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Lesson 6
Lesson 6
Let’s Read
Teacher Observation
Teacher observation is one of the essential tools for formative
assessment. However, in this chapter, the emphasis is on how to use this
method so that teachers can make more systematic observations to record
student behavior that indicates the presence of targeted affective traits.
In using observation, the first thing to do is to determine in advance how
specific behaviors relate to the target. It starts with a vivid definition of the
trait, then followed by list of student behaviors and actions that correspond to
positive and negative dimensions of the trait. Behaviors and actions are
identified initially by listing what the students with positive and negative.
behaviors do and say. Classify those and create a separate list of the positive
student behaviors and another list for the negative student behaviors. These
lists will serve as the initial or starting point of what will be observed.
Contained in the table below are some possible student behaviors indicating
positive and negative attitude toward learning.
1. Unstructured Observation
Unstructured observation (anecdotal) may also be used for
the purpose of making summative judgments. This is normally
open-ended, no checklist or rating scale is used, and everything
observed is just simply recorded. In using unstructured
observation, it is necessary to have at least some guidelines and
examples of behaviors that indicate affective trait. Thus it is a
must to determine in advance what to look for, however it should
not be limited to what was predetermined, it also needs to be
open to include other actions that may reflect on the trait.
Unstructured observation is more realistic, which means
teachers can record everything they have observed and are not
limited by what is contained in a checklist or rating scale. There
is no problem if specific behaviors are not displayed and
behaviors that were not previously listed can be added. The
disadvantage is that it is not practical to record much about
student behavior on a regular basis. It is hard to find time most
especially when the teacher is pre-occupied with other learning
activities
2. Structured Observation
Structured observation is different from unstructured
observation in terms of preparation needed as well as in the way
observation is recorded. In structured observation, more time is
needed since checklist or rating forms are to be made since it
will be used to record observations. The form is generated from
a list of positive and negative behaviors to make it easy and
convenient in recording
Below are the things that should be considered if
teacher observation method will be used to assess
affect
Determine behaviors to be observed in advance
Record student's important data such as time, data, and
place
If unstructured, record brief descriptions of relevant
behavior
Keep interpretations separate from description
Record both positive and negative behaviors
Have as much observations of each student as
necessary
Avoid personal bias
Record immediately the observations
Apply a simple and efficient procedure
Student Self-Report
There are varied ways to express students' affect as self-report. The most
common and erect way is while having a casual conversation or interview.
Students can also respond to a written questionnaire or survey about
themselves or other students
1. Student Interview
There are different types of personal communication that
teachers can use with their students, like individual and group
interviews, discussions, and casual conversations to assess affect. It
is similar to observation but in here, there is an opportunity that
teachers may have direct involvement with the student wherein
teachers can probe and respond for better understanding. It is
important that trust must be established so that students' true feelings
and beliefs will be revealed. Without trust, students may simply
respond in a way that they will please the teacher even if it is not the
true reflections of their real selves.
An advantage of interview is that the teacher can clarify
questions, probe where appropriate for clarification of responses,
and note non-verbal behavior. On the other hand, students have an
opportunity to qualify or elaborate on previous responses. This
procedure helps avoid vagueness, a problem normally experienced
with measuring affect.
3. Peer Rating
Peer ratings or appraisal is the least common method among
the three methods of assessing affect discussed in this lesson.
Because of the nature of learners, they do not always take this activity
seriously and most oft than not they are subjective in conducting this
peer rating. Thus, peer rating is seen as relatively inefficient in terms
of nature of conducting, scoring, and interpreting peer ratings.
However, teachers can accurately observe what is being assessed in
peer ratings since teachers are very much engaged and present
inside the classroom and thus can verify the authenticity of results of
peer rating. The two methods of conducting peer ratings are: (a)
guessing who approach; and (b) socio-metric approach. These
approaches can be used together with observations and self-reports
to strengthen assessment of interpersonal and classroom
environment targets.
Lesson 6.2 UTILIZING THE DIFFERENT METHIDS OR COMBINATION OF
METHODS IN ASSESSING AFFECT
Each of the three methods (observation, self-report, peer ratings) that was
discussed previously has its own advantage and disadvantages. In choosing for
which method or methods to use, consider the following factors:
1. Checklist
Checklist is one of the effective formative assessment strategies to
monitor specific skills, behaviors, or dispositions of individual or group of
students.
