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Assess 2 Final Examination

The document outlines a final examination for a competency-based assessment, focusing on the taxonomy of the affective domain and its levels: Receiving, Responding, Valuing, Organizing, and Characterization by Value. It also discusses the importance of attitudes, motivation theories, self-efficacy, and the potential of the affective domain in enhancing student learning. Each section emphasizes the role of emotional and motivational factors in educational settings.

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Jovelyn A. Cantila
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19 views3 pages

Assess 2 Final Examination

The document outlines a final examination for a competency-based assessment, focusing on the taxonomy of the affective domain and its levels: Receiving, Responding, Valuing, Organizing, and Characterization by Value. It also discusses the importance of attitudes, motivation theories, self-efficacy, and the potential of the affective domain in enhancing student learning. Each section emphasizes the role of emotional and motivational factors in educational settings.

Uploaded by

Jovelyn A. Cantila
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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FINAL EXAMINATION

ASSESS 2 – COMPETENCY – BASED ASSESSMENT 2


FIRST SEMESTER – SY 2021-2022

Name: ___________________________ Date: __________


Course: ______________ Score: _________

Directions: Answer the following questions comprehensively.( 10 points each)


1.Enumerate the different levels in the taxonomy of the affective domain. Discuss each of these
levels.

1. Receiving
Receiving refers to the student’s willingness to attend to particular phenomena or stimuli
(classroom activities, textbook, music, etc.). From a teaching standpoint, it is concerned with
getting, holding, and directing the student’s attention. Learning outcomes in this area range
from the simple awareness that a thing exists to selective attention on the part of the learner.
Receiving represents the lowest level of learning outcomes in the affective domain.

2. Responding
Responding refers to active participation on the part of the student. At this level he not only
attends to a particular phenomenon but also reacts to it in some way. Learning outcomes in this
area may emphasize acquiescence in responding (reads beyond assignments) or satisfaction in
responding (reads for pleasure or enjoyment). The higher levels of this category include those
instructional objectives that are commonly classified under interest; that is, those that stress
the seeking out and enjoyment of particular activities.
3. Valuing
Valuing is concerned with the worth or value a student attaches to a particular object,
phenomenon, or behavior. This ranges in degree from the simpler acceptance of a value
(desires to improve group skills) to the more complex level of commitment (assumes
responsibility for the effective functioning of the group). Valuing is based on the internalization
of a set of specified values, but clues to these values are expressed in the student’s overt
behavior that is consistent and stable enough to make the value clearly identifiable.
Instructional objectives that are commonly classified under attitudes and appreciation would
fall into this category.
4. Organizing
Organizing is concerned with bringing together values, resolving conflicts between them, and
beginning the building of an internally consistent value system. Thus the emphasis is on
comparing, relating, and synthesizing values. Learning outcomes may be concerned with the
conceptualization of a value (recognizes the responsibility of each individual for improving
human relations) or with the organization of a value system (develops a vocational plan that
satisfies his need for both economic security and social service). Instructional objectives relating
to the development of a philosophy of life would fall into this category.
5. Characterization by Value or Value-Set
At Characterization level of the affective domain, the individual has a value system that has
controlled his behavior for a sufficiently long time for him to develop a characteristic life style.
Thus the behavior is pervasive, consistent, and predictable. Learning outcomes at this level
cover a broad range of activities, but the major emphasis is on the fact that the behavior is
typical or characteristic of the student. Instructional objectives that are concerned with the
student’s general patterns of adjustment (personal, social, emotional) would be appropriate
here.

2.What is an “attitude”? Why is the study of attitude important? How will understanding of
attitudes and predisposition enhance teaching?
Attitude is a specific disposition that combines factors like beliefs, opinions, moods and
emotions. Sometimes, attitude is referred to as an outlook or mental state that affects the way
people perceive the world around them and the way they experience life, work, relationships and
more. Ensuring students are ready for learning. The presence or absence of specific attitudes,
motivations and dispositions in a learner will: enhance or impede their capacity to learn.
determine their willingness to grapple and persevere with, and make sense of discipline-based
knowledge and content.

3. What is motivation? Discuss the need theories on motivation: Maslow, Herberg and ERG
theories.

4. Why are the “needs” as presented by Maslow arranged in a hierarchy? What do you mean by
a hierarchy of needs?

5. What is “ self – efficacy”? How does this concept figure in the educational
measurement field? Why is this concept important to teachers?
Self-efficacy is a person's belief in their ability to complete a task or achieve a goal. It
encompasses a person's confidence in themselves to control their behavior, exert an influence
over their environment, and stay motivated in the pursuit of their goal. The concept of self-
efficacy derives from Bandura’s social-cognitive theory of behavioral change. It refers to a
teacher’s belief in his/her ability to successfully cope with tasks, obligations and challenges
related to his/her professional role (e.g., didactical tasks, managing discipline problems in the
class, etc.)
Teachers’ self-efficacy has progressively gained an important role in school psychology research
as a result of its implications for teaching effectiveness, instructional practices, and for students’
academic achievement.teachers with high levels of self-efficacy experience higher levels of job
satisfaction, lower levels of job-related stress and face less difficulties in dealing with students’
misbehaviors (

6. Describe the potential of tapping the affective domain in enhancing the learning
of students.
-The affective domain includes factors such as student motivation, attitudes, perceptions and
values. Teachers can increase their effectiveness by considering the affective domain in planning
courses, delivering lectures and activities, and assessing student learning.

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