ASSESSMENT IN VALUES EDUCATION Fe Josefa G. Nava, Ph. D. Lecturer College of Education, University of the Philippines, Diliman, Quezon City, DISP 2009

Principles of Assessment 1. The assessment of pupil learning begins with educational values.

That which we consider important is that which we teach and therefore assess. Educational values come from the instructional mission and vision, the goals of the unit, the specific instructional objectives taught.

2.Assessment is most effective when it reflects an understanding of learning as multi-dimensional, integrated and revealed in performance over time.

Multi-dimensional refers to the acknowledgment that pupils vary in the way they express that they have learned the material.

Teachers must attempt to integrate the concepts and skills they teach and assess with concepts and skills taught and assessed in other disciplines.

One-shot assessments are no- no. Assessment must be done overtime to allow pupils to show improvement and mastery.

3. Assessment works best when the academic programs it seeks to improve have clear, explicitly stated purposes.

Teachers and administrators must strive to express the general school mission-vision or institutional goals into specific purposes which are attainable, observable and therefore measurable.

4. Assessment requires attention not only to the outcomes but also to the experiences that lead to the outcomes.

Teachers must not only take interest in what pupils learn but also how pupils learn.

5. Assessment works best when it is ongoing, not sporadic.

Teachers must schedule assessment at regular periods or at the end of substantial instruction; there must be some plan or schedule in the assessment of learning.

Procedures in the Assessment of Values

1. Formulate Instructional Objectives that are observable and measurable. We can only measure what we can observe.

2. Decide the evidences of learning for these instructional objectives. How do you know that the pupils has learned what has been taught?

3. Determine the appropriate assessment strategy. Consider the nature of the subject matter: subjective, implicit, latent.

4. Construct an instrument that is purposeful, feasible, and objective. The instrument must be in line with the instructional objective/s to be measured. It must be useful and usable. It must include details and specific instructions so as to minimize subjectivity.

5. Seek validation of the instrument. Obtain (at least) content validation of the instrument through an expert’s review of the instrument vis-a –vis the instructional objective/s that it intends to measure.

Assessment Procedures in Values Education Traditional Cognitive Measures: Test-Objective, Essay

Affective Instruments:

Authentic Assessments

What is Scoring Rubric?

- A Scoring Rubric is a scoring guide that qualitatively describes certain levels of performance or skill in detail to enable the assessor or rater to evaluate a product or performance with as little subjectivity as possible.

- It also provides some kind of standardization in scoring.

Two types of Scoring Procedure 1. Holistic or Global - scoring is based on overall impression of product or performance. - Typically between 4-8 points; even number of points to avoid “middle dumping ground”

2. Analytic – judgment is made on each criterion by which the product or performance is to evaluated – example; in writing, criteria include organization, vocabulary, style, mechanics

Scoring Errors: Generosity Error- high ratings to most pupils Severity Error- low ratings Central Tendency Error- average ratings Halo Effect- teacher’s impression on pupil’s past performance affects rating

Uses of Scoring Rubrics Essay Tests Portfolio Assessment Performance Assessment

Components of Scoring Rubrics Levels of Performance (3-5) Qualitative description of each level Numerical values for each level Format of scoring rubric - name of rate, rater, date, subject, name of product, title of performance