Assessment of

One’s
Teaching
Practice
• Cognitive and Affective domain are
inseparable aspect of learning. Each
completes another with respect to
learners important domains. It helps
to improve academic achievement
and quality of educational experience
provided.
Method of Assessing Affective
Targets

• There are three methods of assessing

affective traits and dispositions. These
are:
Teacher observation
Student self report
Peer rating
(Mcmillan 2007.)
- Affective traits are not observable,
they must deduced from their
behaviour or students say about
themselves and others. There are
variety of psychological measures to
assess affective traits. Own observation
and students self reports are mostly
used.
(McMillan 2007.)
- Affective traits are not observable, they
must deduced from their behaviour or
students say about themselves and others.
There are variety of psychological measures
to assess affective traits. Own observation
and students self reports are mostly used.
Three consideration in
assessing affects
1. Emotions and feelings changes
quickly most especially for young
children and during early
adolescence
- to obtain a valid indication of
an individual student’s emotions or
feelings
2. Use varied approaches in measuring
the same affective traits as possible.
- it is better not to rely on a
single method, because on limitations
inherent in that method.
3. Decide what type of date or result
are needed, is it individual or group
data?
-consideration of what the
purpose of assessment is will influence
the method that must be used.
Student Self-Report
Student Interview
• It is similar to observation but in here, there is an
opportunity that the teachers may have direct
involvement with the student wherein teachers can
probe and respond for better understanding.
• It is important that the trust must be established so
that students’ true feelings and beliefs will be
revealed.
• An advantage of interview is that the teacher can
clarify questions, probe where appropriate for
clarification responses, and note non-verbal
behavior.
• Students have an opportunity to qualify or
elaborate on previous responses.
• Helps avoid vagueness
Surveys and Questions
• Second type under self-report method
• Two types of format, Constructed-Response format
and Selected-Response format.
Constructed-Response Format
• It is a straight forward approach asking students
about their affect by responding to simple
statement or question. Another way to implement
constructed-response format is by means of essay.
Selected-Response Format
• There are three ways of implementing the selected
response format in assessing affective learning
outcomes. These are rating scale, semantic
differential scale, and checklist.
• The advantage od selected-response formats is
that it assures anonymity. It is an important aspect
when considering the traits that are personal such
as values and self-concept. It is an efficient way of
collecting information.
Peer Ratings (Appraisal)
• It is the least common method among the three
methods of assessing.
• Peer rating is seen as relatively inefficient in terms of
nature of conducting, scoring and interpreting peer
ratings.
• However, teachers can accurately observe what is
being assessed in peer ratings since teacher are very
much engaged and present inside the classroom and
thus can verify the authenticity of results of peer
rating.
Two methods of conducting
peer ratings:
• guess-who approach
• socio-metric approach
These approaches can be used together with
observations and self-reports to strengthen
assessment of interpersonal and classroom
environment targets.
Teacher Observation
• Teacher observation is one of the essential tools for formative
assessment.
• They need to determine in advance how specific behaviors relate to
the target.
• It starts with vivid definiton of the trait, then followed by list of
students behaviors and actions that corresponds to positive and
negative dimensions of the trait.
• Behaviors and actions are identified initially by listing what the
students with positive and negative behavior do and say.
POSITIVE NEGATIVE

• Rarely misses class • Is frequently absent

• Rarely late to class • Is frequently tardy
• Asks a lot of • Rarely asks
questions questions
• Helps other students • Rarely helps other
• Is involved in extra students
curricular activities • Is not involved in
extra curricular
activities
 POSITIVE NEGATIVE

• He or she likes school • Says he or she

• Comes to class early doesn’t like school
• Stays after school • Rarely comes to
• Volunteers to help class early
• Completes • Rarely stays after
homework school
• Doesn’t volunteers
• Often does not
complete homework
• Positive behaviors are called approach behaviors.
Approach behaviors results in direct, frequent and intense contact.
• Negative behaviors are called avoidance behaviors.
Avoidance behviors are results in less direct, less frequents and
intense contact.
1)Unstructured Observation (anecdotal)
• It is used for the purpose of making summative judgements.
• Normally it is open-ended, no checklist or rating scale is used and
everything observed is just simply recorded.
• It is more realistic, teachers can record everything they have
observed and are not limited by what is contained in a checklist or
rating scale.
2) Structured observation
• In structured observation, more time is needed since checklist or
rating forms are to be made since it will be used to record
observations.
• The form is generated from a list of positive and negative behaviors
to make it easy and convinient in recording.
Things that should be considered if teacher observation
method will be used to asses effect .
 Determine behaviors to be observed in advance
 Record student’s important data such as time, data and place
 If unstructured, record brief descriptions of relevant behavior
 Keep interpretations separate from description
 Record both positive and negative behaviors
 Have as much as observations of each students as necessary
 Avoid personal bias
 Record immediately the observations
 Apply a simple and efficient procedure
Utilizing the Different Methods or
Combination of Methods in Assessing Affect

• Each of the three methods

(Observation, self report, peer ratings) that
was discussed previously has its own
advantage and disadvantages. In choosing
for which method or methods to use,
consider the following factors:
2.1 Type of affect that needs to be
assessed;

• A general reaction to something or

someone can best be gathered through
observation. However, if attitude
components is to be diagnosed, a self-
report will give a better information.
Observation can be supported by peer
rating method if the target is socially-
oriented affect.
2.2 If the information needed is from
grouped or individual responses; and

If grouped response and tendencies are

needed, selected response self-report method
is suited because it assures anonymity and is
easily scored.
2.3 The use of information

• If the intention of the affective

assessment is to utilize the results as
supporting input to grading then multiple
approaches is necessary and be mindful of
the possibility of having fake results from
self-report and even from peer judgment.
• To sum it up, the choice of method or combining
these methods, is dependent upon the context,
targets and the level of comfort it utilizing any
particular method or combination of methods.