Republic of the Philippines

Province of Bukidnon
MUNICIPALITY OF MANOLO FORTICH
NORTHERN BUKIDNON COMMUNITY COLLEGE

Assignment 2 in Assessment 2

Noelli Mae E. Bacol February 21, 2020

BEED Gen.Curr. III

A. What is a self – report? What should such a self – report

essentially contain? How should a teacher instruct the students
in writing self – reports?
Self - report is the most common measurement tool in the
affective domain. It essentially requires an individual o provide
an account of his attitude or feelings toward a concept or idea or
people. It is oftentimes called “written reflections”. It requires
the students to write his/her thoughts on a subject matter. The
teacher ensures that the students write something which would
demonstrate the various levels of the taxonomy e.g. lowest level
of receiving up to characterization.

B. What is a rating scale? Enumerate the various types of rating

scales and explain how these rating scales are formulated?

A Rating Scale is a set of categories designed to elicit

information about a quantitative attribute in social science.
Common examples are the Likert scale and 1-10 rating scales for
which a person selects the number which is considered to reflect
the perceived quality of a product. The basic feature of any
rating scale is that it consists of a number of categories. These
are usually assigned integers. Another example is a S3emantic
Differential Scale (SD) that tries o assess an indiviual’s reaction
to specific words, ideas or concepts in terms of ratings on bipolar
scales defined with contrasting adjectives at each end. Also an
example is a Thurstone scale, it is considered as the father of
attitude measurement. It was being developed to determine the
position of favorability on the issue. And lastly an example is a
Checklist. This is the common and perhaps the easiest
instrument in the affective domain to construct is the checklist.
It contains of simple items that the students or teacher marks as
“absent” or “present”.
C. What is the difference between a Thurstone scale and a Likert
Scale? In what way does Guttman scaling improve on both
types of scales?

The difference between Thurstone Scale and a Likert Scale is

that the Thurstone scale is considered the father of attitude
measurement. He addressed the issue of how favorable an
individual is with regard to a given issue, while Likert scales it
requires individuals tick on a box to report whether they “strong
agree”, “agree”, are “undecided”, “disagree” or “strongly
disagree” in response to a large number of items concerning an
attitude object or stimulus. Thurstone scale is more laborious
and time consuming than the Likert scale in the method of
scoring, summating, validating response. In Guttman, it
suggested that attitude should be measured by multidimensional
scales, as opposed to unidimensional scales such as Thurstone
and Likert scales. The major characteristics of this scale is that
the response to one item helps predict the responses to the
items.

D. What is a semantic differential scale? Illustrate the use of a

semantic differential scale the measurement of attitude.
The Semantic Differential (SD) is a scale tries to assess an
individual’s reaction t specific words, ideas or concepts in terms
of ratings on bipolar scales defined with contrasting adjectives at
each end. An example of an SD scale is:
Good ___ ___ ___ ___ ___ ___ ___ Bad
3 2 1 0 1 2 3
Usually, the position marked 0 is labeled “neutral”, the 1
positions are labeled “slightly,” the 2 position “quite,” and the 3c
positions “extremely,”. In the illustration above, for instance , a
“3” close to good would mean an “extremely good” reaction
while a “3” close to bad would an “extremely bad reaction”. The
scale actually measures two things: directionality of a reaction
(e.g., good versus bad) and also intensity (slight through
extreme).

E. Construct a rating scale for each for each of the following

situations:
Instructions: The items below ask you to indicate what you generally think
about Mathematics. Use the scale below using your options.

SA – Strongly Agree – if you strongly agree with the statement.

MA – Moderately Agree – if you moderately agree with the statement.
A – Fairly Engaged – if you agree with the statement
SD – Strongly Disagree – if you strongly disagree with the statement.

Please indicate your answer by checking ONLY ONE among four choices
provided after the statement.

