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Name: Date: Year and Section: Subject: Assessment of Learning 2

This document contains instructions for an assessment on methods of assessing affective learning. It provides two scenarios and asks the student to identify the appropriate assessment methods for each and explain their choices. It then asks the student to develop different assessment tools, including an observation checklist, rating scale, Likert scale, and semantic differential scale to measure affective learning outcomes. The goal is for the student to demonstrate understanding of different assessment methods and how to apply them in different situations involving affective learning.

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Rika Orimoto
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2K views7 pages

Name: Date: Year and Section: Subject: Assessment of Learning 2

This document contains instructions for an assessment on methods of assessing affective learning. It provides two scenarios and asks the student to identify the appropriate assessment methods for each and explain their choices. It then asks the student to develop different assessment tools, including an observation checklist, rating scale, Likert scale, and semantic differential scale to measure affective learning outcomes. The goal is for the student to demonstrate understanding of different assessment methods and how to apply them in different situations involving affective learning.

Uploaded by

Rika Orimoto
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name: Date:

Year and Section:


Subject: Assessment of learning 2

A. Given the following situations, based on what was discussed about methods of assessing
affecting target, discuss your insights relating it to the appropriate methods of affective assessment
that best fit the situation.
1. As an input to the planning of the school, the president would like to know the feelings of the
students toward the teaching program that the school employs currently, which they call as
Dynamic Learning Program (DLP), in particular to its feature, that no homework is given to
students.

Note: DLP is a teaching method wherein only an “expert” teacher delivers/explains


the lesson. The expert is the only person allowed to answer questions about the
lesson. Then all activities are handled by “facilitators” (teachers also). Whose
primary role is to manage the class while the class is working on their activities
about the lesson taught by the “expert”. The facilitators are not allowed to answer
questions about the lesson since the facilitators may have different subject expertise,
and not the same subject as the activity being proctored.

2. Among several sections of eight grade, one section is noted when it comes misbehaving. This
section is composed of varied type od students, above average, average, and below average. The
challenge is that the academic performance of the class is affected due to misbehaving students.
How can affective assessment methods help to improve the situation?

B. Based on the chosen method for the two scenarios cited, continue the process od the affective
assessment by selecting the appropriate tools in relation to the chosen methods for each
scenario. Discuss why you have chosen the assessment tool(s) for that particular approach.
Intended Outcome: A comparative and contrasting analysis of the key characteristics of the
different forms of teacher observation.

A. Use the template provided to compare and contrast the assessment method based on the
specified aspects.

Teacher Observation

Unstructured Structured

Preparation/
Actual Size

Advantage

Disadvantage
Intended Outcome: A comparative and contrasting analysis of the key characteristics of the
different assessment methods, other than teacher observation.

B. Use the template provided to compare and contrast the assessment method based on the
specified aspects. You are given the freedom to choose what method (except for teacher
observation) as well as the point of comparison and contrast.
Intended Outcome: To develop an individual observation checklist for assessing affective
learning.
C. Individual Observation List
Customize the template based on your own preference on what you need to measure or
assess. Use the template below and provide for the blank portion of the template.

OBSERVATION CHECKLIST
Student: Subject: Date:

Type of Assignment:

Not Yet Sometimes Frequently

Work Habits

Study Habits

Comments:

Intended Outcome: to develop a rating scale for assessing affective learning.


A. Rating Scale
Create your rating scale using the template provided to measure student’s affective learning
outcome.
RATING SCALE TO MEASURE: Attitude towards Assessment of Learning Subjects
SCALE TO BE USED: (e.g., o to 5)
SCALE’S INTERPRETATION:

SCORE

1. I am happy during Assessment of Learning Subject

2.

3.

4.

5.

6.

7.

8.

9.

10.
Intended Outcome: To develop a Likert scale for assessing affective learning.
B. Likert Scale
Using the details you used in the previous activity, transform the simple rating that you
made into a Likert Scale.
RATING SCALE TO MEASURE: Attitude towards Assessment of Learning Subjects
Directions:

Legend: Example (SA) Strongly Agree

Attitude towards Assessment of Learning subject.

1. I am happy during Assessment of Learning subject.

2.

3.

4.

5.

6.

7.

8.

9.

10.
Intended Outcome: To develop semantic differential scale for assessing affective learning.

C. Semantic Differential Scale


Construct a scale that would measure the attitude toward Assessment of Learning as a
subject. You may use the template, complete it by supplying five adjacent pairs.
Example:

Assessment of Learning

Relevant Insignificant

1.

2.

3.

4.

5.

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