ASSESSMENT PART 2

-The teacher should identify the different attributes that are most important and related to the learning outcomes of the particular content that you are going to assess. For instance, in assessing the writing skills of your students, it is not necessary that you include every grammatical rule in each aspect of the descriptions; rather, you only include the most important, such as tense formation, agreement, and punctuation.

-The purpose of assessment is very important in the type of rating scheme that will be utilized by the teacher, rater, or evaluator on the performance of the students. Use holistic rubric if the purpose of assessment is more global and you need an overall judgment, while use analytic rubric if the purpose is to provide feedback about the different aspects of performance.

Make descriptions focused on the behaviors or characteristics of the performance or product that is directly observed.

Take note that the criteria should be shared and discussed first with the students before the instruction so they will incorporate the descriptions as standards when doing their task/s or activities.

After describing the criteria, assign a rating scale or possible point that shows an excellent performance or poor performance. There is a need for you to discuss the details of the descriptions to avoid ambiguity. The words must be clear and not ambiguous.

-Our ultimate goal here is to make sure that our scoring system is objective and reliable. When using performance-based assessment, it involves professional judgment. In this case, errors in scoring should be avoided in order to achieve objectivity and consistency in scoring.

-There are factors to consider to limit the number and complexity of the criteria to be evaluated or assessed. First, the time consumed in developing the scoring criteria and the scoring. Second, the students' focus on limited number of aspects of their performance. Third, the difficulty and time consumption to keep all the facets in mind if holistic descriptions are too complex. Lastly, the difficulty in summarizing and synthesizing too many separate dimensions into a brief report or evaluation.

refers to a wide variety of traits and dispositions that are different from knowledge, reasoning, and skills.

The term "_______" is general in nature; it is better for teachers to use specific behavior when developing learning target. In Mathematics education, some scholars define affect as motivation, dispositions, beliefs, and attitudes

—Predisposition to respond favorably or unfavorably to specified situations, concepts, objects, institutions, or persons.