Chapter 17

Assessment

of

Effective Outcomes

REPORTED BY:

RONALY J. BUEZA BSEDIII-

ENGLISH

Reference: Measuring and

Evaluating Learning Outcomes in AL

1 and 2 Carlito D. Garcia Ed D

Forced-Choice Selection

Methods

• A forced-choice item the respondent to select

among choices that differ on content, rather than

the degree of favorableness or intensity.

•The examinee is directed to indicate which of

several action, contents, or object is most

characteristic of him or her.

•The format is similar to that of a multiple choice

item or it may be a description of a situation with

associated questions, or a pair of choice statements.

Advantage of the forced-choice

pattern(According to Oppenhiem(1999)

Minimizes the subjective element in judgment;

Reduces the respondent’s ability to produce a desired outcome and therefore less fake able;

Produces a better distribution and spread of scores with less piling up and skewness;

Is quick, efficient, objective and lends itself to machine-scoring; and

Produces scores easily analyzed with respect to reliability and validity.

The Method of Summated Rating or

Likert Scales• One of the most frequently used response style in attitude

measurement is the Likert scale, Which is usually a five-point scale that links options ”strongly agree” and “strongly disagree.” In this kind of rating scale, The students respond to statements by choosing the options that most closely represent their feelings about the statements.

• The usual response categories are as follows: strongly agree; agree; uncertain or undecided; disagree; and strongly disagree.

• Numerical weights ; 5 for strongly agree; 4 for agree; 3 for undecided or uncertain; 2 for disagree; And 1 for strongly disagree.

The Semantic Different Technique

• This technique is not a test procedure but a

general method of obtaining ratings of

concepts in a series of bipolar adjective scales.

• It is designed so that attitudes, feelings, and

opinions can be measured by disagree, from

very favorable to highly unfavorable.

In the semantic differential scale, the respondent

checks the blank on the continuum that corresponds

to his feelings about the stimulus word.

Identify the concept/s to be rated. 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 within the

same context or frame of reference.

Choose appropriate bipolar scales. Examples of paired

opposite adjectives that 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 level of the

words should be considered as students cannot use adjectives

whose meanings they don’t understand.

Design a response sheet. 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.

Write instructions . The cover sheet should include a general

orientation to the task and statement about why data are being

collected. The significance of the scale positions should be

specified, as well as the procedure for responses. An example

of a standard set of instructions for a semantic differential

exercise is cited below.

Free Response and Opinionnaire

Methods

• The opinionnaire is used frequently in the

polling method of gathering opinion and

attitude data. The use of a well-constructed

opinionnaire can systematize the data-gathering

process and help ensure that relevant questions

are asked and all important aspects of a

problem surveyed.

To be considered in preparing an

opinionnaire.(according to Gable,1996)

Brevity;

Inclusion of items of interest and face appeal to attract the attention of the respondent and cause him to become involved in the task;

Provision for depth of response in order to avoid superficial replies;

Wording of questions neither too suggestive nor too unstimulating;

Phrasing of questions so they are not too narrow in scope, allowing the respondent reasonable latitude in his responses.

Reference: Measuring and

Evaluating Learning Outcomes in AL

1 and 2 Carlito D. Garcia Ed D