Assessment of Learning. Output
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8/3/2019 Assessment of Learning. Output
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Leyte Normal University
COLLEGE OF EDUCATION
Tacloban City
Portfolio
in
Assessment of Learning 2
Submitted by:
Lovely Ane Francis B. Jerusalem Submitted to:BEEd (SpEd) 3-8 Mr. Jonas Villas
TFri 9:00-10:30 am
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Introduction
The 4 Taxononomies
a) Daveb) Harrow
c) Simpson
d) RomiszowskiLessons learnedInstructional process
Rubrics
Introduction
a) Analyticb) Global/ Holisticc) Preparing
Types of Alternative Assessment
Introductiona) Performance- Based Assessment
b) Authentic Assessmentc) Portfolio Assessmentd) Journal Assessment
Affective Domain
Introductiona) Taxonomy on Affective Domainb) Affective Learning Competenciesc) Developing Assessment Tools
y Self reports
y Rating Scales Semantic differential Scale
Thurstone Scale Likert Scale
Guttman Scale
y Sociometric Scale
y Project Technique Inkblot Method
Incomplete Sentences Picture Apperception Test
Interest InventoryGrading and Reporting
a) Functions of Grading and Reporting
b) Grading Systems used in the Elementary/ Secondary/ College/ Norm ReferencedGrading/ Criterion Referenced Gradingc) Grading on the curved) Reporting grades
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The Four Taxonomies in the Psychomotor DomainBasic knowledge and skills start low and progressively increase to more sophisticated skills,
higher level of abilities, and learners develop critical understanding of performance.The psychomotor domain originally related to physical movements now includes communication
skills such as telephone skills and public speaking, and to computer operations, such as data
entry and keyboard skills.
RH DAVES PSYCHOMOTOR DOMAIN
Daves Psychomotor Domain listed the physical behavior description for each stage, examples of
activities, demonstration, and evidence of learning, and last key words or verbs that describe thatstage.
Stage CategoryBehavior
Description
Examples of activities,
Demonstrations, and
Evidence of learningKey Words
Imitation Copy action ofanother
Watch teacher or trainerand repeat action, process,
or activity
Attempt, copy, follow, replicate,repeat, adhere, observe, identify,
mimic, try, reenact, and imitate
2 Manipulation Reproduceactivity from
instructions
Carry out task from written
or verbal instructions.Re-create, build, perform,
execute, and implement
3 Precision Execute skillreliably,
independent of
help
Perform a task or activitywith expertise and to high
quality without assistance
or instruction; able todemonstrate an activity to
other learners.
Demonstrate, complete, show,perfect, calibrate, control and
practice
4 Articulation Adapt andintegrateexpertise to
satisfy a non-standard
objective
Relate and combined
associated activities todevelop methods to meet
varying, novel,requirements.
Construct, solve, combine,
coordinate, integrate, adapt,develop, formulate, modify,
master, improve, and teach
5 Naturalization Automated,unconscious
mastery ofactivity and
related skills at
strategic level
Define aim, approach, and
strategy for use of activities
to meet strategic need.
Design, specify, manage, invent,
and project-manage
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SIMPSONS PSYCHOMOTOR DOMAIN TAXONOMY
Elizabeth Simpsons interpretation of the psychomotor domain differs from Daves
because it contains extra two levels prior to the initial imitation or copy stage. Arguably forcertain situations, Simpsons first two stages, Perception and Set stages are assumed or
incorporated within Daves first imitation level assuming that you are dealing with fit and
healthy people (probably adults rather than young children), that getting ready or preparingoneself is a part of routine to be taught, learned of measured if not , then the morecomprehensive Simpson version might help ensure that these two prerequisites for physical task
development are checked and covered.
Stage Category Description
Examples of Activityor Demonstration
and Evidence to bemeasured
Key Words
1
Perception AwarenessThe ability to usesensory cues toguide motor activity.This ranges fromsensory stimulationthrough cueselection totranslation.
Use and/or selectionof senses to absorbdata for guidingmovementListening to thesounds made byguitar strings beforetuning them
(Verbs which describethe activity to be trainedor measure at eachlevel)
2
Set Readiness to act. Itincludes mental,physical, andemotional sets.These three sets aredispositions thatpredetermine apersons responseto different situation(sometimes calledmind sets.)
Mental, physical oremotional preparationbefore experience ortasks.
