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    Transcript of Assessing Affective Learning Outcomes

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    Jessamae Anas
    The document discusses methods for assessing affective learning outcomes. It describes three main considerations when assessing affect: emotions and feelings vary over time so use repeated measures; use multiple approaches as no single approach is sufficient; and determine if you need individual or group results. The key methods discussed are teacher observation, student self-report, and peer rating. Teacher observation can be unstructured or structured using tools like checklists and rating scales. Student self-report involves interviews or questionnaires using formats like rating scales, semantic differential scales, and checklists. Peer rating involves students assessing each other's behaviors.

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    Transcript of Assessing Affective Learning Outcomes

    Uploaded by

    Jessamae Anas
    211 views4 pages
    The document discusses methods for assessing affective learning outcomes. It describes three main considerations when assessing affect: emotions and feelings vary over time so use repeated measures; use multiple approaches as no single approach is sufficient; and determine if you need individual or group results. The key methods discussed are teacher observation, student self-report, and peer rating. Teacher observation can be unstructured or structured using tools like checklists and rating scales. Student self-report involves interviews or questionnaires using formats like rating scales, semantic differential scales, and checklists. Peer rating involves students assessing each other's behaviors.

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    Transcript of Assessing Affective Learning Outcomes

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    The document discusses methods for assessing affective learning outcomes. It describes three main considerations when assessing affect: emotions and feelings vary over time so use repeated measures; use multiple approaches as no single approach is sufficient; and determine if you need individual or group results. The key methods discussed are teacher observation, student self-report, and peer rating. Teacher observation can be unstructured or structured using tools like checklists and rating scales. Student self-report involves interviews or questionnaires using formats like rating scales, semantic differential scales, and checklists. Peer rating involves students assessing each other's behaviors.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    211 views4 pages

    Transcript of Assessing Affective Learning Outcomes

    Uploaded by

    Jessamae Anas
    The document discusses methods for assessing affective learning outcomes. It describes three main considerations when assessing affect: emotions and feelings vary over time so use repeated measures; use multiple approaches as no single approach is sufficient; and determine if you need individual or group results. The key methods discussed are teacher observation, student self-report, and peer rating. Teacher observation can be unstructured or structured using tools like checklists and rating scales. Student self-report involves interviews or questionnaires using formats like rating scales, semantic differential scales, and checklists. Peer rating involves students assessing each other's behaviors.

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    Transcript of ASSESSING AFFECTIVE LEARNING OUTCOMES

    ASSESSING AFFECTIVE LEARNING OUTCOMES


    AFFECTIVE DOMAIN
    covers behaviors with regards to attitudes, beliefs and feelings. Networks of attitudes, beliefs and
    feelings form the student's values. Values are perceptions or ideas of worth, while beliefs are
    perceptions of fact. It also emphasizes on feelings, emotions and degrees of acceptance or rejection.
    AFFECTIVE TRAITS
    AND
    LEARNING OUTCOMES
    AFFECTIVE TRAITS:

    ATTITUDE SELF-ESTEEM
    INTEREST LOCUS OF CONTROL
    VALUE EMOTIONAL DEV'T
    OPINIONS SOCIAL RELATIONSHIP
    PREFERENCE ALTRUISM
    MOTIVATION MORAL DEV'T
    ACADEMIC SELF-CONCEPT CLASSROOM ENVIRONMENT

