COURSE ENHANCEMENT PROGRAM 2

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TOPIC PED 6: ASSESSMENT IN LEARNING 2

Test
Assessment of Affective Learning Outcome
SUBTOPICS Alternative Assessment
, Levels or Scales of Measurement
Giving Grades

Welcome BCPians!
I. INTRODUCTION:

This module focuses on the principles, development, and utilization of alternative forms of assessment in measuring authentic
learning. It emphasizes on how to assess process and product - oriented learning outcomes as well as affective learning, Students
will experience how to develop rubrics and other assessment tools for performance - based and product-based assessment

At the end of this module, you should be able to:

1. Apply the principles of assessment in conceptualizing techniques for assessing authentic learning
2. Determine performance - based assessment tools
3. Demonstrate skills in preparing and reporting grades
4. Derive information from alternative forms of assessment in making instructional decisions

Before we proceed with the lesson, let’s have a short activity.

Before we proceed with the lesson, let’s have a short activity.

\\III. PRELIMINARY ACTIVITIES:

Briefly answer the Following Questions.
What is a test?
___________________________________________________________
___________________________________________________________

What is alternative form of assessment?

___________________________________________________________
___________________________________________________________

How can assessment can help you in your instructional decisions?

___________________________________________________________
___________________________________________________________
Great!!! You may proceed to the main lesson.
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IV: LESSON PROPER:

TEST
When defined within an educational setting, assessment, evaluation, and testing are all used to measure how much
of the assigned materials students are mastering, how well student is learning the materials, and how well student is
meeting the stated goals and objectives. Although you may believe that assessments only provide instructors with
information on which to base a score or grade, assessments also help you to assess your own learning.

Education professionals make distinctions between assessment, evaluation, and testing. However, for the purposes
of this tutorial, all you really need to understand is that these are three different terms for referring to the process of
figuring out how much you know about a given topic and that each term has a different meaning. To simplify things,
we will use the term "assessment" throughout this tutorial to refer to this process of measuring what you know and
have learned.

Definitions:

A test or quiz is used to examine someone's knowledge of something to determine what he or she knows or has
learned. Testing measures the level of skill or knowledge that has been reached.

Evaluation is the process of making judgments based on criteria and evidence.

Assessment is the process of documenting knowledge, skills, attitudes and beliefs, usually in measurable terms.
The goal of assessment is to make improvements, as opposed to simply being judged. In an educational context,
assessment is the process of describing, collecting, recording, scoring, and interpreting information about learning.

Why is Assessment Important?

Hopefully by this point in your life you have discovered that learning can be fun! You have probably also realized that
you are constantly learning, whether you are in a classroom, a car, or a kitchen.

Assessment helps you build confidence in your ability to learn.

Perhaps you have heard that the global work culture is changing. Unlike your grandfather, you will probably have a
number of different jobs and careers during your lifetime. In order to be successful, you will need to have confidence
in your ability to learn and you will need to become a lifelong learner. Assessment plays a key role in developing your
confidence in your ability to learn, as well as in developing your lifelong learning skills.

Classification of Tests According to Format

I. Standardized Tests – tests that have been carefully constructed by experts in the light of accepted objectives.

1.Ability tests – combine verbal and numerical ability, reasoning and computations

2.Aptitude Tests – measure potential in a specific field or area; predict that degree to which an individual will succeed
in any given area such art, music, mechanical task or academic studies.

II. Teacher-made Tests – constructed by classroom teacher which measure and appraise student progress in terms
of specific classroom and instructional objectives

1.Objective Type – answers are in the form of a single word or phrase or symbol.
2.Limited Response Type – requires the student to select the answer from a given number of alternatives or choices.
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i. Multiple Choice Test – consists of a stem each of which presents three to five alternatives or options in
which only one is correct or better than the other. The correct option choice or alternative in each item is merely
called answer and the rest of the alternatives are called distracters or decoys or foils.
ii. True – False or Alternative Response – consists of declarative statements that one has to respond or
mark true or false, right or wrong, correct or incorrect, yes or no, fact or opinion, agree or disagree and the like. It is a
test made up of items which allow dichotomous responses.
iii. Matching Type – consists of two parallel columns with each dichotomous responses. Word, number, or
symbol in one column being matched to a word sentence, or phrase in the other column. The items in Column l or A
for which a match is sought are called premises, and the items in Column Il or B from which the selection is made are
called
iv. Free Response Type or Supply Test- requires the student to supply or give the correct answer
1. Short Answer – uses a direct question that can be answered by a word, phrase, number, or
symbol.
2. Completion Test-consists of an incomplete statement that can

v. Essay Type- Essay questions provide freedom of response that responses. Supply or give the correct
answer. A word, phrase, number, or symbol. Also be answered by a word, phrase, number, or symbol is needed to
adequately assess students' ability to formulate, organize, integrate, and evaluate ideas and information or apply
knowledge and skills.

Other Classification of Tests

1.Psychological Tests- aim to measure students' intangible aspects of behavior, i.e., intelligence, attitudes, interests

2.Educational Tests-aim to measure the results/effects of instructions.

