Lesson 3

Development of Assessment Tools

LEARNING At the end of the lesson the students must have:

OUTCOMES 1. identified the development of assessment tools;
2. clarified with the different samples of assessment tools;
3. acquired knowledge on how to make sample of assessment tools.

ACQUIRE

5.Development of Assessment Tools

a. Checklist

A checklist is a written list of performance criteria. As a pupil’s

performance is observed or product is judged, the scorer determines whether
the performance or product meets each performance criterion. If it does , a
checkmark is placed next to the criterion, indicating that it was observed; if it
does not, the checkmark is omitted. Checklists are diagnostic, reusable and
capable of charting pupil’s progress. They provide a detailed record of pupil’s
performances, one that can and should be shown to pupils to help them see
where improvement is needed.

A sample Checklist for an Oral Presentation

1. Physical Expression
_____a. stands straight and faces audience.
_____b. Changes facial expression with changes in tone of the presentation.
_____c. Maintain eye contact with an audience.

2. Vocal Expression

_____a. Speaks in a steady, clear voice

_____b. Varies tone to emphasize points.
_____c. Speaks loudly enough to be heard by audience.
_____d. Paces words in an even flow.
_____e. Enunciates each word.

3. Verbal Expression

_____a. Chooses precise words to convey meaning.

_____b. void unnecessary repetitions.
_____c. States sentences with complete thoughts or ideas.
_____d. Organizes information logically.
_____e. Summarizes main points at conclusion.
 Checking for Typing
Yes No
1. Siting properly with body erect; siting up
straight.
2. Hands a little bit raised, with fingers resting on
the right key
3. Well prepared and coordinated movements of
hands and fingers; there is gracefulness of
movement.
4. Paper is inserted properly; margins are set up
also properly; adjustments are made easy.
5. Speed is more than 60 words per minutes.
6. Accuracy is more than 90 percent.
7. Copy is generally clean and neat.

b. Rating Scales

Although they are similar to checklists, rating scales allow the

observer to judge performance along a continuum rather than a
dichotomy. Both checklist and rating scale s are based upon a set of
performance criteria, and it is common for the same set of performance
criteria to be used in both rating scale and a checklist. However, a
checklist gives the observer two categories for judging, while a rating
scale gives more than two categories.

Three types of rating Scales

Numerical Rating Scale

Direction: Indicate how often the pupil performs each of these

behaviors while giving an oral presentation. For each behavior circle ;
1. If the pupil always performs
2. If the pupil usually perform the behavior
3. If the pupil seldom performs the behavior
4. If the pupil never perform the behavior
Physical Expression

A. Stand straight and faces Audience

1 2 3 4
B. Changes facial expression with changes in tone of the presentation.

1 2 3 4

Graphic Rating Scale

Direction: Place an X on the line which shows how often the pupil
did each of the behavior listed while giving an oral presentation.

Physical expression

A. Stands straight and Faces Audience

Always Usually Seldom Never

B. Changes facial expression with changes in tone of the presentation

Always Usually Seldom Never

Descriptive Rating Scale

Direction: Place an x on the line at the place which best describes

the pupils performance on each behavior.

A. Stand straight and faces Audience

Stands straight Weaves, fidgets constant distracting

Always looks eyes roam from movements, no eye
 At the audience celling contact with
audience B. Changes facial expression with changes in tone of the presentation

Matches facial facial expression no match

Expressions to usually between tone
content and emphasis appropriate; occasional and facial
lack of expression expressions

C.Likert Scale

In a Likert Scale, the students are asked to rate their agreement or

disagreement on a statement.

Chemistry Attitude Inventory

Direction: Below are statements that describe student’s feelings toward

chemistry. Please answer them by checking the appropriate column which
you think accurately describes your reaction as each statement applies to
you in chemistry. Please answer all items.

