ASL 2 OUIZ Flashcards
demonstrate their knowledge, skills, and strategies by creating a response or a product.
performance based assessment
select one of the responses provided.
traditional standardize test
It requires students to perform a task or generate their own responses.
performance assessment
when it mimics the kind of work that is done in real-world contexts.
authentic assessment
Performance-based assessment taps into students’ -___________, such as evaluating the reliability of sources of information, synthesizing information to draw conclusions, or using deductive/inductive reasoning to solve a problem.
higher order thinking skills/HOTS
Performance-based assessment is used for both _____ purposes.
formative and summative
A ____refers to something produced by students providing concrete examples of the application of knowledge. these are generally done outside of the classroom
product
According to McTighe & Ferrara (1998) there are three types of performance-based assessment.
products, performances, or process-oriented assessments.
allow students to show how they can apply knowledge and skills under the direct observation of the teacher. These are generally done in the classroom
Performances
provide insight into student thinking, reasoning, and motivation. It provide diagnostic information on how when students are asked to reflect on their learning and set goals to improve it.
Process-oriented assessments
defined to ensure that the designed performance tasks will measure the desired outcomes.
task parameters (or “task shell”)
designed using a backward-planning tool to ensure alignment with the performance outcomes, specific content standards, or other learning targets.
Content-specific performance tasks
whether these work samples truly measure state content standards or represent college readiness skills
content validity
how consistent students’ performance tasks scores are with students’ grades, SAT scores, or other standardized test scores
concurrent validity
how well students’ performance task scores predict performance in college
predictive validity
what students learn from completing a performance task, or what teachers learn from implementing these tasks
consequential validity
state the goal, problem, challenge, or obstacle to be resolved in the task (This should be consistent to the intended learning outcome/objective
goal
define the role of the students in the task and what they are being asked to do
role
Identify the target audience within the context of the scenario (Remember, the audience is not limited to the instructor
audience
Provide and explain the context of the situation and any additional factors that could impede the resolution of the problem
situation
explain the product or performance that needs to be created and its larger purpose
product, performance or purpose
dictate the standards that must be met and how the work will be judged by the target audience
standards and criteria for success
evaluate students’ abilities in ‘real-world’ contexts. and focuses on students’ analytical skills; ability to integrate what they learn; creativity; ability to work collaboratively; and written and oral expression skills.
Authentic Assessment
one of the practical assessment strategies to monitor specific skills, behaviors, or dispositions of individual or group of students. It can be used as a formative assessment to emphasize specific behaviors such as thinking skills, social skills, writing skills, speaking skills, athletic skills, or whatever affective learning objectives are likely to be measured and monitored. Also it can be used for individual or group cases.
Checklist
It useful in evaluating psychological objects, individual characteristics, and reactions, stimuli, and products, such as essays, concepts, handwriting, interview protocols, and projective test materials. It helps students understand the learning target/outcomes and focuses students’ attention on performance.
Rating scales
It translates the judgments of quality or degree into numbers. This rating scale is simply assigning values to the categories, traits, or descriptions of behaviors. It is most helpful if the trait to be rated is easily classified into a specific number of categories of numerical value.
numerical rating scale
Is a combination of lines and descriptive phrases. The lines may be continuous, broken, marked into equal intervals, segmented or unmarked. It enables a rater to assign values on any position along the continuum and provides a pictorial impression of students’ behavior.
Graphical rating scale
Is one of the most accessible tools in determining the feelings, emotions, and priorities of students. A teacher may rank several individuals on the trait being rated. Also, students may rate or rank their qualities and preferences to reveal their personalities.
ranking procedure
Is an assessment instrument, which asks an individual to respond to a series of statements. This scale indicates whether students strongly agrees (SA), agrees (A), is undecided (U), disagrees (D), or strongly disagrees (SD) with each statement or with the list of favorable and unfavorable attitude statements. Each student is asked to respond to the verbal expressions, feelings, and opinions in which individuals are willing to report.
Likert scale
Is an affective assessment tool, which uses contrasting adjectives at each end as bipolar scales to provide feelings or beliefs on something. Students would place a check between each pair of adjectives that describes positive or negative aspects of the traits (see example 1). Also, you can make use of numbers in opposite directions to emphasize intensity
Semantic differential scale
Is another assessment tool, which teacher can use as a quick feedback of the learning, student’s feeling towards the lesson, the teacher and the activities given. It can be implemented before the lesson as a motivation activity, during the lesson to determine if students’ presence is within the discussion, or after the lesson as a learning exit.
Sentence completion
It measures the preferred value(s) to be internalized or liven out by students. This scale provides two (2) options only for students to choose as value-enhanced or value-deprived in their life. Through this tool, students’ attention will be directed to a more thorough discussion, sharing of personal takeaways, and healthy debates about the chosen value.
Value scale
An action or a process of careful watching and observing something or someone to gain information. The teacher used this method to record and determine specific behaviors of students as an indicator of the targeted affective traits vividly manifested during learning processes.
Teacher observation
It result in less direct, less frequent, and less intense contact.
Approach behaviors
The behaviors in the positive column are called__________ while the negative ones are known as ______.
approach behaviors
avoidance behaviors
It is also called anecdotal, which can be used to make summative judgments on the behaviors that indicate the affective traits of students. It simply recording all observed affective traits present.
Unstructured observation
More time is needed since checklist or rating forms are to be generated from the lists of observed positive and negative behaviors to be used in recording observations and in making checklists or rating scales for an easy and convenient way of completing the structured observation
structured observation
It can be done through a casual conversation or interview and written questionnaire or survey forms. These methods are commonly used in assessing students’ affect to gain a deeper understanding of their personal self or other students.
Student self-report
It has different types of personal communication with students to directly elicit their true feelings and beliefs through individual or group interviews, discussions, or the casual conversations of teachers to his or her students. In interviews, it is a must that students establish trust with their teachers as interviewers to make the communication more expressive, comfortable, warm, and caring to hear acceptable, desirable and honest responses from the students.
Student interview
__________set of actual questions that students will have to answer individually and a __________ is a process of using these sets of questions (questionnaires) to be collected, analyzed, and interpreted to determine insights, common characteristics, and affect about the students or group of students.
Questionnaires and Surveys
This format is more direct in asking students’ affect. Questions asked must lead to short and straightforward sentences as a response. Commonly, incomplete sentences or statements are used to express their attitudes, values, beliefs, and preferences freely. Essay formats can be implemented to older students in higher grades for a more comprehensive, detailed and authentic explanation of their attitudes, values, beliefs, behaviors and choices.
Constructed-Response Format
In assessing affective domain of learning are considered to be an efficient way of collecting information. It assures anonymity in checking the responses.
Selected-response formats
This method still requires the teachers to be more attuned in class and closely monitor what students assessed in peer rating for further verification.
peer rating
It is used to obtain peer judgment or ratings requiring students to name their classmates who portray the behavioral descriptors presented by the teacher. It could be both positive and negative traits, but normally assessing affect has to be the positive ones to reinforce desirable behaviors.
Guess-who technique
It is used to assess the students’ social interactions, acceptance, and liking patterns from each other or among other classmates. Usually, a student will nominate a classmate that indicates their choice of companion
Socio-metric technique
a diagram and a tool for charting the relationships within a group, a visual representation of students’ social links and preferences in same learning environment
sociogram