3.Survey Tests-measure general level of student's achievement over a broad range of learning outcomes and tend to
emphasize norm - referenced interpretation

4.Mastery Tests -measure the degree of mastery of a limited set of specific learning outcomes and typically use
criterion referenced interpretations.

5.Power T Tests-designed to measure level of performance time conditions, consist of items arranged in order
increasing difficulty

6.Verbal Tests-one in which words are very necessary and the examinee should be equipped with vocabulary in
attaching meaning to or responding to test items.

7. Speed Tests - designed to measure the number of items an individual or responding to test items

8. Non-Verbal Tests-one in which words are not that important student responds to test items in the form of drawings,
pictures, or design

ASSESSMENT OF AFFECTIVE LEARNING OUTCOME

http://logcero.blogspot.com/2014/01/assessment-tools-in-affective-domain

Assessment Tools in the Affective Domain

The assessment tools in the affective domain are those that are used to assess attitudes, interests, motivations, and
self-efficacy. We consider a few of the standard assessment tools in the affective domain.
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Self-Report. This is the most common measurement tool in the affective domain. It essentially requires an individual
to provide an account of his attitude or feelings toward a concept or idea or people. Self-reports are also sometimes
called "written reflections". In using this measurement tool, the teacher requires the student to write his/her thoughts
on a subject matter, like, "Why I like or dislike Mathematics". The teacher ensures that the students write something
which would demonstrate the various levels of the taxonomy (from receiving up to characterization)

Rating Scale. This is a set of categories designed to elicit information about a quantitative attribute in social science.
Common examples are the Likert scale and 1-10 rating scales for which a person selects the number which is
considered to reflect the perceived quality of a product. The basic feature of any rating scale is that it consists of
several categories. These are usually assigned integers. According to Nitko (2001), rating scales can be used for
teaching purposes and assessment.

Rating scales help students understand the learning target/outcomes and to focus students' attention on
performance. completed rating scale gives specified feedback to students as far as their strengths and weaknesses
with respect to the targets to which they are measured students not only learn the standards but also may internalize
the set of standards ratings help to show each students' growth and progress

Example: Rating Scale (Attitude towards Mathematics)

Directions: Put the score on the column for each of the statement as it applies to you. Use 1 to 5, 1 being the lowest
and 5 the highest possible score.

Indicators Score
1. I am happy during Math class

2. I get tired doing board work and drills

3. I enjoy solving word problems

Types of Rating Scales

The most common type of rating scales is numerical rating scales and a descriptive graphic rating scale.

The numerical rating scale translate the judgment of quality or degree into numbers. To increase the objectivity and
consistency of results from numerical rating scales, a short verbal description of the quality level of each number may
be provided.

Example:
Directions: Indicate the degree to which the student contributes to team activity by encircling the appropriate number.
The numbers represent the following values:
4 - constantly appropriate and effective;
3 - generally appropriate and effective;
2 - needs improvement, may do other unrelated tasks; and
1 - unsatisfactory, disruptive and do other tasks not related to the activity.

To what extent does the student participate in team meetings and discussions? 1 2 3 4

Descriptive Graphic Rating Scales. A better format for the rating is this descriptive graphic rating scale that
replaces the ambiguous single word with short behavioral descriptions of the various points along the scale.
Describing the points of the scale by behavior descriptions leads to increased consistency of ratings across raters
and students.
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Example:
Directions: Make your ratings on each of the following by placing X anywhere along the horizontal line under each
item. In the space for comments(s), include anything that helps clarify your rating.
To what extent does the student participate in team meetings and discussions?

Common Rating Scale Errors

The table below contains the common rating scale errors that teachers and students must be familiar with to avoid
committing such kind of errors during the assessment.

3. Semantic Differential Scales - tries to assess an individual's reaction to specific words, ideas or concepts in
terms of ratings on bipolar scales defined with contrasting adjectives at each end. An example is shown below:

4. Likert Scale - is a simple and widely used self-report method in assessing affect. It requires that individuals tick on
a box to report whether they "strongly agree", "agree", "undecided", "disagree", or "strongly disagree", in response to
many items concerning attitude object or stimulus. An example is shown below:

Constructing the Likert Scale Instrument

• Write a series of statements expressing positive and negative opinions toward attitude objects.
• Select the best statements (at least 10), with a balance of positive and negative opinions and edit as
necessary.
• List the statements combining the positive and negative and put the letters of the five-point scale to the left
of each statement for easy marking.
• Add the directions, indicating how to mark the answer and include a key at the top of the page if letters are
used for each statement. Some prefer to drop the undecided category so that respondents will be forced to
indicate agreement or disagreement

5. Checklists - are the most common and perhaps the easiest instrument to construct in the affective domain. A
checklist consists of simple items that the student or teacher marks as "absent" or "present". Here are steps in
constructing a checklist:

• Enumerate all the attributes and characteristics you wish to observe relative to the concept being measured.
For instance, if the concept is "interpersonal relation", then you might want to identify those indicators or
attributes which constitute evidence of good interpersonal relation
• Arrange these attributes as a shopping list of characteristics
• Ask the students to mark those attributes or characteristics which are present and to leave blank those
which are not.