5 - SA - Strongly Agree
4 - A - Agree
3 - U - Undecided
2 - D - Disagree
1 - SD - Strongly Disagree

Statements SA A U D SD
1. I find chemistry interesting
2. I believe that chemistry is one of
the most useful subject
3. Chemistry topic challenges me to
study more about the subject
4. Knowledge of chemistry is useful
in our lives
5. I do not see any value in
chemistry
D.Semantic Differential

Semantic differential is a type of a rating scale designed to measure

the connotative meaning of objects, events and concepts. The connotations
are used to derive the attitude towards the given object, event or concept.
Osgood’s semantic differential was an application of his more general
attempt to measure the semantic or meaning of words, particularly objectives,
and their referent concepts. The respondent is asked to choose where his or
her position lies, on a scale between two bipolar adjectives ( for example:
“Adequate inadequate”, “Good Evil” or “Valuable-Worthless”). Semantic
differentials can be used to measure opinions, attitudes and values on a
psychometrically controlled scale.

Example of Semantic Differential

Direction: Below are teacher attributes/behaviors which are readily

observable in class. Rate the teacher objectively by using the scale provided.
Please do not leave any time unanswered.

Criteria for Rating

5 - Outstanding 4 - Very Good 3 – Good 2 – Fair 1- Poor

Personality
1. Pleasing 5 4 3 2 1 Domineering or aggressive, weak

Poise and confidence

2. Thorough at ease 5 4 3 2 1 Extremely ill at ease

Voice
3. Well-modulated 5 4 3 2 1 Inaudible/can hardly be heard

Diction
4. Very Good 5 4 3 2 1 Noticeably poor

Communication skill 5 4 3 2 1 poor in communicating ideas

5. Formulates and
Communicates
Thoughts clearly
 E. Sentence Completion

Sentence completion tests are a class of semi-structured projective

techniques. Sentence completion tests typically provide respondents with
beginning of sentences, referred to as “stems” and respondents then
complete the sentences in ways that are meaningful to them.

Sentence completion is a common test item in most competitive

exams. A sentence contains one or two blanks (usually), to be filled in using
the choices. These questions tests your vocabulary and knowledge of the
finer distinction among words.

Types:
There are possibly four types of sentence completions:

A. Restatement. Containing words such as namely, in other words, in fact, that

is, etc.
Example:
The pickpocket was a trickster, in other words a __________. Here answer
will be knave or scoundrel, which restate “trickster”.

B. Comparison. Containing the words such as likewise, similarly, and, just as,
as like as, etc.
Example:
Jack was cleared of all charges; similarly, Jill was _______.

C. Contrast. Containing the words such as though, although, however, despite,

but, yet, on the other hand, on the contrary, etc.

D. Cause and effect. Containing words such as this, therefore, consequently,

because of, etc. also contains phrases such as due to, as a result, leads to,
etc.

E. Written reflections

Writing reflection is an analytical practice in which the writer describes a

real or imaginary scene, event, interaction, passing thought or memory and
adds a personal reflection on its meaning.

Examples of Reflective Writing

Types of reflective writing assignments

Journal – requires you to write weekly entries throughout a semester. May

require you to base your reflection on course content.

Learning Diary – is similar to journal, but may require group participation.

The diary then becomes a place for you to communicate in writing with other
group members.

Logbook – is often used in disciplines based on experimental work, such as

science. You note down or “log” what you have done. A log gives you an
accurate record of a process and helps you reflect on past actions and make
better decisions for future actions.

Reflective note – is often used in law. A reflective note encourages you to

think about your personal reaction to legal issue raise in a course.

Essay Diary – can take the form of an annotated bibliography (where you
examine sources of evidence you might include in your essay. And a critique
( where you reflect on your own writing and research processes.

Peer-review – usually involves students showing their work to their peers for
feedback.

Self-assessment task – requires you to comment on your own work.

Characteristics of Reflective Writing

The main characteristics of reflective writing includes:

1. Reflection: The writer reflects on the issue (that is, the topic they are
writing about) and consider how their own experience and points of view
might influence their response.

2. Evidence: The writer consider and cites different perspective and evidence
to provide a truly comprehensive reflection. “Evidence” can mean either
academic evidence or the writer’s own reflections and experiences,
depending on whether the piece of reflection is personal or academic.

3. Clarity: The writer must be clear and cohesive. As reflective writing takes
the reader through both the writer’s own thoughts and sometimes other
outside perspective, unity and readability are crucial to ensure the reader
does not get lost between points of view.