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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:
Mr. Jonas Villas

BEEd (SpEd) 3-8 TFri 9:00-10:30 am

Introduction The 4 Taxononomies a) Dave b) Harrow c) Simpson d) Romiszowski Lessons learned Instructional process Rubrics Introduction a) Analytic b) Global/ Holistic c) Preparing Types of Alternative Assessment Introduction a) Performance- Based Assessment b) Authentic Assessment c) Portfolio Assessment d) Journal Assessment Affective Domain Introduction a) Taxonomy on Affective Domain b) Affective Learning Competencies c) 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 Inventory Grading and Reporting a) Functions of Grading and Reporting b) Grading Systems used in the Elementary/ Secondary/ College/ Norm Referenced Grading/ Criterion Referenced Grading c) Grading on the curve d) Reporting grades

The Four Taxonomies in the Psychomotor Domain Basic 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 that stage.
Behavior Description Copy action of another Examples of activities, Demonstrations, and Evidence of learning Watch teacher or trainer and repeat action, process, or activity Carry out task from written or verbal instructions.

Stage

Category Imitation

Key Words Attempt, copy, follow, replicate, repeat, adhere, observe, identify, mimic, try, reenact, and imitate Re-create, build, perform, execute, and implement

Manipulation

Reproduce activity from instructions Execute skill reliably, independent of help

Precision

Perform a task or activity with expertise and to high quality without assistance or instruction; able to demonstrate an activity to other learners. Relate and combined associated activities to develop methods to meet varying, novel, requirements. Define aim, approach, and strategy for use of activities to meet strategic need.

Demonstrate, complete, show, perfect, calibrate, control and practice

Articulation

Adapt and integrate expertise to satisfy a nonstandard objective Automated, unconscious mastery of activity and related skills at strategic level

Construct, solve, combine, coordinate, integrate, adapt, develop, formulate, modify, master, improve, and teach

Naturalization

Design, specify, manage, invent, and project-manage

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 for certain 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 preparing oneself is a part of routine to be taught, learned of measured if not , then the more comprehensive Simpson version might help ensure that these two prerequisites for physical task development are checked and covered.

Stage

Category

Description

Examples of Activity or Demonstration and Evidence to be measured Use and/or selection of senses to absorb data for guiding movement Listening to the sounds made by guitar strings before tuning them

Key Words

Perception

Awareness The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation through cue selection to translation. Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a persons response to different situation (sometimes called mind sets.) Attempt The early stages in learning a complex skill that include imitation. Adequacy of performance is achieve by practicing.

(Verbs which describe the activity to be trained or measure at each level)

Set

Mental, physical or Arrange, begin, display, emotional preparation get set, move, prepare, before experience or respond, show, start, tasks.

Guided response 3

Imitate or follow instruction, trial and error Perform a mathematical equation as demonstrated

Imitate, copy, follow, try, assemble, build, construct, dismantle, display, fix, manipulate, organize

Mechanism

Basic proficiency The intermediate stage in learning a complex skill. Learned responses to become habitual and the movements can be performed with some confidence and proficiency. Expert proficiency

Competently respond to stimulus for action.

Make, perform, shape, complete.

Complex overt response Adaptation

Execute a complex process with expertise Alter response to reliably meet varying challenges Develop and execute new integrated responses and activities

Coordinate, fix, demonstrate Adjust, integrate, solve

6 Origination 7

Adaptable proficiency Create proficiency

Design, formulate, modify, redesign, trouble-shoot

HARROWS TAXONOMY OF PSYCHOMOTOR DOMAIN Anita Harrows taxonomy is organized according to the degree of coordination including involuntary responses as well as learned capabilities. Simple reflexes begin at the lowest level of the taxonomy, while the complex neuromuscular coordination makes up the highest levels.

Level Reflex movements Basic Fundamental Movements

Description

Examples

Actions elicited without learning in Flexion, extension, stretch, postural response to some stimuli. adjustments Inherent movement patterns Walking, running, pushing, twisting, which are formed by combining of gripping, grasping, manipulating reflex movements and are the basis for complex skilled movements. Coordinated jumping rope, punting, or catching

Perceptual Abilities Interpretation of various stimuli that enable one to make adjustments to the environment, visual, auditory, kinesthetic, or tactile discrimination.

Physical activities

Require endurance, strength, All activities which require: vigor, and agility which produce a y Strenuous effort for long sound efficiently functioning body. periods of time y Muscular exertion y A quick wide range of motion at the hip joints; y Quick precise movements All skilled activities obvious in sports, recreation, and dance. Body posture, gestures, and facial expressions efficiently executed in skilled dance movement and choreographies.