Personality Assessment is a proficiency in professional psychology that involves the administration, scoring, and
interpretation of empirically supported measures of personality traits and styles in order to:

Refine clinical diagnoses; Structure and inform psychological interventions; and increase the accuracy of behavioral
prediction in a variety of contexts and settings (e.g., clinical, forensic, organizational, educational).

Specialized Knowledge
Psychometric properties of test instruments which demonstrate their construct validity and clinical utility Elements of
psychometric theory, including issues of reliability, validity, reference group norms, limits of generalizability and test
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construction Theories of intelligence and human cognition, including the role of race and ethnicity in
intellectual evaluation Theory, administration, and interpretation of

performance-based measures of personality such as the Rorschach Inkblot Test and other major free-response tests;
and major self-report inventories, including the applicability of specific population norms to individual clients.

Appropriate selection of instruments to answer specific referral questions including the construction of a test battery

Data integration from multiple data sources, including interview, psychometric tests and collateral sources

Communication of assessment results to different referring individuals and agencies and feedback to clients
themselves The relationship between assessment and intervention Ethics, laws and regulations pertaining to
Personality Assessment in general and in particular settings

projective test, in psychology, examination that commonly employs ambiguous stimuli, notably inkblots (Rorschach
Test) and enigmatic pictures (Thematic Apperception Test), to evoke responses that may reveal facets of the
subject’s personality by projection of internal attitudes, traits, and behavior patterns upon the external stimuli.
Projective tests are also used, less frequently, to study learning processes. Other projective methods involve
requiring subjects to build wooden block structures, complete sentences, paint with the fingers, or provide
handwriting samples; additional methods include association tests in which spoken words serve as the stimuli.

Non - projective

Interview method: The original method used for the assessment of personality and the one which is still found to be
useful is the interview method. In interview there is a direct face to face contact between the interviewer and the
interviewee. The interviewer is the psychologist, or the psychiatrist and the interviewee may be the patient or a
subject. In this method the psychologists listen to the subject’s own story, and he seldom interferes while the subject
is talking. He is sympathetic in listening breaks the subjects’ restraints and he begins to talk in more intimate
manners. This draws out the subject’s true personality. Sometimes the subject is questioned about his attitude and
interests. The interview has got two forms namely guided and unguided. In the guided form the psychologist has the
pre arranged questions where as in the unguided form the questions are not pre - arranged.

A highly skilled interview can gain a great deal of useful information about his subject from the interview. The
subject’s manner of speaking his hesitation averted glans (escape) provide important clues to his personality. But the
interview method has serious limitations people bearing greatly in their skill as interviewers. The results of the
interview though clear to the interviewer cannot be expressed in precise terms.

Behavior test

One of the behavioral tests is called Brook test which is designed to test group participation in problem solving and to
reveal natural leader. Here a group of 4 to 5 candidates are taken to a brook. They will be provided with a few
materials like tins, ropes, and bamboos. Then they are asked to imagine themselves to ba in a situation where they
are faced with enemy force and their leader to the other side of the river. Here how the group starts its work, how the
leader emerges will be observed by a team of experts including a psychologist, a doctor and an army officer based
on the performance the fit person will be selected for the job.

Characteristics of an Assessment Tool

1. Reliability
The right assessment tool produces the same results over time. So there's a consistency, or accuracy in these
results. Here, you should consider whether the test can replicate results whenever it is used.
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For example, if the students perform the same tasks simultaneously, then such assessment passes as
reliable.

2. Validity
The validity of an assessment boils down to how well it measures the different criteria being tested. In other words, it
is the idea that the test measures what it intends to measure.

This means your assessment method should be relevant to the specific context. For example, if you're testing
physical strength, you shouldn't send out a written test. Instead, your tests should include physical exercises like
pushups and weightlifting.

3. Equitable
A good assessment tool is equitable, which means it doesn't favor or disfavor any participant. Fair assessments
imply that students are tested using methods and procedures most appropriate to them. Every participant must be
familiar with the test context so they can put up an acceptable performance.

4. Standardization
Standardization means applying consistency to your testing methods. For example, if you're sending out a
questionnaire, it should have the same set of questions for all participants, and all the answers should be graded
using the same criteria.

Other characteristics of assessment tools include:

• A good assessment tool should provide a window for high-quality feedback.

• It is feasible and accounts for equivalence.
• It should motivate participants to be involved in the testing.
• It should be transparent, non-discriminatory, and match expectations.

Types of Assessment Tools

Educational Assessment Tool

An educational assessment tool is used for evaluating students’ performance and their level of knowledge in a
particular subject. Educational assessment tools can be used during the learning process or on an ongoing basis.

For example, in formative assessment, the teacher deploys different methods to track a student’s performance as
learning progresses. This allows the instructor to identify and fix knowledge gaps as they move from one learning
phase to another. But in summative assessment, the teacher waits till the end to measure the student’s performance
using a rubric of expected learning outcomes.

Expectedly, different assessment tools work for different types of educational assessment. So, while quizzes and
straw polls are suitable for formative evaluation, end-of-term examinations with close-ended questions are better-
suited for summative assessments.

Examples of Educational Assessment Tools

1. ASSISTments: This is a free online platform that teachers can use to assign Maths tests to students, whether
during the learning process or outside the classroom. ASSISTments allow instructors to provide immediate feedback
as students turn in their tests.
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2. Formplus: Teachers can use Formplus to create surveys, questionnaires, and polls for classroom
assessments. Students can participate in these assessments even without an internet connection, and teachers can
analyze responses immediately.