1. Measuring attitudes towards Mathematics

A SA D SD
1. Mathematics is fun subject. ____ ____ ___ ____
2. I believe that Mathematics is a boring subject. ____ ____ ___ ____
3. The challenge of Mathematics appeal to me. ____ ____ ___ ____
4. Mathematics is important to my life. ____ ____ ___ ____
5. I want to develop my Mathematics skills. ____ ____ ___ ____
6. mathematics is one of my favorite subject. ____ ____ ___ ____
7.I have a lot of confidence when it comes to ____ ____ ___ ____
mathematics.
8.I am able to do mathematics experiments ____ ____ ___ ____
without too much difficulty.
9.I expect to do fairly well in my mathematics ____ ____ ___ ____
class.
10. I learn mathematics easily. ____ ____ ___ ____
11. I feel a sense of insecurity when attempting ____ ____ ___ ____
mathematics.
12. I really love mathematics. ____ ____ ___ ____
13. I believe that I am good in mathematics ____ ____ ___ ____
experiments.
14. I plan to take more than the required amount ____ ____ ___ ____
of mathematics.
15. I think studying mathematics is useful. ____ ____ ___ ____
16. I would prefer to do an experiment in ____ ____ ___ ____
mathematics than to write an essay.
17. I plan to take as much mathematics as I can ____ ____ ___ ____
during my education.
18. mathematics is dull and boring. ____ ____ ___ ____
19. Mathematics does not scares me at all. ____ ____ ___ ____
20.studying mathematics makes me feel nervous. ____ ____ ___ ____
2. Measuring interest in literary arts

1. I really love art. ____ ____ ___ ____

2. I learn art easily. ____ ____ ___ ____
3. Art is life. ____ ____ ___ ____
4. The challenge of art appeals to me. ____ ____ ___ ____
5. Art is very unnecessary subject. ____ ____ ___ ____
6. I like art. ____ ____ ___ ____
7. I am happy with my art class. ____ ____ ___ ____
8. I am always under a terrible strain in art class. ____ ____ ___ ____
9. I am able to do art activities without any difficulty ____ ____ ___ ____
10. I like to do experiments with art. ____ ____ ___ ____
11. I believe that I am good at literary art. ____ ____ ___ ____
12. I think studying art is very useful. ____ ____ ___ ____
13. I learn art differently. ____ ____ ___ ____
14. I am always confused in my art subject. ____ ____ ___ ____
15. I expect to do fairly well in any art class I take. ____ ____ ___ ___
16. when Ihear the word art, I have a feeling of ____ ____ ___ ____
dismay.
17. art helps develop my creativity. ____ ____ ___ ____
18. I find art beautifully. ____ ____ ___ ____
19. art is important to day to day life. ____ ____ ___ ____
20. I can think of many ways that I can use art ____ ____ ___ ____
outside the school.

3. Motivation to study instrument

1. I am an instrument lover.
2. Instruments bring happiness in my
life.
3. I am enjoying playing instruments.
4. I don’t have any interest in terms to
instruments.
5. I am so cool when I am handling an
instrument.
6. I want to be a rock star.
7. I hate touching instruments.
8. Do you like music?
9. Would you like to love engaging
challenging things.
10. I want to play all the instruments.

4. Predisposition to Work Instrument

SA – Strongly Agree
A – Agree
D – Disagree
SD – Strongly Disagree
SA A D SD
1.Is willing to receive constructive feedback and ____ ___ ___ ____
criticism.
2. Can create activities that will address the needs ____ ____ ___ ____
of a diverse group.
3. Can work collaboratively with others. ____ ____ ___ ____
4. Takes the initiative to promote responsible ____ ____ ___ ____
practice.
5. Can adapt plans to to take advantage of ____ ____ ___ ____
unexpected.
6. Is committed to critical reflection for professional ____ ____ ___ ___
growth.
7. Plans to stay current with the evolving nature of ____ ____ ___ ____
The profession.
8. Treats everyone equally. ____ ____ ___ ____
9. Is open to adjusting and revising plans to meet ____ ____ ___ ____
Individual needs.
10. Successfully uses problem – solving skills in ____ ____ ___ ____
his or her personal life.
11. Recognize personal strengths and weaknesses. ____ ____ ___ ____
12. Tries to listen different perspectives.
13. Is willing to respect individuals diffrences. ____ ____ ___ ____
14. Developslong-term relationship. ____ ____ ___ ____
15. Develop short – term relationships. ____ ____ ___ ____
16. Abide fair and just treatment. ____ ____ ___ ____
17. Develop harmonious relationship towards others ____ ____ ___ ____
18. Challenges to do well. ____ ____ ___ ____
19. Encouraging everybody to do their best. ____ ____ ___ ____
20. Never underestimate individual capabilities. ____ ____ ___ ____