Checklists contain criteria that focus on the intended outcome or
target. Checklists help student in organizing the tasks assigned to them
into logically sequenced steps that will lead to successful completion of
the task. For the teachers, a criteria checklists can be used for formative
assessments by giving emphasis on specific behaviors, thinking skills,
social skills, writing skills, speaking skills, athletic skills or whatever
outcomes are likely to be measured and monitored. Checklists can be
used for individual or group cases.
The following table shows an example of a checklist format.
OBSERVATION CHECKLIST
Student: Subject: Date:
Type of Assessment:
Not Yet Sometimes Frequently
Work Habits
Gets work done on time _____________ _____________ _____________
Ask help when needed _____________ _____________ _____________
Takes Initiative _____________ _____________ _____________
Study Habits
Organizes work _____________ _____________ _____________
Takes good notes _____________ _____________ _____________
Uses Time _____________ _____________ _____________
Social Skills
Works well with others _____________ _____________ _____________
Listen to others _____________ _____________ _____________
Help others _____________ _____________ _____________
Comments:
2. Rating Scale
According to Nitko (2001), rating scales can be used for teaching
purposes and assessment.
a. Rating scales help students understand the learning
target/outcomes and to focus students' attention to performance.
b. Completed rating scale gives specific feedback to students as far as
their strengths and weaknesses with respect to the targets to which
they are measured.
c. Students not only learn the standards but also may internalize the
set standards.
d. Ratings helps to show each student's growth and progress.
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.
Score
1. I am happy during Mathematics class.
2. I get tired doing board work and drills.
3. I enjoy solving word problems.
Example:
Example:
Comments:
_________________________________________________________
_________________________________________________________
3. Likert Scale
Another simple and widely used self-report method in assessing
affect is the use of Likert scale wherein a list of clearly favorable and
unfavorable attitude statements are provided. The students are asked to
respond to each of the statement.
Likert scale uses the five-point scale: Strongly Agree (SA); Agree (A);
Undecided (U), Disagree (D) and Strongly Disagree (SD).
The scoring of a Likert scale is based on assigning weights from 1 to
5 to each position of scale. In using attitude scale, it is best to ask for
anonymous responses. And in interpreting the results, it is important to
keep in mind that these are verbal expressions, feelings and opinions that
individuals are willing to report. Even under the most ideal conditions, it
is best to supplement results for self-report method with evidence from
other sources.
Directions: Put a check on the column for each of the statement that
applies to you
Legend: SA - Strongly Agree A - Agree
U - Undecided
D - Disagree
SD - Strongly Disagree
(SA) (A) (U) (D) (SD)
5 4 3 2 1
1. I am happy during Mathematics class.
2. I get tired doing board work and drills.
3. I enjoy solving word problems.
Mathematics:
Boring ----------------- Interesting
Important ----------------- Useless
5. Sentence Completion
The advantage of using the incomplete sentence format is that it
captures whatever comes to mind from each student. However, there are
disadvantages too for this. One is students' faking their response thinking
that the teacher will notice their penmanship, hence students will tend to
give answers favorable to the liked response of the teacher. Another is
scoring, which takes more time and is more subjective than the other
traditional objective formats.
Examples:
1. I think Mathematics as a subject is _____________.
2. 1 like my Mathematics teacher the most because ________.
Activity No. 6
A. Use the template provided to compare and contrast the assessment method
based on the specified aspects.
Teacher Observation
Unstructured Structured
Preparation/
Actual Size
Advantage
Disadvantage
B. Individual Checklist
Customize the template based on your own preference on what you need to
measure or assess. Use the template below and provide for the blank portion
of the template.
OBSERVATION CHECKLIST
Student: Subject: Date:
Type of Assessment:
Not Yet Sometimes Frequently
Work Habits
_____________ _____________ _____________
_____________ _____________ _____________
_____________ _____________ _____________
Study Habits
_____________ _____________ _____________
_____________ _____________ _____________
_____________ _____________ _____________
Score
1
2
3
4
5
6
7
8
9
10
D. Likert Scale
Using the details used in Activity 6C, transform the simple rating scale that
you made into a Likert Scale.