(5-6)

• Performance-based assessment


  Assessment in which the actual student performance is assessed through a product, such as a completed project or work that demonstrates levels of task achievement
• Authentic assessment


  Alternative assessment that is performance-based
• Product-oriented assessment


  Assessment where the assessor views and scores the final product made and not on the actual performance of making that product
• Product-oriented assessment


  • More concerned with the outcome or the performance of the learner
  • Focuses on the achievement of the learner
• Product assessment


  Focuses on evaluating the result or outcome of a process
• Product-oriented learning competencies


  • Novice or beginner's level
  • Skilled level
  • Expert level
• Product-oriented learning competencies - Typing class

  • Possess no more than five (5) errors in spelling - (minimum specifications)
  • Possess no more than 5 errors in spelling while observing proper format based on the document to be typewritten - (skilled level)
  • Possess no more than 5 errors in spelling, has the proper format, and is readable and presentable - (expert level)
• Task designing for product-oriented assessment

  • Complexity - level of complexity within the range of student ability
  • Appeal - project/activity must be interesting and encourage self-discovery
  • Creativity - project must encourage creativity and divergent thinking
  • Goal-based - project is produced to attain a learning objective
• Scoring rubrics


  Descriptive scoring schemes developed by teachers or evaluators to guide the analysis of student products or processes
• Scoring rubrics


  • Increase objectivity and inter-rater reliability in assessment
  • Provide feedback to students on how to improve performance
• Criteria for scoring rubrics

  • Quality
  • Creativity
  • Comprehensiveness
  • Accuracy
  • Aesthetic
• Holistic scoring rubric


  Each score category describes the characteristics of a response that would receive that score
• Scoring rubrics are appropriate for evaluating group activities, extended projects, oral presentations, and across disciplines
• Checklists


  Enumerate a set of desirable characteristics and the teacher marks those observed
• General vs task-specific scoring rubrics

  General rubrics can be used to evaluate a sequence of similar tasks, while task-specific rubrics are needed to evaluate unique tasks
• Bloom's Taxonomy


  Created in 1956 to promote higher forms of thinking in education, learning takes place in 3 domains: cognitive, affective, and psychomotor
• Affective Domain


  Describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection
• Why assess Affective Domain

  • Affective assessment is based on students' attitudes, interests and values
  • Assessing the affective domain is important as it is often overlooked despite its importance
• Taxonomy in the Affective Domain


  • Receiving
  • Responding
  • Valuing
  • Organization
  • Characterization by value or value set
• Development of Assessment Tools

  • Self Report
  • Tally Sheet
  • Thurstone Scale
• The affective domain is part of Bloom's taxonomy published in 1965, along with the cognitive and psychomotor domains
• The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection
• Much of the educative process needs to deal with assessment and measurement of students' abilities in the affective domain
• The development of the psychomotor domain is also an important consideration in education, but is not covered in this chapter
• Some students characterize themselves as environmentalists, geology majors or earth scientists
• Importance of mentioning and studying biographies of great scientists

  • They serve as inspiration for students to emulate the way that great scientists have led simple lives and devoted their talents to the cause of science
• Affective topics in educational literature

  Attitudes, motivation, communication styles, classroom management styles, learning styles, use of technology in the classroom and nonverbal communication, interests, predisposition and self-efficacy
• The affective domain is the least studied and most often overlooked domain in educational literature despite the fact that almost every researcher or author begins with a premise on the importance of the affective domain in the teaching-learning process
• Reason for affective domain being overlooked

  It is the most nebulous and the hardest to evaluate among Bloom's three domains
• Traditional assessment procedures concentrate on the cognitive aspects of learning and teachers typically focus their efforts on the development of tests and instruments for measuring cognitive learning
• By tapping the potentials of the affective domain in enhancing learning, we increase the likelihood of real and authentic learning among our students
• Students may experience affective roadblocks to learning that can neither be recognized nor solved when using a purely cognitive approach
• Instructional objectives


  Specific, measurable, short-term, observable student behaviors
• Purpose of instructional objectives

  • Not to restrict spontaneity or constraint the vision of education in the discipline; but to ensure that learning is focused clearly enough that both students and teacher know what is going on, and so learning can be objectively measured
• Levels of the Taxonomy in the Affective Domain


  • Receiving
  • Responding
  • Valuing
  • Organization
  • Characterization by Value
• Attitudes


  A mental predisposition to act that is expressed by evaluating a particular entity with some degree of favor or disfavor
• Components of attitudes


  • Cognitions
  • Affect
  • Behavioral Intentions
  • Evaluation
• Attitudes can influence the way we act and think in the social communities we belong
• Motivation


  A reason or set or reasons for engaging in a particular behavior, especially human behavior as studied in psychology and neuropsychology
• Maslow's hierarchy of human needs theory


  • Human beings have wants and desires which influence their behavior; only unsatisfied needs can influence behavior, satisfied needs cannot
  • The person advances to the next level of needs only after the lower level need is at least minimally satisfied
  • The further the progress up the hierarchy, the more individuality, humanness and psychological health a person will show