Development of Assessment Tools

ESSAY
What is an Essay?
1. Collection of paragraphs that presents facts,
opinions, and ideas on a topic.
2. As short as three paragraphs or as long as 10 or
more.
3. Discusses only ONE topic
4. Has an INTRODUCTORY paragraph, SUPPORTING
paragraphs and a CONCLUDING paragraph
Stages in Writing an
Essay
Pre-writing
►Decide on a topic
►Do BRAINSTORMING
►START OUTLINING. This guides the writer on the
organization of ideas in his/her essay.
Lets start outlining!
I. Introduction
a. HOOK: Seven days in a week
b. THESIS STATEMENT: My favorite day is Sunday because it is Church day.
II. Body
a. What is my Sunday Routine?
1. Pray 3. Take a Bath
2. Eat 4. Wait for CWS Officers
b. What do we do in Church?
1. Pray
2. Singing of Hymns
3. Learn the words of God
III. Conclusion
A. Summary
B. Sunday is Church day that’s why I love Sundays
► Before going to the next stage, decide on what point
of view you are going to use Eg. FIRST PERSON,
SECOND PERSON, or THIRD PERSON
ACTIVITY
► BRAINSTORM
Semantic differential scales
(SD)
► The scales actually measures two things: directionality
of a reaction (e.g., good versus bad) and also intensity
(slightly through extreme).
► Usually, a person is presented with some concept of
interest without any other explanatory remarks.
► Ratings are combined in various ways to describe and
analyze the person’s feeling.
SEMANTIC DIFFERENTIAL SCALES (SD)
A number of basic considerations are involved in SD
methodology:
 Bipolar adjective scales are a simple, economical
means for obtaining data on people’s reaction.
 Rating on bipolar adjective scales tend to be
correlated, and three basic dimensions (Evaluation,
Potency, and Activity) of response account for most
of the co-variation in ratings.
 Some adjective scales are almost pure measures of
the EPA dimensions: for example, god-bad for
Evaluation, powerful-powerless for Potency, and
fast-slow for Activity
- Measurements of a concept on the EPA
dimensions are referred to as the concept’s profile.
 EPA measurements are appropriate when one is
interested in affective responses.
 The SD has been used as a measure of attitude in a
wide variety of projects.
THURSTONE AND LIKERT SCALES
THURSTONE is considered the father of attitude
measurement.
-He addressed the issue of how favorable an
individual is with regard to a given issue.
-He developed an attitude continuum to
determine the position of favorability on the issue.
Example of a Thurstone scale of measurement (from
Thurstone, 1931):
Directions: Put a check mark in the blank if you agree
with the item.
___1. Blacks should be considered the lowest class of
human beings. (scale value= 0.9)
___2. Blacks and whites must be kept apart in all
social affairs where they be taken as equals. (scale
value= 3.2)
___3. I am not interested in how blacks rate socially.
(scale value= 5.4)
Example of a Thurstone scale of measurement (from
Thurstone, 1931):
___4. A refusal to accept blacks is not based on any
fact of nature, but on a prejudice which should be
overcome. (scale value= 7.9)
___5. I believe that blacks deserve the same social
privileges as whites. (10.3)
In 1932, Likert developed the method of summated
ratings (or Likert’s scale), which is still widely used.
Example of Likert’s scale:
Statement: I do not like to solve algebraic equations.
Response options:
• 1. Strongly Disagree
• 2. Disagree
• 3. Agree
• 4. Strongly Disagree
 It is common to treat the numbers obtained from a
rating scale directly as measurements by calculating
averages, or more generally any arithmetic
operations.
 In terms of the levels of measurement proposed by
S.S. Stevens, the data are ordinal categorizations.
Guttman
• In 1944, Guttman suggested that attitude should be
measured by multidimensional scales, as opposed
to unidimentional scales such as those developed
by Thurstone and Likert.
• He developed the Scalogram Analysis, Cumulative
Scaling, or as usually called, Guttman scalling. The
major characteristics of this scale is that the
response to one item helps predict the responses to
other items.
Example of Gutman Scalling
For instance, if the individual responds negatively to

the item “I like oranges”, he is not likely to respond
positively to the item “Oranges are great for
breakfast”.
CHECKLISTS
• The most common and perhaps the easiest
instrument in the affective domain to construct is
the checklist.
• A checklist consists of simple items that the student
or teacher marks as “absent” or “present”.
STEPS IN THE CONSTRUCTION OF A
CHECKLIST
• Enumerate all the attributes and characteristics you wish
to observe relative to the concept being measured. For
instance, if the concept is “intrapersonal relation”, then
you might want to identify those indicators or attributes
which constitute an evidence of good interpersonal
relation.
• Arrange these attributes as a “shopping” list of
characteristics.
• Ask the students to mark those attributes which are
present and to leave blank those which are not.
Example of
Checklist for
teachers
Prepared by:
Brioso, Joana Marie O.
Bernardo, Nicole L.
Campo, Nicoleht Z.
Coñejos, Judy Ann B.
Cordoviz, Jhenneve Nicole
Fenequito, Frances
Feliciano, Katrina

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ESSAY

Statement: I do not like to solve algebraic equations.

For instance, if the individual responds negatively to

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