3. Google Classroom Question Tool: Google classroom allows you to create and share questions with your students
right in the app. Teachers can each student’s answer separately or set up a discussion with different groups.

4. Quizizz Tool: If you’re conducting fact-based tests, then the Quizizz tool is a great option. In Quizizz, you can set
up self-graded tests, which helps you save time on assessments.

Pros of Educational Assessment Tools

• Educational assessment tools help teachers to track and evaluate progress throughout the learning process.
• They provide enough data for improving the overall teaching and learning experiences.
Cons of Educational Assessment Tools
• Educational assessment tools can cause anxiety or affect students’ motivation, mainly when they do not
perform as well as they wanted.
• It is not always an accurate reflection of how much progress the students have made.

Research Assessment Tool

A research assessment tool is used to measure the impact of a systematic investigation based on specific criteria.
These criteria could be the research results, level of participation from research subjects, and other similar metrics.

For example, after a systematic investigation, you can send out an internal survey to gather feedback from key
players in the process. A research assessment tool can also help you determine the extent to which the research
outcomes solve the identified problem.

Pros of Research Assessment Tools

• Research assessment tools help you to identify gaps in your process.
• They allow you to determine the extent to which your systematic investigation solves the problem.
Cons of Research Assessment Tools
• Research assessment tools are subjective and easily affected by bias.
• It is time-consuming.

Project Assessment Tool

A project assessment tool is a method of evaluating the success of your project. These tools can be used in different
contexts, such as launching a new product, introducing an additional feature in an existing product, and launching a
new branch of your business.

Before choosing a project assessment tool or method of evaluation, you should consider different factors like the
project scale, how much money you've invested into it, and if you have the resources to pull it off. For example, a
simple project might not require a complex evaluation with complex assessment tools.

You should also define the project's success parameters. If success is quantitative, you need a tool that can measure
numerical data like the number of people who signed up for an event. If success is qualitative, then the assessment
tool should evaluate the participants' perceptions and impressions of the project.

Examples of Project Assessment Tools

1. Surveys: Tools like Form plus allow you to send out surveys, questionnaires, and polls for opinion sampling and
feedback. Before launching your project, you can send out a baseline survey, and after the project, you can
administer a post-event survey. This allows you to compare project outcomes with the issues raised in the baseline
survey.
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2. Observation: Participant and non-participant observation methods can be used to gather first-hand feedback from
participants after your project launch.

3. Case Studies: A case study is an in-depth exploration of a subject matter related to real-life occurrences.

Pros of Project Assessment Tools

• Project assessment tools help you identify when the goals of a project have been achieved.
• It helps you to measure the ROI of your project.

Con of Project Assessment Tools

• It is time-consuming.

Scales of Measurement / Level of Measurement

1. Nominal Scale. Nominal variables (also called categorical variables) can be placed into categories. They
don’t have a numeric value and so cannot be added, subtracted, divided or multiplied. They also have no
order; if they appear to have an order then you probably have ordinal variables instead.
2. Ordinal Scale. The ordinal scale contains things that you can place in order. For example, hottest to coldest,
lightest to heaviest, richest to poorest. Basically, if you can rank data by 1st, 2nd, 3rd place (and so on),
then you have data that’s on an ordinal scale.
3. Interval Scale. An interval scale has ordered numbers with meaningful divisions. Temperature is on the
interval scale: a difference of 10 degrees between 90 and 100 means the same as 10 degrees between 150
and 160. Compare that to high school ranking (which is ordinal), where the difference between 1st and 2nd
might be .01 and between 10th and 11th .5. If you have meaningful divisions, you have something on the
interval scale.
4. Ratio Scale. The ratio scale is exactly the same as the interval scale with one major difference: zero is
meaningful. For example, a height of zero is meaningful (it means you don’t exist). Compare that to a
temperature of zero, which while it exists, it doesn’t mean anything in particular (although admittedly, in the
Celsius scale it’s the freezing point for water).

Shapes of Distributions: Definitions, Examples

When a data set is graphed, each point is arranged to produce one of dozens of different shapes. The distribution
shape can give you a visual which helps to show how the data is:
• Spread out (e.g., dispersion, variability, scatter),
• Where the mean lies,
• What the range of the data set is, and many other useful statistics. Shapes of distributions are defined by
several different factors:

1. Number of peaks
The peaks are usually called modes; Sometimes they are called “local maximums“, but that term is more commonly
used in calculus. The mode tells you that the data count is higher in these areas than in any other areas on the
graph.

• A unimodal distribution has one mode. A single peak can take on many shapes (e.g. very tall and thin or
very squat and fat). One of the most common types of unimodal distributions is the normal distribution,
sometimes called the “bell curve” because its shape looks like a bell.
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• A bimodal distribution has two modes.

• A multimodal distribution has three or more modes.

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• If a data set has no clear peaks (i.e., the whole graph looks flat), it’s called a “uniform distribution.”

