments. 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 Is different from unstructured observation with regard to preparation needed as well as in the way observation is recorded.

21. 3. 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. Hence, peer rating is seen as generally inefficient in terms of conducting, scoring, and interpreting peer ratings.

22. Interpreting and Utilizing the Different Methods or Combination of Methods in Assessing Affect Each of the three feasible methods (Student Self Report, Teacher Observation and Peer Rating) has its own advantages and disadvantages. In choosing for which method or methods to utilize, consider the following factors:

23. Type of affect that needs to be assessed; A common response to something or someone can best be gathered through observation. Nevertheless, if an attitude component is to be diagnosed, a self-report will give a better knowledge.

24. If the information needed is from grouped or individual responses; If grouped response and tendencies are required, selected response self-report method is suitable, because it guarantees anonymity and is easily scored.

25. The use of information If the intention of the affective assessment is to utilize the outcomes as supporting input to grading, then multiple approaches is essential and be mindful of the plausibility of having fake comes from self-report and even from peer judgment.

26. The Student Self Report, Teacher Observation and Peer Ratings plays an important role in classroom since it will help every teacher to determine the affective domain of each student. In addition, Interpreting and Utilizing the Different Methods in Assessing Affect will recognize what type of affect are needs to be assessed.

27. Other Affective Measures and Assessments 1. Non – Test Indicators Every student goes through assessment to measure if they achieved the expected learning outcomes at the end of the course. Academic tests are typically relied upon to assess the performance of students in educational tasks which focus more on the cognitive development. “Educated but not well – mannered.”

28. A school must pursue goals not just focusing on the high-test scores of its students but also on their personality, attitude, and behaviour while learning which affects their social being. This can be seen on the students’ performances while not being informed that they are being judged. The assessment tools that can be include are portfolios, anecdotal records, non – test instruments such as questionnaires, interview guidelines, observation guidelines, check list, and rating scales.

29. Transversal Competencies Transversal Competencies (TVC) refers to knowledge, skills, values, and attitudes that are integral to life in the 21st century. We need to adapt and collaborate with our fast-changing world, technological advances that continuously shaping our lives and workplaces.

30. A change from old educational goals is needed in order to achieve this. Students who will become future workers need to be ready and must have a sophisticated and complex problem – solving skills, communication and coordination skills. This will help the success of an individual and also well-functioning society

31. There are 6 categories of Transversal Competencies: 1. Critical and innovative thinking 2. Global citizenship 3. Physical health & religious beliefs 4. Intrapersonal skills 5. Interpersonal skills 6. Media and information literacy

32. Critical and innovative thinking - this is how we think extensively and profoundly using abilities, attitudes and dispositions such as reason, reasoning, resourcefulness, creativity and ingenuity in all learning areas at school and in their lives outside school. Creativity Entrepreneurship Resourcefulness Application skills Reflective thinking Reasoned decision making

33. Global citizenship - understanding the wider world, and our place in it. It is about our rights, responsibilities and taking active roles in our community. Awareness and openness Tolerance and respect for diversity Responsibility and ability to resolve conflict Ethical and intercultural understanding Democratic participation Respect for the environment National identity and the sense of belonging.

34. Physical health and religious beliefs – giving importance for our well – being while continuously living and working, and also respecting different religious beliefs. Respect for religious values Appreciation of health lifestyle

35. Intrapersonal skills – these are the skills within ourself or the internal skills and habits that help us control thoughts, cope with problems, and learn new knowledge. Such abilities, which contribute to emotional intelligence, include aspects such as self-confidence and resilience. Self – discipline Ability to learn independently Flexibility and adaptability Self – awareness Perseverance and self – motivation

36. Interpersonal skills - These are the abilities we use every day as we connect and communicate, both individually and in groups, with other people. They have a broad range of abilities, but especially communication skills such as listening and speaking effectively. They also provide the capacity to control the feelings and regulate them. Communication skills Organizational skills Teamwork and collaboration Sociability and collegiality Empathy and compassion

37. Media and information literacy Ethical use of ICT Ability to critically evaluate information and media content Ability to obtain and analyse information through ICT

38. 3. 21st Century Skills 21st century skills are needed to be equipped by the students to become globally competitive and able to adapt with the fast – changing world and advanced technologies.

39. We have 3 Categories of 21st Century Skills: 1. Learning Skills 2. Literacy Skills 3. Life Skills

40. Learning Skills – these are the four C’s (Critical thinking, Creativity, Collaboration, and Communication) that teaches students about the mental processes needed to adapt to a new work environment and strengthen it.

41. Critical Thinking – this is how we find solutions to problems that may arise. For example, in a company that is facing a problem, as we tell the problem, we should also be ready and know the solution to it. Creativity – thinking outside the box, we should be able to innovate ideas, new things, that may help to adapt and to become successful.

42. Collaboration – this is how well we work with our workmates or classmates. Combining each other ideas, doing each other parts or responsibilities and each other willingness. “Two is better than one.” Communication – this is how we talk to others with the challenging part of having different beliefs, philosophy, but still able to understand each other ideas and messages trying to convey. Having good communication will avoid conflicts and failure of a project.

43. Literacy Skills – these are usually called the IMT skills (Information, Media, and Technology) that are concerned about different element in digital understanding. Information – being able to understand facts from fiction, figures, statistics, and data we’ve searched on internet. Media – this is our skill of how to identify which of the information we read, watched, or heard is true or if it is credible or not. Technology – being a techy person is important in 21st century, knowing how to use technologies or performing using it.

44. Life skills – also called FLIPS (Flexibility, Leadership, Initiative, Productivity, Social Skills) these are the skills we need in our daily life wherever we are, especially in workplace. Flexibility – this emphasizes the willingness and ability to adapt to changing circumstances. Leadership – is the leading of a particular group that motivates your members to act to achieve a particular goal set. Initiative – voluntarily doing what is needed to be done without expecting rewards in exchange of it.

45. Productivity – this is how we accomplished goals in our daily lives. Giving importance to time knowing that you should not waste it and complete task with the given specific time. Social Skills – this is how we are able to socialize and interacts with the others. Being an extrovert is so much an advantage since socializing with different types of person is easy to do.