5. Measuring attitude towards language studies

SA A D SD
1. language studies is one of my hates subject. ____ ____ ___ ____
2. My mind goes blank when studying language ____ ____ ___ ____
studies.
3. I belive that I am good in language studies. ____ ____ ___ ____
4. I lwarn language easily.
5. I tiink studying advanced language is useful. ____ ____ ___ ____
6. the challenge of language studies appeal to me. ____ ____ ___ ____
7. I plan to take as much language studies as I can. ____ ____ ___ ____
8. language studies is a very interesting subject. ____ ____ ___ ____
9. I am happier in language class than any other ____ ____ ___ ____
class.
10. language studies does not scares me at all. ____ ____ ___ ____
11. I have a lot self-confidence when it comes to ____ ____ ___ ____
language studies.
12. I prefer to learn language studies than science. ____ ____ ___ ____
13. I have usually enjoyed studying language in ____ ____ ___ ____
school.
14. I am confident that I could learn advanced ____ ____ ___ ____
language.
15. language studies scares me most of the time. ____ ____ ___ ____
16. language studies does not scares me at all. ____ ____ ___ ____
17. I am always under a terrible strain in language ____ ____ ___ ____
studies.
18. When I heard language studies it makes me ____ ____ ___ ____
tremble.
19. I get a total satisfaction in terms of studying ____ ____ ___ ____
language.
20. Language studies is not important in my life. ____ ____ ___ ____

F. Construct a checklist for each of the following activities:

1. Classroom observation for a practice teacher
Legends: 3 – Strong 2 – Apparent 1- Not Displayed
3 2 1
1. The teacher plans effectively and sets SMART objectives that
are understood.
2. The teacher shows knowledge and understanding
3. Teaching methods used enable all students to learn
effectively.
4. Students are well managed anf high standards of behavior
are insisted upon.
5. Pupils work is assessed thoroughly.
6. Homework is used effectively to reinforce and extend
learning.
7. Medium of Instructions( ICT integration)
8. Error correction and feedback was appropriate.
9. There was enough variety in the lesson.
10. Class atmosphere was positive.

2. Good interpersonal relations checklist

YE SOMETIME NO
S S
1. Share your things to others.
2. Listen to instructions.
3. Work as a team.
4. Be friendly.
5. Be kind to others.
6. always trying your best.
7. Listen to others
8. Keep your things neat and tidy.
9. Tell the truth.
10. Obey others.

3. Checklist for behavior demonstrating good manners and right

conduct

1. Used please and thank you.

2. Helped clear dishes.
3. Played nicely and shared.
4. Helped set the table.
5. Tried a new food.
6. Gave someone a compliment.
7. Waited my turn to speak.
8. Shook hands with an adult.
9. Always use po and opo.
10. Was respectful to adults.

4. Checklist for good practices in typing

A+ A B+
Well Performe Needs
Performed d Improvement
1. Sitting a hand – span
away from desk.
2. Keyboard at edge of
desk.
3. Correct fingering of each
letter.
 4. Correct arm and hand
position.
5. Feet on the floor slightly
apart.
6. Keying each key with the
correct finger,
7. Keeping eyes on copy
8. Fingers on home arrow.
9. Proper posture.
10. Speed and accuracy.