One of the most confusing aspects about statistics is the terminology, and the “mode” is no exception. It may seem at
first glance that the word has two meanings:

The most common number in a set. For example, the mode of 1, 2, 2, 3, 5 is the number “2”.
A word to describe a peak on a graph.
However, the two terms mean the same thing. The most common number in the above list of numbers is “2”. If you
were to plot that set of numbers on a graph, the peak would happen at x = 2, which means that the peak contains the
most common number in the set. That said, if you are asked to “Find the Mode “, that usually indicates you should
look for the most frequent item in the set; it doesn’t mean you have to create a graph.

2. Symmetry
A symmetric graph has two sides that are mirror images of each other. The normal distribution is one example of a
symmetric graph.

Another type of symmetric graph is the U-distribution, which—perhaps not surprisingly— looks like the letter “U”.
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A symmetric box plot has the “box” in the center of the graph:

3. Skewness
Shapes of distributions can differ in skewness; these distributions are not symmetrical distributions. Instead, they
have more points plotted on one side of the mean than on the other. This causes long tails either in the negative
direction on the number line (a negative, or left skew) or in the positive direction on the number line (a positive, or
right skew). For more on how skewness affects shapes of distributions, see: Skewed Distribution in Statistics.

The tails of a distribution (i.e. how thin or fat they are) can also be described by kurtosis, which is measured against
the standard normal distribution. A positive value for kurtosis means you have a large peak and little data in the tails.
A negative value means you have a flattened peak with lots of data in the tails.
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CITE THIS AS:

Stephanie Glen. "Shapes of Distributions: Definitions, Examples" From StatisticsHowTo.com: Elementary Statistics for the rest of
us! https://www.statisticshowto.com/shapes-of-distributions/

Descriptive statistics
Descriptive statistics are used to describe the basic features of the data in a study. They provide simple summaries
about the sample and the measures. Together with simple graphics analysis, they form the basis of virtually every
quantitative analysis of data.

Descriptive statistics are typically distinguished from inferential statistics. With descriptive statistics you are simply
describing what is or what the data shows. With inferential statistics, you are trying to reach conclusions that extend
beyond the immediate data alone. For instance, we use inferential statistics to try to infer from the sample data what
the population might think. Or we use inferential statistics to make judgments of the probability that an observed
difference between groups is a dependable one or one that might have happened by chance in this study. Thus, we
use inferential statistics to make inferences from our data to more general conditions; we use descriptive statistics
simply to describe what’s going on in our data.

Descriptive Statistics are used to present quantitative descriptions in a manageable form. In a research study we may
have lots of measures. Or we may measure many people on any measure. Descriptive statistics help us to simplify
large amounts of data in a sensible way.

Measures of Central Tendency

A measure of central tendency is a single value that attempts to describe a set of data by identifying the central
position within that set of data. As such, measures of central tendency are sometimes called measures of central
location. They are also classed as summary statistics. The mean (often called the average) is most likely the
measure of central tendency that you are most familiar with, but there are others, such as the median and the mode.

The mean, median and mode are all valid measures of central tendency, but under different conditions, some
measures of central tendency become more appropriate to use than others. In the following sections, we will look at
the mean, mode and median, and learn how to calculate them and under what conditions they are most appropriate
to be used.

Mean (Arithmetic)
The mean (or average) is the most popular and well-known measure of central tendency. It can be used with both
discrete and continuous data, although its use is most often with continuous data (see our Types of Variable guide for
data types). The mean is equal to the sum of all the values in the data set divided by the number of values in the data
set.

Median
The median is the middle score for a set of data that has been arranged in order of magnitude. The median is less
affected by outliers and skewed data.

Mode
The mode is the most frequent score in our data set. On a histogram it represents the highest bar in a bar chart or
histogram. You can, therefore, sometimes consider the mode as being the most popular option.

Measures of Variability
Variability refers to how "spread out" a group of scores is.
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Range
The range is the simplest measure of variability to calculate, and one you have probably encountered many times in
your life. The range is simply the highest score minus the lowest score.

Interquartile Range
The interquartile range (IQR) is the range of the middle 50% of the scores in a distribution.

Variance
Variability can also be defined in terms of how close the scores in the distribution are to the middle of the distribution.
Using the mean as the measure of the middle of the distribution, the variance is defined as the average squared
difference of the scores from the mean.

Standard Deviation
The standard deviation is simply the square root of the variance. This makes the standard deviations of the two quiz
distributions 1.257 and 2.203. The standard deviation is an especially useful measure of variability when the
distribution is normal or approximately normal

Measures of Relationship
are statistical measures which show a relationship between two or more variables or two or more sets of data. For
example, generally there is a high relationship or correlation between parent's education and academic achievement.
On the other hand, there is generally no relationship or correlation between a person's height and academic
achievement. The major statistical measure of relationship is the correlation coefficient.

• Correlation is the relationship between two or more variables or sets of data. It is expressed in the form of a
coefficient with +1.00 indicating a perfect positive correlation; -1.00 indicating a perfect inverse correlation;
0.00 indicating a complete lack of a relationship.

Note: A simplified method of determining the magnitude of a correlation is as follows:

•.00 - .20 Negligible
• .20 - .40 Low
.40 - .60 Moderate
.60 - .80 Substantial
.80 - 1.0 High

• Pearson's Product Moment Coefficient (r) is the most often used and most precise coefficient; and generally
used with continuous variables.