Arrange, begin, display,get set, move, prepare,respond, show, start,
3
Guidedresponse
AttemptThe early stages inlearning a complexskill that includeimitation. Adequacyof performance isachieve bypracticing.
Imitate or followinstruction, trial anderrorPerform amathematicalequation asdemonstrated
Imitate, copy, follow, try,assemble, build,construct, dismantle,display, fix, manipulate,organize
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4
Mechanism Basic proficiencyThe intermediatestage in learning acomplex skill.Learned responsesto become habitualand the movementscan be performedwith someconfidence andproficiency.
Competently respondto stimulus for action.
Make, perform, shape,complete.
5Complexovertresponse
Expert proficiency Execute a complexprocess withexpertise
Coordinate, fix,demonstrate
6Adaptation Adaptable
proficiencyAlter response toreliably meet varying
challenges
Adjust, integrate, solve
7
Origination Create proficiency Develop and executenew integratedresponses andactivities
Design, formulate,modify, redesign,trouble-shoot
HARROWS TAXONOMY OF PSYCHOMOTOR DOMAIN
Anita Harrows taxonomy is organized according to the degree of coordination includinginvoluntary responses as well as learned capabilities. Simple reflexes begin at the lowest level ofthe taxonomy, while the complex neuromuscular coordination makes up the highest levels.
Level Description Examples
Reflex movements Actions elicited without learning inresponse to some stimuli.
Flexion, extension, stretch, posturaladjustments
BasicFundamental
Movements
Inherent movement patternswhich are formed by combining of
reflex movements and are thebasis for complex skilledmovements.
Walking, running, pushing, twisting,gripping, grasping, manipulating
Perceptual Abilities Interpretation of various stimulithat enable one to makeadjustments to the environment,visual, auditory, kinesthetic, ortactile discrimination.
Coordinated jumping rope, punting, orcatching
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Physical activities Require endurance, strength,vigor, and agility which produce asound efficiently functioning body.
All activities which require:y Strenuous effort for long
periods of time
y Muscular exertion
y A quick wide range of motion
at the hip joints;y Quick precise movements
Skilled movements The result of the acquisition of adegree of efficiency whenperforming a complex task.
All skilled activities obvious in sports,recreation, and dance.
Non-discursivecommunication
Communication through bodilymovements ranging from facialexpressions through sophisticatedchoreographies.
Body posture, gestures, and facialexpressions efficiently executed inskilled dance movement andchoreographies.
AJ ROMISZOWSKIS PSYCHOMOTOR DOMAINAccording to Romiszowski (1981), it is also important to recognize the interrelatedness
of psychomotor skills with best in cognitive, affective and other domains of learning. HisInstructional Design focused on cognitive/affective outcomes in area such as training laboratory
technicians who should also acquire attention to the psychomotor domain issues such as speed, productivity, accuracy, and error rate. As a related topic, lab work in the context of the
psychomotor domain provides opportunities to measure procedural validity. This is veryimportant consideration beyond possessing knowledge of chemistry.
Romiszowski also believed that there exists schema. This is where physical skills exist on
a continuum with reproductive skills at one end and productive skills at the other hand.Reproductive skills are those skills that one copies or imitate after observing or watching themodel demonstrate them. Productive skills are those that the learner adapts and uses to create
new skill.
Step/Stage How Task/ Skills is Accomplished
1. Acquiring knowledge of whatshould be done, to what purpose, in
what sequence, and what by means.
Observing an expert explains/demonstrates a task;
discussion of task purpose, sequence procedures
2. Executing actions in step-by-stepmanner skills.
Conscious thinking out of each step in action; actionscontrolled via visual perception; performing a task with
assistance
3. Transfer of control from eyes toother senses
Flow of action from one step to the next without break ofvisual control
4. Automatization of skill Performing automatically with facility
5. Generalization of skill to a greaterrange of application situations
Increase in productive, strategy, and planning aspects of
the skill
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The Four Taxonomies in the Psychomotor Domain
Dave Simpson Harrow Romiszowski
Imitation Perception(awareness) Reflex Movement Acquiring knowledge
Manipulation Set Basic FundamentalMovements
Executing Actions
Precision Guided response Perceptual Abilities Transfer
Articulation Mechanism Physical activities Automatization
Naturalization Complex OvertResponse
Skilled movements Generalization
None Adaptation None-discursive None
None Origination None None
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Rubrics- a set of clear expectations or criteria used to help teachers and pupils focus on what is
valued in a subject. It describes the level at which a pupil may be performing a process or
completing a product. It focuses on academic work and is based on and linked to the
teachers curriculum.