    AFFECTIVE DOMAIN OF THE TAXONOMY OF EDUCATIONAL OBJECTIVES


    AFFECTIVE DOMAIN
    describes learning objectives that emphasize a feeling, tone, emotion or degree of acceptance or
    rejection. Affective objectives vary from simple attention to selected phenomena to complex but
    internally with consistent qualities of character and conscience. We found a large number of such
    objectives in the literature expressed as interests, attitudes, appreciations, blues and emotional sets
    or biases.
    LEVELS OF AFFECTIVE DOMAIN
    5 LEVELS OF AFFECTIVE TARGETS
    LEVEL 1:
    RECEIVING (ATTENTION)
    example: Listening to the ideas of others with respect.
    VERBS: ask, choose, describe, follow, give, hold, identify, locate, name, point to, select, sit, erect,
    reply and use
    LEVEL 2:
    RESPONDING (INTEREST)
    example: Participating in class discussions actively
    VERBS: answer, assist, aid, comply, conform, discuss, greet, help, label, perform, practice, present,
    read, recite, report, select, tell and write.
    LEVEL 3:
    VALUING (PREFERENCE/APPRECIATION)
    examples: 1. Demonstrating belief in the democratic process. 2. showing the ability to solve
    problems.
    VERBS: complete, demonstrate, differentiate, explain,follow, form, initiate, invite, join, justify,
    propose, read, report, lect, share, study and work.
    LEVEL 4:
    ORGANIZATION (PHILOSOPHY OF LIFE)
    examples: 1. Explaining the role of systematic planning in solving problems; 2. Prioritizing time
    effectively to me the needs of the organization, family and self.
    VERBS: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize,
    identify, integrate, modify, order, organize, prepare, relate and synthesize
    LEVEL 5:
    CHARACTERIZATION BY A VALUE (LIFESTYLE)
    examples: 1. Showing self-reliance when working independently; 2. Valuing people for what they are,
    not how they look like.
    VERBS: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify,
    question, revise, serve, solve and verify
    METHODS OF
    ASSESSING AFFECTIVE
    LEARNING OUTCOMES
    MCMILLAN: 3 CONSIDERATIONS WHEN ASSESSING AFFECT
    FIRST:
    EMOTIONS AND FEELINGS
    It is suggested that teachers should conduct diff. assessments over a considerable amount of time. It
    is because of the being unpredictable of the student's attitudes.
    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.
    SECOND:
    USE OF DIFFERENT APPROACHES
    Do not rely on single approach because it has a limitation.
    THIRD:
    RESULT
    Do you need an INDIVIDUAL RESULT OR GROUP RESULT?
    For student's individual performance use individual result
    For assessing improvement of classroom instruction use group result.
    METHODS OF ASSESSING AFFECTIVE LEARNING OUTCOMES
    A.TEACHER OBSERVATION
    this is to make a systematic record on the observation about the presence or absence of affective
    outcomes
    TWO METHODS OF TEACHER OBSERVATION
    1. UNSTRUCTURED OBSERVATION
    also known as open-ended observation. It gives more freedom to record what information is to be
    observed and how it is recoded. Can be done through note taking, mental note taking and diary
    keeping.
    There should be at least guidelines and characteristics of the affective traits to be assessed.
    Anecdotal Record can also be utilized.
    2. STRUCTURED OBSERVATION
    it is diff from unstructured observation because more time is needed for the preparation of the
    materials and the process of recording the observation.
    It involves the use of checklist, rating scales and sometimes the use of rubrics. In this type of
    observation, recording is more systematic because the teacher will attend only on the predetermined
    aspects of affective traits. In this case, a more reliable and valid information among diff. observers is
    easier to obtain.
    B.STUDENT SELF- REPORT
    this is to express the student's feelings or attitudes toward a given specific classroom activity. It limits
    the response of the students to what they can only do and say. The teacher must motivate them to
    respond properly and seriously because they might take the activities for granted or else the
    information gathered is not reliable.
    TWO TYPES OF
    STUDENT SEL- REPORT
    A. INTERVIEW METHOD
    allows the teacher to probe and clarify information in order to avoid ambiguity, though the students
    cannot be unanimous with their information and is time consuming to conduct. It can be done using
    individual or group interviews, round the table discussions or casual conversations.
    QUESTIONNAIRE OR SURVEY METHOD
    TWO FORMAT:
    A. Constructed-response format is done using a completion item or an essay item.
    B. Selected-response format is use to assess, beliefs and interests of the participants. (rating scale,
    semantic differential scale and checklist).
    RATING SCALE
    is a set of categories designed to gather information on quantitative attributes in social sciences.
    SEMANTIC DIFFERENTIAL SCALE
    a pair of adjectives are used to provide connections with feelings, beliefs and opinions that can be
    measured by degrees of agreement that show both opposite directions and intensity
    CHECKLIST
    is the easiest tool to develop compared to rating scale and semantic differential scale. It consists of
    simple items that the students or teacher marks as "present" or "absent" of a certain attribute that
    describes the affective traits.
    C. PEER RATING
    is the least method to be used in assessing ALO. In this method, the students are asked to assess or
    judge their classmates' behavior

    Transcript of Methods of Assessing Affective Learning Outcomes


    Emotions and Feelings
    Use of several approaches
    Result
    Affective Learning Outcomes
    1. Teacher Observation
    2. Student Self-Report
    3.Peer Rating
    Teacher Observation
    Unstructured Observation
    -known as open-ended question
    -note/mental note taking, or diary keeping
    1. Determine in advance the specific behavior related to the targets.
    2. Develop a list of positive and negative behaviors.
    3. Decide the type of observation you want to use.
    2.Student Self-Report
    Two Methods•
    Methods of Assessing Affective Learning Outcomes
    Considerations When Assessing Affect
    A. Steps in using Teacher's Observation
    B. Two Methods of Teacher observation
    Unstructured Observation
    Structured Observation
    Anecdotal Record-description of student behavior
    Structured Observation
    checklist
    rating scale
    rubrics
    Questionnaire or Survey Method
    Interview Method
    Types of format
    Constructed-response format
    -done using completion item or essay
    Selected-response format
    Three types
    1. Rating scale- set of categories designed to gather quantitative attributes in social science.
    2. Semantic differential scale- a pair of objectives are used to provide connections with feelings, beliefs and
    opinion that can be measured by degrees of agreement that show both opposite directions and intensity
    3. Checklist -simple item marks as "present" or "absent" of a certain attribute that describes the affective traits.
    Peer Rating
    -the students are asked to assess or judge their classmates' behavior

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