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PGT 202

BASIC EDUCATIONAL AND EVALUATION

DR LIM HOOI LIAN

GROUP MEMBERS
MASYITAH BINTI KARATE
NURAMALIA BINTI ROSLAN
NUR SURAYA MARIANA BINTI YAHYA
NURATHIRAH IZRIN BINTI ISHAK
QUESTION
• 1) Compare the analytic scoring and holistic scoring. Give
example to support your comparison.

• 2) Explain three basic steps of developing performance


assessment task. Give examples to support your
explanation.
SCORING RUBRICS

• Attempt to communicate expectations of quality around a


task.
• A descriptive scoring schemes. Types of scoring rubrics
• Uses to delineate consistent criteria for grading.
• It is also provide the criteria for assessing students work.
• A guideline for rating student performance.
Analytic Scoring Holistic Scoring
• Scoring tool that lost the criteria or “what counts” for a piece of
work
• An evaluation tools that describes quality of work on range
from excellent to poor stage.
• Also use as a communication tool.
ANALYTIC SCORING
• Each criterion is scored on different descriptive scale.
• Occasionally, numerical weights are assigned to the evaluation of each
criterion
• Student may use this information to improve their future performance
• Analytic rubrics provide specific feedback along several dimensions and
descriptors of products.
• Breaks the objective into components parts
• Each portion is scored independently using a rating scale.
• Final score is made up of adding each components parts.
HOLISTIC SCORING
• Occasionally, it is not possible to separate an evaluation into independent
criteria.
• There is an overlap between the criteria set for the evaluation of the different
criteria.
• Score the overall process or product as a whole , without judging the
component parts separately.
• The criteria is considered in combination on a single descriptive scale.
• Holistic rubrics-provides a single score based on an overall impression of
student’s performance on a task.
• It used to score student work as a whole yielding one holistic scored.
HOLISTIC SCORING
SCORE OF SCALES ASSESMENT CRITERIA
4 Students show a deep understanding of the text through
the construction of meaning based on strong evidence
3 Students able to show an understanding of the text
through the construction of meaning based on the clear
evidence
2 Students able to show some understanding of the text
through the construction of the meaning based on a bit
evidence
1 Students show a subtle understanding of the text by
constructing meaning based on limited evidence
ANALYTICAL SCORING
Criteria 4 3 2 1
Facts Use correct of english Good vocabulary, Some vocabulary Inappropriate use of
writing, paragraphs not wordy, style misused, too wordy vocabulary, no
indentes, punctuation fairly can use sentence variety.
and spelling good

Grammar fluency in English Advanced grammar problems Severe grammar


grammar, use correct proficiency in interfere with problems interfere
clauses, prepositions, English grammar; communication of greatly with the
modals, articles, verb some grammar he writer’s ideas; message; reader cant
forms problems dont grammar review of understand what the
influence some areas clearly writer was trying to say.
communication, needed; difficult to
read sentence
Content Essay relate to the topic. Essay relate the Essay is somewhat Essay is completly
Ideas are concrete. No topics but misses of the topic. Ideas inadequate , no
extranous material some point. Ideas not complete. apparent effort to
could be more Paragraph not consider the topic
developed. Some divided exactly carefully
extraneous right.
material.
HOLISTIC VS ANALYTIC
ADVANTAGES
ANALYTIC HOLISTIC
- more detailed feedback, scoring more - quick scoring, provides overview of student
consistent across students, provides more achievement
guidance for instructional planning - Emphasis on what the learner is able to
- Assist teacher to identify specific strengths and demonstrate, rather than what she/he cannot do
weaknesses of students - Saves time by minimizing the number of decision
raters make

DISADVANTAGES
ANALYTIC HOLISTIC
- time consuming to score - does not provide detailed information, may be
- Lower consistency among different raters difficult to provide one overall score
- It is more difficult to construct analytical rubrics - Does not provide specific feedback for
for all tasks. improvement
- When student work is at varying levels spanning
the criteria points, it can be difficult to select the
single best description.
- Criteria cannot be weighted
PERFORMANCE ASSESSMENT
• Teacher gather information through observation and judgement
about the student’s demonstration of a skill or competency in
creating a product, constructing a response, or making
presentation.
• A process in which the teacher use work assessment or tasks to
obtain information about how well a student has learned.
• If requires the student to apply knowledge and skill from
several areas to demonstrate they can perform a leraning
outcome
3 BASICS STEP IN PERFORMANCE
ASSESSMENT
1. Defining the purpose

2. Choosing the activity

3. Developing the scoring criteria


DEFINING THE PURPOSE
What important cognitive skills or attributes do I want my students to
develop?
(e.g communicate effectively in writing)

What social and affectives skills or attributes do I want to develop?


(e.g work independently)

What important psychomotor skills or attributes do I want my students


to develop?
CHOOSING THE ACTIVITY
Brualdi (2000) reminded teachers that they should first consider several factors, including
available resources, time constraints and the amount of data required to make an
adequate evaluation of the students perfomance.

Based on Moskall (2003) for choosing the activity :


1. The selected perfomance should reflect a valued activity. Interdependence of
content and skills.
2. The completion of perfomance assesment should provide a valuable learning
experience. Select or develop tasks that represent both the content and the skills that
are central to imrpotant learning outcomes.
3. The statement of goals and objectives should be clearly aligned with the
measureable outcomes of the perfomance activity.

The assessment should be fair and free from bias side.


DEVELOPING THE SCORING CRITERIA

Using rubrics
• Provide the criteria for assessing studentss work.
• Guide the analysis of the products or processes of student efforts (Brookhart,
1999)

TYPES OF RUBRICS

BASIC RATING HOLISTIC RATING ANALYTIC RATING


CHECKLISTS
SCALES SCALES SCALES
CHECKLISTS BASIC RATING SCALES
The least complex form of scoring system A list of sepecific characteristics with a place for
making the degree to which each
Simple lists indicating the presence. characteristics is diplayed.

Great to use as to evaluating wheter various


criteria exist in some work.

Presentation Checklist Example ;

• Accurately interprets evidence, statements,


graphic, questions.

Identifies the salient arguments (reasons and


claims)

Justifies key result and procedures, explains


assumptions and reasons
HOLISTIC RATING SCALES ANALYTIC RATING SCALES
Use a short of characteristics to award a single Include explicit perfomance expectations for
scored based on an overall impression of each possible rating. For each criterion, analytic
students performance on a task. rating scales are especially appropriate for
complex learning tasks with multiple criteria.
Therefore are less useful to help you focus your
improvement efforts Can provide more detailed feedback on
student performance, more consistent scoring
among raters but the disadvantage is that they
can be time-consuming to develop and apply.

Results can be aggregated to provide detailed


information on strengths and weaknesses of that
program.
THANK YOU