- an assessment tool for communicating expectations of quality. Rubrics support student-
reflection and self- assessment as well as communication between assessors and assesses.
A rubric is a set of criteria and standards.
- used to delineate consistent criteria for grading.
- are generally thought to promote more consistent grading and to develop self-evaluation
skills in students as they monitor their performances relative to the rubric.
- a scoring guide that seeks to evaluate a students performance based on the sum of a full
range of criteria rather than a single numerical score.
- an authentic assessment tool.
- a working guide for students and teachers.
- enhances the quality of direct instruction.
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ANALYTIC RUBRIC
An analytic rubric articulates level of performance for each criterion so the teacher can assess
student performance on each criterion. Each criterion is evaluated separately.
An example of an Analytic Writing Rubric:
Ideas
and Content
4
Organization
3
Word
Choice
5
Voice
5
Sentence
Fluency
4
Conventions
2
Ideas and Content Organization Word Choice
Interesting Good intro Precise language
Well focused Good placement of details Strong verbsClear Strong transitions Specific, concrete nouns
Detailed, complete, rich Smooth, easy pace Natural
Written from experience Reader doesn't have to think aboutorganization
Words used in new ways
Precise information Strong conclusion Strong imagery
Starts somewhere, goes somewhere
Builds in tension, creates interest
Voice Sentence Fluency Conventions
Individual Fluid Correct or phonetic spellingHonest Musical, poetic in sound Punctuation works with sentence
structure
Natural Easy to read aloud Some sophisticated punctuationattempted
Expressive Interesting word patterns Correct grammar
Unusual, unexpected Good phrasing Sound usage
Appealing Varied sentence structure Paragraphing enhances organization
Written to be read andenjoyed
Varied sentence beginnings Informalities in punctuation or usagehandled well
Fragments used well Attention to details (i.e., dotted i's,crossed t's)
Effective title
Good margins
Easy to read
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Global/Holistic rubric- Holistic scales or rubrics respond to language performance as a whole. Each score on
a holistic scale represents an overall impression; one integrated score is assigned to aperformance. The emphasis in holistic scoring is on what a student does well.
- All criteria are evaluated simultaneously.- Rubrics that measure the overall quality of an artifact, performance, or portfolio.
An example ofHOLISTIC WRITING RUBRIC:
Each paper will be given one of three scores: Q, A, or NA. The reader will read the paper with these
descriptors in mind:
Quality--Can easily complete process
y Pre reading and then following the stepsy has no more than three minor errors (mechanics, word choice, sentence structure) y meets all requirements
Acceptable--Takes some effort to complete process
y Pre reading and then following stepsy has four to seven minor errors (mechanics, word choice, sentence structure) y meets all requirements
Not Acceptable--Cannot complete process
y does not follow directionsy has more than seven errors (mechanics, word choice, sentence structure)y does not meet all requirements
Wessels and Birkholz, 1994
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Preparing Rubrics
1. Select a process or product.
2. State performance criteria for the process or product.
3. Decide on the number of scoring levels for the rubric, usually three to five.
4. State description of performance criteria for the highest level of pupil
performance.
5. State descriptions of performance criteria at the remaining scoring levels.
6. Compare each pupils score to each scoring level.
7. Select the scoring level closest to a pupils actual performance or product.
8. Grade the pupil.
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Alternative Assessment
Alternative assessment uses activities that reveal what students can do withlanguage, emphasizing their strengths instead of their weaknesses. Alternativeassessment instruments are not only designed and structured differently fromtraditional tests, but are also graded or scored differently. Because alternativeassessment is performance based, it helps instructors emphasize that the point oflanguage learning is communication for meaningful purposes.
Types of Alternative Assessment
Performance Based AssessmentPerformance-based testing is an alternative that is designed to encompass a better overallrepresentation of student progress including the effectiveness of teacher lesson plans, worksheets
and study skills. The idea with performance-based testing is to gather a demonstration of thescope of knowledge a student has on a subject rather than simply testing the accuracy of their
response on a selection of questions.
How Performance-Based Testing WorksWith typical standardized testing, a student is provided multiple choice options or some
other form of question and answer format where they choose the best response from a list.