• Spearman Rank Order Coefficient (p) is a form of the Pearson's Product Moment Coefficient which can be
used with ordinal or ranked data.

• Phi Correlation Coefficient is a form of the Pearson's Product Moment Coefficient which can be used with
dichotomous variables (i.e. pass/fail, male/female).In published studies or reports, correlational coefficients
are usually displayed as a r values.
For example, r = .66, p < .01 where r is the correlational coefficient and p is the level (.01) of statistical
significance.

Measures Of Relative Position

are conversions of values, usually standardized test scores, to show where a given value stands in relation to other
values of the same grouping. The most common example in education is the conversion of scores on standardized
tests to show where a given student stands in relation to other students of the same age, grade level, etc. Converted
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scores are based on the standard deviation or distance of a raw score from the mean for a normal curve
or distribution.

Standard Deviation, Sigma (Z) Score, T Score, College Board Score

• Converted scores, also referred to as standard scores are based on the standard deviation or distance of a
raw score from the mean for a normal curve or distribution. Examples of standard scores used in
educational research are: Sigma (z) scores, T scores, College Board scores, percentiles, and stanines.
• Sigma (z) Score - the deviation from the mean divided by the standard deviation. It is used to describe a
score's deviation from the mean. The range of z scores is usually -3.00 to +3.00 with a value at the mean of
0.00. For example: a standardized test with a mean of 70 and a standard deviation of 10, a score of 60
would be -10 points from the mean (deviation), divided by the standard deviation (10) equals a z score of -
1.00. Try calculating the z scores for scores of 85, 90, 50.
Stanines
• Percentiles and stanines help give comparative meanings to raw scores.
• Percentile - the point in the distribution below which a given percentage of scores fall. For example, if a
score of 65 is at the seventieth percentile, then 70 percent of the scores fall below 65.
• Stanine - a conversion of raw scores into nine bands or stanines, with the 5th stanine being at the mean, 1st
stanine the lowest, and 9th stanine the highest.

ALTERNATIVE ASSESSMENT
This is a method of evaluation that measures a student’s level of proficiency in a subject as opposed to the student’s
level of knowledge. The overall goal of alternative assessment is to allow students to demonstrate their knowledge
and execute tasks.

Alternative assessment is also called a performance test or authentic assessment because it is deeply rooted in
one’s ability to do something by leveraging newly gained knowledge. As part of the assessment, the student will need
to perform meaningful tasks that reflect a clear understanding of the teaching and learning objectives.

You can ask your students to create a portfolio, work with others on specific projects or engage in any other type of
activity that shows they have a full grasp of what has been discussed in the class or training.

Characteristics of Alternative Assessment

To better understand what alternative assessment is, let’s first look at some of the things alternative assessment is
not.

• Alternative assessment is not a high-stake or standardized method of evaluating students’ knowledge.

• It is not a replacement for other methods of classroom assessment like formative and summative
assessment methods.
• Alternative assessment does not measure the learner’s performance.
• Results from alternative assessments are not presented as quantitative or numerical data.
• Now you know what should not be expected from alternative assessment, it’s time to get familiar with the
characteristics of alternative assessment.

• Alternative assessment is tailored to the specific needs and abilities of individual students. You should not
think of it as a one-size-fits-all process.
• It is an instructor-led assessment process. This means the teacher develops a unique method to measure
the student’s ability.
• Alternative assessment methods are flexible and continuously adaptable.
• Alternative assessment or authentic assessment explores different learning styles and preferences in a bid
to measure learners’ abilities.
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PED 6: Assessment in Learning 2 Page 16 of 23
• Alternative assessment methods are seamlessly aligned with the learning goals and objectives of
the course, class, or training.

Examples of Alternative Assessment

What methods of alternative assessment should you try out in class? There are a number of choices you can
explore; however, your final decision should be in line with the unique learning needs of every student and your
teaching goals. Here, we will discuss a few examples of alternative assessments.

Portfolio
You can ask students to build out a portfolio that demonstrates their knowledge of what has been taught in a class or
training. A portfolio is a collection of the different tasks a student has executed in the course of the class or training.

If you're handling learners in beginner classes, you can ask them to create a paper portfolio using a notebook; for
advanced learners, an online portfolio is the best bet. You can create a simple submission form on Formplus to
collect links to your students' portfolios easily.

Performance Test
Since alternative assessment is all about putting knowledge to work, design effective performance tests to help you
rate a student's level of skill or knowledge. A performance test requires the learners to execute complex tasks while
the instructor observes how they go about them.

As an instructor, you should have well-defined scoring criteria to effectively measure each student's ability and arrive
at a valid conclusion. Depending on the type of performance test you choose to adopt, you can create a quiz on
Formplus for this purpose.

Open Tests
An open test is a method of assessment that allows learners to refer to course materials as they take on tasks or
write tests and examinations. The questions in an open test require the student to provide responses that show how
well they understand the course.

Instead of memorizing the content of the training guide or course materials, the student has to apply the knowledge in
the material(s) to provide the best response to the stated questions.

