Upcoming SlideShare. Development of classroom assessment tools. Embed Size px. Start on. Show related SlideShares at end. WordPress Shortcode. Share Email. Top clipped slide. Download Now Download Download to read offline. Development of assessment tools Aug. Assessment of Student Learning 2. Mart Enriquez Follow. Choosing and Preparing for Authentic Assessment.
Literature in Region 2, Philippines. Literature in region 2. What to Upload to SlideShare. Related Books Free with a 30 day trial from Scribd. Dry: A Memoir Augusten Burroughs. Related Audiobooks Free with a 30 day trial from Scribd. Development of assessment tools 1. The number and type of concepts to be selected will depend upon the intent.
It is best to select a group of related concepts that can be viewed in the same context or frame of reference. Examples of paired opposite objectives can be used are the following: good bad; sweet-sour; high-low; kind-cruel; pleasant-unpleasant; valuable-worthless; brave-cowardly; honest-dishonest; healthy-sick; relaxed-tense and many more.
The difficulty of the words should be considered as students cannot use adjectives whose meanings they do not understand. Identify the concept to be rated. Choose appropriate bipolar scales.
The steps to be followed in developing a semantic differential scale are as follows Payne, : 3. Only one concept should appear on each page and the scales listed beneath. The polarity of the scales should be alternated. You may use 5 to 7-point scale. Nonetheless, 10 to 15 adjective pairs would be sufficient for a group of about 10 related concepts.
The younger the group, the fewer concepts and scales should be used. The cover sheet should include a general orientation to the task and a statement why data are being collected. The significance of the scale positions should be specified as well as the procedure of recording responses.
Design a response sheet. Write instructions. You are to rate each concepts on each of these scales. Here is how to use the scales: To avoid fatigue or boring the respondent, do not use more than 20 lines, and adjective pairs is better. Using fewer is acceptable. The location of the positive attributes should be varied from left to right. Do not put all the "good" adjectives on one side, as it might bias the responses. Provide clear instructions for the respondent so that they put their marks in the right place.
Otherwise, some people will circle the colons :. The first impression of each concept is always wanted. Be sure to check every scale. More than one mark in one scale may not be valid. In summarizing the responses quantitatively, the usual procedure it to assign values from 1 to 7 such that the interval closes to the adjective representing the negative pole receives a 1 and the interval closest to the opposing adjective receives a 7.
If only the evaluative adjective pairs are used, a 7point 10 scale differential for a single concept would yield a maximal positive score of 70 and a minimum score of Respondents will tend to score these relatively - thus if they feel less strongly about a question than the previous one, they will mark the scale in a more central position. Carousel Previous Carousel Next. Jump to Page. Search inside document. GIS student. Free Escort Service. Ana Maria. Victoria Liendo. Anonymous zV1.
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