Skilled movements The result of the acquisition of a degree of efficiency when performing a complex task. Non-discursive communication Communication through bodily movements ranging from facial expressions through sophisticated choreographies.

AJ ROMISZOWSKIS PSYCHOMOTOR DOMAIN According to Romiszowski (1981), it is also important to recognize the interrelatedness of psychomotor skills with best in cognitive, affective and other domains of learning. His Instructional 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 very important 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 the model demonstrate them. Productive skills are those that the learner adapts and uses to create new skill.
Step/Stage How Task/ Skills is Accomplished Observing an expert explains/demonstrates a task; discussion of task purpose, sequence procedures Conscious thinking out of each step in action; actions controlled via visual perception; performing a task with assistance Flow of action from one step to the next without break of visual control Performing automatically with facility Increase in productive, strategy, and planning aspects of the skill

1. Acquiring knowledge of what


should be done, to what purpose, in what sequence, and what by means.

2. Executing actions in step-by-step


manner skills.

3. Transfer of control from eyes to


other senses

4. Automatization of skill 5. Generalization of skill to a greater


range of application situations

The Four Taxonomies in the Psychomotor Domain Dave Imitation Manipulation Precision Articulation Naturalization None None Simpson Harrow Romiszowski Acquiring knowledge Executing Actions Transfer Automatization Generalization None None

Perception(awareness) Reflex Movement Set Guided response Mechanism Complex Overt Response Adaptation Origination Basic Fundamental Movements Perceptual Abilities Physical activities Skilled movements None-discursive None

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 studentreflection 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.

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 Word Choice 5 Sentence Fluency 4

Organization 3

Voice 5

Conventions 2

Ideas and Content Interesting Well focused Clear Detailed, complete, rich Written from experience Precise information

Organization Good intro Good placement of details Strong transitions Smooth, easy pace Reader doesn't have to think about organization Strong conclusion Starts somewhere, goes somewhere Builds in tension, creates interest Sentence Fluency Fluid Musical, poetic in sound Easy to read aloud Interesting word patterns Good phrasing Varied sentence structure Varied sentence beginnings Fragments used well

Word Choice Precise language Strong verbs Specific, concrete nouns Natural Words used in new ways Strong imagery

Voice Individual Honest Natural Expressive Unusual, unexpected Appealing Written to be read and enjoyed

Conventions Correct or phonetic spelling Punctuation works with sentence structure Some sophisticated punctuation attempted Correct grammar Sound usage Paragraphing enhances organization Informalities in punctuation or usage handled well Attention to details (i.e., dotted i's, crossed t's) Effective title Good margins Easy to read

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 a performance. 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 of HOLISTIC 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 y y

Pre reading and then following the steps has no more than three minor errors (mechanics, word choice, sentence structure) meets all requirements

Acceptable--Takes some effort to complete process


y y y

Pre reading and then following steps has four to seven minor errors (mechanics, word choice, sentence structure) meets all requirements

Not Acceptable--Cannot complete process


y y y

does not follow directions has more than seven errors (mechanics, word choice, sentence structure) does not meet all requirements

Wessels and Birkholz, 1994

Preparing Rubrics
1. 2. 3. 4.

Select a process or product. State performance criteria for the process or product. Decide on the number of scoring levels for the rubric, usually three to five. State description of performance criteria for the highest level of pupil performance.

5. 6. 7. 8.

State descriptions of performance criteria at the remaining scoring levels. Compare each pupils score to each scoring level. Select the scoring level closest to a pupils actual performance or product. Grade the pupil.

Alternative Assessment Alternative assessment uses activities that reveal what students can do with language, emphasizing their strengths instead of their weaknesses. Alternative assessment instruments are not only designed and structured differently from traditional tests, but are also graded or scored differently. Because alternative assessment is performance based, it helps instructors emphasize that the point of language learning is communication for meaningful purposes.

Types of Alternative Assessment Performance Based Assessment


Performance-based testing is an alternative that is designed to encompass a better overall representation 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 the scope 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 Works

With 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 subject being 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 thesis defense. 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 Assessment
Authentic assessment is used to evaluate students work by measuring the product according to real life criteria. Although the same criteria are considered, expectations vary according 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 of publications (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.

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 being heard/ 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, fork etc.)? 6. Can the child answer simple questions being asked? 7. Can the child follow simple instructions given by the teacher/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
Rating 1. 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 the house. 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:

1- Unsatisfactory 5- Outstanding

2- Below average

3- Average

4- Above average

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 and are 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 _____Your peers participated in the initial discussion used to get project going. _____Your peers contributed with creative ideas that enhances project. _____Your peers came up with few ideas, but these were always original and unique. _____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., of project. 6. _____Your peers showed strong leadership skills during development and construction of project. 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 1. 2. 3. 4.

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.

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