Crib Sheet
This is another form of open-book evaluation. Instead of bringing the entire course materials to a test or examination,
the student selects important information from these materials to create some sort of abridged version called the crib
sheet.

While it's up to the student to decide what makes it into the crib sheet, you should provide some level of guidance as
their instructor. You can subtly suggest the type of information that will be helpful during the assessment but you
should not impose your ideas on the students; if you really want to know how much they know.

Take-Home Assessment
Another way to assess your students' abilities is to give them take-home exercises. Take-home exercises typically
check 2 boxes. Firstly, they require multiple references, and secondly, there isn't enough time for learners to do them
in class.

With take-home exercises, you really cannot tell if the student received some help from their guardian(s) but you can
ask the students to work with materials that are strictly relevant to the course or training. You can create an online
form on Formplus for this and send it to students via email invitations.
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PED 6: Assessment in Learning 2 Page 17 of 23

Collaborative Testing
This happens when you put the students in groups and get them to work together on different tasks. Ideally, you
should pair them or place the students in small groups of 3 or 4, to get the best results from this exercise.

As the name suggests, collaborative testing empowers the students to brainstorm together, solve challenges, and
execute ideas. At the end of each brainstorming session, you can ask your students to make individual submissions
or submit collective responses as a group.

Summaries
Instead of making students go through tests and assignments, you can ask them to summarise class readings,
lectures, and discussions. A good summary tells you 1 thing—the student has an impressive understanding of key
concepts and ideas from the classroom.

Asides from helping you track a student’s knowledge in real-time, summary writing also does the magic for
knowledge retention. Summary writing is a powerful way to improve learning and memory in the classroom.

Reports
Reports work just like summaries; they require the student to show how well they understand key concepts from
class discussions. However, reports take things a step further as the student needs to communicate his or her
knowledge in a way that presents a clear picture to whoever reads the report; even if such a person wasn’t part of the
class.

Interviews
Pair students and ask them to perform interviews about different subject matters discussed in your class. For
instance, if you had a class discussion on a historical event, one student can roleplay as a key event player while the
other person becomes the interviewer: asking questions about that event.

Concept Maps
A concept map is a visual representation of the relationship between ideas and concepts. To test your students’ level
of understanding, ask them to build concept maps from scratch to show their knowledge or fill out existing concept
maps.

GIVING GRADES
https://sc.edu/about/offices_and_divisions/cte/teaching_resources/grading_assessment_toolbox/what_is_grade/index.

Grading is used to evaluate and provide feedback on student work. In this way, instructors communicate to students
how they are performing in the course and where they need more help to achieve the course’s goals. For instructors,
grades help to assess what information, concepts, and skills students have successfully understood and which ones
they have not. This kind of information helps you know what you may need to reiterate in class and what may require
reworking in the course design. Grades also provide a standardized way of communicating student performance to
third parties, including the departments in which students are enrolled, and students themselves.

To ensure that grades are fair and to motivate students to improve their performance, instructors should think about
the alignment of their assignments to the course’s overarching goals and communicate their expectations and
grading practices in a transparent manner. Students are generally highly motivated to improve their work when the
instructions of an assignment are clear and achievable, when the standards the instructor uses for grading are clear
and fair, and when the feedback is timely and well aligned with the assignment in question. This kind of transparency
will also enable students to understand what skills and content they have learned and what they are still struggling
with in the course.
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PED 6: Assessment in Learning 2 Page 18 of 23
It helps to consider grading as a process. It is not simply a matter of assigning number or letter grades. As
a process, grading may involve some or all of these activities:

• Setting expectations with students through a grading policy

• Designing assignments and exams that promote the course objectives
• Establishing standards and criteria
• Calibrating the application of a grading standard for consistency and fairness
• Making decisions about effort and improvement
• Deciding which comments would be the most useful in guiding each student’s learning
• Returning assignments and helping students understand their grades
What Purpose Do Grades Serve?
Grades are essentially a way to measure or quantify learning and intellectual progress using objective criteria. They
can serve many purposes:

• As an evaluation of student work, effort, understanding of course content, skill development, and progress;
• As a source of self-motivation to students for continued learning and improvement;
• As a means of communicating feedback to students on their performance;
• As a means of communicating to students, parents, graduate schools, professional schools, and future
employers about a student’s potential in college and predictor for further success;
• As a means of organizing a lesson, a unit, or a semester in that grades mark transitions in a course and
bring closure to it (i.e. a summative assessment).
• As feedback, grades can also inform:

Students as to their own learning, clarifying for them what they understand, what they don’t understand, and where
they can improve.
Instructors on their students’ learning to help inform future teaching decisions.

Grades vs. Learning Assessment

Differences Between Grades and Assessment
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PED 6: Assessment in Learning 2 Page 19 of 23

V. ANALYSIS, APPLICATION AND EXPLORATION:

PED 6: ASSESSMENT IN LEARNING 2

Activity
Name:___________________________________ ____________________
Year & Section: _______

Direction: Identify if the statement is True or False.

_______________1. A concept map is a visual representation of the relationship between ideas and concepts.

_______________2. Grading is used to evaluate and provide feedback on student work.

_______________3. Self-reports are also sometimes called "written reflections". In using this measurement tool, the
teacher requires the student to write his/her thoughts on a subject matter.

