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