Performance-based testing methods utilize a variety of techniques depending on the subjectbeing examined. For example, oral discussions of the subject matter may be a testing method
utilized. This is very similar to how an academic doctoral candidate would perform a thesisdefense. The idea is to challenge not only the student's depth of knowledge on a subject, but how
they correlate multiple concepts taught within the curriculum.
Authentic AssessmentAuthentic assessment is used to evaluate students work by measuring the product
according to real life criteria. Although the same criteria are considered, expectations varyaccording to ones level of expertise. The performance level of a novice is expected to be lower
than that of an expert and would be reflected in different standards.
Portfolio Assessment
Portfolio approaches to assessing literacy have been described in a wide variety ofpublications (Flood & Lapp, 1989; Lamme & Hysmith, 1991; Matthews, 1990; Tierney, Carter,
& Desai, 1991; Valencia, 1990; Wolf, 1989) so that many descriptions of portfolios exist.Generally speaking, a literacy portfolio is a systematic collection of a variety of teacher
observations and student products, collected over time, that reflect a student's developmental
status and progress made in literacy.
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CHECKLIST
A. Cognitive Development
Yes No
1. Can the child memorize the letters in the alphabet?
2. Can the child understand the meaning of simple words beingheard/ read?
3. Can the child enumerate some animals he usually sees (like dog,cat, pig, bird etc.)?
4. Can the child recite the colors of the rainbow?
5. Can the child use common objects (like chair, table, spoon, forketc.)?
6. Can the child answer simple questions being asked?
7. Can the child follow simple instructions given by theteacher/parents?8. Can the child construct 1-2 sentences about herself?
9. Can the child recall past experiences when asked?
10. Can the child describe a thing being seen?
Rating Scale
Cognitive Development
Rating1. The child can memorize the letters in the alphabet.
2. The child can recall past experiences.
3. The child can describe things she sees.
4. The child knows the use of common objects seen in thehouse.
5. The child knows common animals seen on land.
6. The child can enumerate the colors of the rainbow.
7. The child can understand simple words.
8. The child can answer simple questions.9. The child can follow simple instructions.
10 The child can construct 1-2 sentences about herself.
Legend:
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1- Unsatisfactory 2- Below average 3- Average 4- Above average
5- Outstanding
LIKERT SCALE
A likert scale is used to evaluate a product or demonstration by selecting a number from
highest to lowest, (e.g., 1-5) for each specified trait. The numbers are arranged horizontally andare added up to arrive at an overall score.
Group Project Likert Scale
Directions: For each of the following criteria, place the most appropriate number or letter
to evaluate your peer's actions in group project. Group may be evaluated as a whole or as
individuals.
Excellent
5
Good
4
Satisfactory
3
Fair
2
Poor
1
or A: Always S: Sometimes N: Never
1. _____Your peers participated in the initial discussion used to get project going.2. _____Your peers contributed with creative ideas that enhances project.3. _____Your peers came up with few ideas, but these were always original and unique.4. _____Your peers were quick to suggest solutions to problems with project as they
occurred.
5. _____Your peers were helpful in inventing methods, gadgets, pictorial elements, etc., ofproject.
6. _____Your peers showed strong leadership skills during development and construction ofproject.
7. _____Your peers were friendly, enthusiastic, and positive during group work.8. _____Your peers were encouraging and complimentary of your own performance in
group project.9. _____Your peers were always available to spend time working on group project.10._____Overall, your peers were essential to the development and construction of your
group project.
Teacher Resource Manual, Senior High Social Studies 10/20/30, Alberta, 1990
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Introduction
Teaching is the noblest of all professions and it entails great responsibility.
The important element in teaching and learning is the learner. The child as a
unique individual has traits peculiar to himself and a product of his environment.
In considering the diversity of each learner, a teacher must come up with different
activities and assessment tools for the activities that will cater the students
diversity.
Assessment is a very important part in the field of education so it is
necessary for future educators to know how to assess their future students.
Assessing how and what the students have learned can show how effective was the
teacher as an instructor, a motivator, a leader, a model, and a facilitator inside the
classroom in the teaching learning process. A variety of assessment tools and
methods for the cognitive, affective and psychomotor domains should be utilized
to cope with the needs, interest, and abilities of the students.
Future educators should be aware and knowledgeable about the assessment
tools, types of alternative assessment, and grading and reporting to be able to
measure what the students have learned and how effective was the teacher as well
as the strategies that he used in the teaching- learning process.