NATIONAL RESEARCH CONFERENCE ON STRENGTHENING SCHOOL-BASED

MANAGEMENT FOR EFFECTIVEIMPLEMENTATION OF THE

K TO 12 CURRICULUM

THE FARM, Carpenter Hill, Koronadal CityAPRIL 16-18, 2015

Imagination is more importantthan knowledge.

ILLUSTRATED ASSESSMENT VS. WORDED ASSESSMENT:

ITS INFLUENCE ON THE CONCEPTUAL

UNDERSTANDING OF CHILDREN WITH LEARNING DISABILITIES IN PHYSICS

CIFIDE LUVIT G. APOSTOLTeacher 1, GSC SPED Integrated School

Proponent

• Funda Ornek, et.al. (2008). What Makes Physics Difficult?.International Journal of Environmental & Science Education. IJESE,Australia

“Physics is difficult.”

Rank Nation Average Rank Nation Average1 Singapore 604 1 Chinese Taipei 569

34 Indonesia 403 34 Tunisia 43035 Chile 392 35 Chile 42036 Philippines 345 36 Philippines 34537 Morocco 337 37 Morocco 32338 South Africa 275 38 South Africa 243

Trends in International Mathematics and Science Study (TIMSS), 1999SOURCE: International Association for the Evaluation of Educational Achievement (IEA),

Trends in International Mathematics and Science Study (TIMSS) 1999 Results

Mathematics Science

Rank Nation Average Rank Nation Average1 Singapore 605 1 Singapore 578

41 Philippines 378 41 Lebanon 39342 Botswana 366 42 Philippines 377

43 Saudi Arabia 332 43 Botswana 36544 Ghana 276 44 Ghana 25545 South Africa 264 45 South Africa 244

and Science Study (TIMSS) 2003 ResultsMathematics Science

SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 2003

Trends in International Mathematics

• Learning Disabilities refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information.

Definition Adopted by the Learning Disabilities Association of Canada January 30, 2002

WHAT CAN BE DONE TO HELP THE

CHILDREN WITH LEARNING

DISABILITIES LEARN?

Visual Spatial Learning Styles is one of eight types of learning styles defined in Howard Gardner's theory of Multiple Intelligences.

UTILIZATION OF ILLUSTRATION DURING LEARNING SCIENCE

TEXTBOOK PASSAGES AMONG LOW- AND HIGH-ABILITY

CHILDRENMatti Hannus and Jukka Hyona- Contemporary

Educational Psychology,1999- Elsevier. Finland

RESEARCH OBJECTIVES:

• Development of an illustrated type of assessment in physics for students with learning disability

• Determination of the influence of illustrated type assessment on the conceptual understanding of students’ with learning disabilities in physics.

METHODOLOGY

TOOLS FOR DATA GATHERING

ILLUSTRATED ASSESSMENT PAPERS

WORDED ASSESSMENT PAPERS Appreciation Level Questionnaire

CONCEPTUAL FRAMEWORK

PHYSICS

Illustrated Assessment

WordedAssessment

Improved Proficiency Level

Development of Enriched School

Assessment Program

Students withLearning

Disabilities

ILLUSTRATED ASSESSMENT sample item:

WORDED ASSESSMENT sample item:

Appreciation Level Questionnaire

• TOOLS FOR DATA ANALYSISThe arithmetic means

(Proficiency Level)Bivariate Statistical Treatment

Tool (Proficiency Level Variance )

HEDI criteria- a four-point rating scale adopted from Ratings and Evaluations 2012-13 Teacher

Effectiveness Program Handbook, NYC Department of Education

RESPONDENTS• 48 Fourth Year High School

Students of GSC SPED Integrated School

• Inclusive class of students with learning disabilities (BP,HI, VI, CWA)

RESULTS:

Statistical analysis revealed that there is significant difference between two mean scores (tc = 3.73 > 2.052) set at 5% level of confidence.

Q1: Which assessment is easier to comprehend?Q2: Which assessment is much easier to answer?Q3: Which assessment the meaning of the word is much easier to get?Q4: Which assessment motivates you more to read and accomplish?Q5: Which assessment you prefer more to take? Why?

WHY?

• fun to read and answer• not boring, motivates readers• very attractive to look• easier to comprehend • easier to answer.

• Give specific and significant details of the problem

• problem is easily understood, interpreted and analyzed.

• Pictures provide idea, better understanding

• lessen confusion.

CONCLUSION

• Illustrated Assessment provides greater proficiency level of learning than the worded type of assessment. Illustrated Assessment is more effective form of assessment than worded type of assessment.

CONCLUSION

• Illustrated Assessment is an active form of assessment which provides improvement in students content understanding .

• Illustrated Assessment grants students with learning disability pleasure and enthusiasm while reading and solving problem

• Illustrated Assessment improves learning comprehension

• Illustrated Assessment provides ease in problem solving

• Illustrated Assessment offers encouragements to perform learning tasks

CONCLUSION

CONCLUSION

• Illustrated Assessment improves the quality of work of students with learning disability.

RECOMMENDATION:

• an illustrated type of assessment must be carefully formulated and developed to address needs of learners, with or without learning disability.

RECOMMENDATION:

• Teachers should receive formal training in assessment design or analysis particularly on illustrated assessment

RECOMMENDATION:• Validation of the illustrated

assessment must be done ahead prior to its use

• Enlarged and more detailed illustrations are strongly recommended for students with residual vision

• Further study be done on to further validate the outcomes, observations, conclusions accomplished by this research.

RECOMMENDATION:

THANK YOU & GOD BLESS!