Page 38 - Teacher's Guide: My Own SBA Toolkit for CSEC English Examinations

By now, you have a good idea as to how the interview progressed The student, Aaliyah, re- sponded in the affirmative to all the last two questions and left the interview feeling good about herself and the fact that she ‘aced’ the interview Similarly, the teacher was elated that her stu- dent scored full marks on this, the first occasion of the discussion.
When assessing affective outcomes, keep in mind:
1the student’s emotions and feelings are unpredictable and as such it is suggested
that teachers should conduct different assessments over a considerable amount of time If you consider only a single assessment, there is a high probability, that what you assess is not an entire sign of the trait Hence, it is better to measure repeatedly over several periods of time
2the need to use different approaches as a multiplicity of approaches allows for the triangulation of evidence Do not rely on a single approach (such as a self-check interview) as each approach will have limitations Figure 12 shows the range of approaches available to an assessor
3whether an individual or group result is needed and how the (other) members of a group may help to inform the evaluation of an individual
Based on the chart provided in Figure 12, the method suggested by CXC falls squarely within the realm of student self-reporting. More specifically, it recommends the use of an series of interviews as well as checklist (not a scale as mentioned on the instrument itself)
When using the student self-report method, the teacher must motivate the student to respond properly and seriously because they might take the activities for granted This may result in the information gathered being unreliable By properly I mean that the responses should not merely be a “yes” or “no” but, in the case of a “yes”, there must be evidence to support any claim being made
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My Own SBA Toolkit for CSEC English Examinations | Teacher’s Guide