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Development of Affective Assesment Tools

The document discusses three methods for assessing affective learning outcomes: teacher observation, student self-report, and peer rating. It focuses on teacher observation and student self-report. For teacher observation, it describes unstructured observation using anecdotal records and structured observation using checklists and rubrics. For student self-report, it outlines interview methods and questionnaire/survey methods using constructed response formats like essays and completion items, as well as selected response formats like rating scales.

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Jackie Dumaguit
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579 views15 pages

Development of Affective Assesment Tools

The document discusses three methods for assessing affective learning outcomes: teacher observation, student self-report, and peer rating. It focuses on teacher observation and student self-report. For teacher observation, it describes unstructured observation using anecdotal records and structured observation using checklists and rubrics. For student self-report, it outlines interview methods and questionnaire/survey methods using constructed response formats like essays and completion items, as well as selected response formats like rating scales.

Uploaded by

Jackie Dumaguit
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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DEVELOPMENT OF

AFFECTIVE ASSESMENT
TOOLS
By: Marlon M. comia
There are three different methods of
assessing affective learning outcomes:

 Teacher Observation;
 Student Self-Report; and
 Peer Rating

METHODS OF ASSESSING AFFECTIVE


LEARNING OUTCOMES
 Teacher observation is a tool of assessing student’s
performance during instruction or during formative
assessment.
 Inthis section, the emphasis of teacher observation is
to make a systematic record on the observation
about the presence or absence of affective
outcomes.

1. TEACHER OBSERVATION
Steps in using teacher’s observation:
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.

TEACHER OBSERVATION
Two methods of teacher observation:
 Unstructured Observation
 Structured Observation

TEACHER OBSERVATION
 Unstructured
Observation is also known as
open-ended observation.
 Here, the teacher does not use any rating
scale, or checklist to record observations; it
allows the teacher more freedom to record
what information is to be observed and hoe it
is recorded.

UNSTRUCTURED OBSERVATION
 Anecdotal Record- it is a description of student behavior or
report of observed behavioral incidents

UNSTRUCTURED OBSERVATION
 Structured observation involves the utilization of
checklist, rating scale and sometimes the use of
rubrics.
 With
the behaviors listed, it allows the observer to
focus on more important affect to be assessed.

STRUCTURED OBSERVATION
 Student self-report is a method of assessing affective
learning outcomes that allows students to express
their feelings or attitude towards a given specific
classroom activity.

2. STUDENT SELF-REPORT
There are two methods of assessing
affective learning outcomes using
student self-report:
 Interview method
 Questionnaire and survey methods

2. STUDENT SELF-REPORT
 Interviewmethods allow the teacher to probe
and clarify information in order to avoid
ambiguity, though the cstudents cannot be
unanimous with their information and is time
consuming to conduct.

INTERVIEW METHOD
 Thereare two types of format of assessing affective
learning outcomes using questionnaire or survey method:
1. Constructed response format is done using a
completion item or an essay item. In the completion
item, the teacher tasks the students about their feelings
to respond to a simple statement by writing a word or
phrase to complete the sais statement.

QUESTIONNAIRE OR SURVEY METHODS


 Example of a completion item:
 Another type of constructed response is the essay item.
The teacher let their students organize their ideas to be
written in paragraph form regarding a certain topic.
Example:
 Writea paragraph you like most about your teacher in
Assessment of Learning. Cite your reasons and the
experiences that you like most with the teacher.
 Describe yourself as a student. Are you one of the top
students? If so, how do you maintain your high grades?
If not, what will you do to become a top student?
 The second form of questionnaire or survey method
is the selected response format. It includes rating
scales, semantic differential scale, and checklist.
They are usually used to assess attitudes, beliefs and
interests of the participants.

SELECTED-RESPONSE FORMAT

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