_______________4. Essay Type – consists of two parallel columns with each dichotomous response.

_______________5. An educational assessment tool is used for evaluating students’ performance and their level of
knowledge in a particular subject.

_______________6. The original method used for the assessment of personality and the one which is still found to
be useful is the checklist method.
_______________7. The overall goal of grading is to allow students to demonstrate their knowledge and execute
tasks.

_______________8. The range is the simplest measure of variability to calculate, and one you have probably
encountered many times in your life.

_______________9. The mode is the most frequent score in our data set.

______________10. A research assessment tool is used to measure the impact of a systematic investigation based
on specific criteria.
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PED 6: Assessment in Learning 2 Page 20 of 23

You are amazing! You’re done with the activities. Now, let’s summarize the
lesson of what we had discussed.

VI. GENERALIZATION:

Directions: Read and analyze the questions. Be specific and use complete sentences.

1. What are the goals of Alternative Assessment?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. What is the difference of between grading and assessment?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. How can we effectively give grades to students?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
 COURSE ENHANCEMENT PROGRAM 2
PED 6: Assessment in Learning 2 Page 21 of 23

KUDOS! You have come to an end of this Module. OOPS! Don’t forget that
you have still an assignment to do. Here it is.

Direction: Read each sentences/ situation carefully and select the BEST letter of the correct answer
among the choices.

1. Can paper-and-pencil tests diagnose students’ ability to organize thoughts?

A. Yes, by way of the essay test.
B. No, unless the multiple-choice type of tests is made situational
C. Yes, by way of the selected response type of test.
D. No, they are limited only to simple recall.

2. Which of the most reliable tool for seeing the development in your pupils ability to write?
A. Interview of pupils
B. Portfolio assessment
C. Scoring rubrics
D. Self-assessment

3. Which of the following does not serve as organizer in the preparation of a portfolio?
A. Envelope
B. Clear book
C. Objective test
D. Album

4. Which are direct measures of competencies?

A. Personality tests
B. Performance tests
C. Paper-and-pencil tests
D. Standardized tests

5. Why should a teacher NOT use direct instruction all the time?
A. It requires much time
B. It requires use of supplementary materials
C. It reduces student engagement in learning
D. It is generally effective only in the teaching of concepts and abstractions.
 COURSE ENHANCEMENT PROGRAM 2
PED 6: Assessment in Learning 2 Page 22 of 23

VII. EVALUATION:
Direction: Choose the letter of the correct answer. Write the answer in the blank provided before each number.
Name: _______________________________________________ Year & Section: _____________

1. A class obtained a low standard deviation in the Division test, what can you say about the students in that class?
A. The students performed very well in the test
B. They performed poorly in the Division Test
C. Their scores in the test are far apart
D. It is a homogeneous class

2. In his second item analysis, Mr. Castro found out that more from the lower group got test item #30 correctly. This
means that the test item has a
A. lower validity.
B. high reliability.
C. negative discriminating power.
D. positive discriminating power

3. What kind of distribution is given, when: Median = 73, Mean-64, Mode-81?

A. Negatively skewed distribution
B. Positively skewed distribution
C. Normal distribution
D. Frequency distribution

4. Lorenzo’s score in the third quarterly exam is 90 out of 110, what can you say about him?
A. He answered 90 items in the test correctly.
B. Lorenzo obtained a grade of 90 in the test
C. He was able to answer 90% of the test items correctly.
D. Lorenzo performed better than 90% of his classmates

5. When Ms. Ibay administered a Pre- test to her class, she found out that her students’ scores followed a negatively
skewed distribution. What kind of students does Ms. Ibay have?
A. Her students are of different abilities.
B. Most of her students are just average.
C. She has a lot of very good students in her class.
D. Ms. Ibay has homogeneous low performing students.

For Items 6-7: Study the table below and then answer the questions
Subject Mean Standard Deviation Reese’ Score
English 50 12 43
Science 40 7 91
Mathematics 70 15 109

6. In what subjects) did Reese perform best in relation to the group's performance?
A. English
B. Science
C. Mathematics
D. Mathematics and Science
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PED 6: Assessment in Learning 2 Page 23 of 23

7. In what subject(s) were the scores less varied?

A. English
B. Science
C. Mathematics
D. No correct answer

8. Which group of students would be more likely to have a distribution of scores very close to a normal curve? A very,
A. bright class of pupils
B. slow group of pupils
C. large group of unselected pupils
D. small group of unselected pupils

9. Which test item measures a wide range of educational outcomes?

A. Alternate response
B. Completion
C. Essay
D. Multiple choice

10. Mr. Villalon wants to know the variability of her students' scores in the 4th periodical test which followed a skewed
distribution. What measure of dispersion would she most likely use?
A. Mean
B. Quartile deviation
C. Range
D. Standard deviation

This evaluation will be submitted on ________________________

CONGRATULATIONS on reaching the end of this module! You may now proceed to the next module. Don’t forget to submit all the exercises,
activities, and portfolio on ___________________________.

KEEP UP THE GOOD WORK. Well, Done!!!

Prepared by:

RYAN CHRISTOPHER M. VILLALON

Part-time Instructor