5. Checklist for good practices in laboratory experiments

YES NO
1. Lab is maintained secure.
2. Appropriate clothing worn by everyone in lab.
3. Door is locked when no one is in lab.
4. Personal protective equipment (PPE)
5. No food or drinks found in the lab.
6. Hazard sign posted on corridor door.
7. Emergency phone numbers & plan posted next to phone.
8. Appropriate labels are found on all hazardous chemical
containers.
9. No flammable chemicals stored in regular refrigerator.
10.Lab coats, gown are in use.

Republic of the Philippines

Province of Bukidnon
MUNICIPALITY OF MANOLO FORTICH
NORTHERN BUKIDNON COMMUNITY COLLEGE
Reflection in Assessment 2

Noelli Mae E. Bacol February 21, 2020

BEED Gen.Curr. – III

Reflection on the Reported Topics

When teachers and learners join forces in the assessment process, teachers
become excellent in their teaching and students become excellent in their
learning. Both grows in the teaching – learning process and no one was left
behind.

Chapter 1 discussed about the Review of Principles of High Quality

Assessment. It was being repeated for the purpose of mastery. It measured
my learnings in Assessment of Learning 1. In teaching we can either make
or break our students, because teachers play an important role to the
teaching and learning process as well as to the lives of our learners. It
become a reminder to me to be very careful in handling my future learners.
Addition to that, as a future educator to make assessment worthwhile I must
first, involve my learners in making my lesson objectives, for them not to be
lost in the maze of concepts being discussed in the class. Next is I should
make sure that they will care about their performance and all other activities
that are relevant to them and lastly, my assessment must aligned with the
three domains which are cognitive, affective and psychomotor domain, for
me to be able to cater their strengths and weaknesses its not just the
knowledge that I am going assess but also the learners attitude and skills.

Chapter 2 talks about Process – Oriented Performance – Based Assessment,

it is an evaluation that depends on the teacher’s observations. The teacher
watches the student in order to know their actual performances in many
areas concerned. Some of the children do not test well and that the test
grade is not a true reflection of what are their capabilities and skills. It is
concerned with the actual task performance rather than output or product of
the activity. I have learned that this kind of assessment provides insights
into student thinking, reasoning and motivation.

Chapter 3 discussed about Product – Oriented Performance – Based

Assessment in a sense that it does focuses on the just the performance but
to the product or outcome itself. It gives the lesson to me that it is very
important for a teacher to know how to assess his/her learners. Because
students have diverse learning and that we should find alternatives to
equally address all the multiple intelligence’s of our students. And to abide
fairness criticism and avoid biases that may occur in the classroom setting.

Chapter 4 gives the learning about Assessment in the Affective Domain that
covers with regards to attitudes, beliefs and feelings. Networks of attitudes,
beliefs and feelings from the student’s values. Since affective domain is the
opposite side of cognitive domain because it is more objective than affective
so it might be treated as the basic reflection of reality. Each of us has
different emotions that’s why as a future educator I must be aware on every
word that I throw to my learners so that I can avoid any harm to my
learners that might cause them not to participate in class or they might stop
schooling. This is the crucial part in assessing their affective domain, but I
must be guided with the principle I learned for me to have a harmonious
learning process.

Assessment can be made precise, accurate and dependable only if what are
to be achieved are clearly stated and feasible. Assessment refers to the
process of gathering, describing or quantifying information about student
performance. The four chapter discussed gives more meaning on my
knowledge of assessing my future learners as a future educator. Though I
was already done with my Assessment of Learning 1, I guess I need to tslly
equipped the knowledge that I had learned with my previous course. I need
to make a way keep my focus on those matters, because everything was
interconnected with assessment of learning 2 and they are all important
weapons for me as a future teacher.

I thought assessing the learners only applied to end product or the results
but the performance on how they did the output can be assessed as well.
And always remember to have a completely fair and just assessment I must
know how to assess them, and also I must bear in mind that rubrics would
be of great helped in assessing the learners fairly.

I learned a lot with the topics being reported as well as the supplements
given by my instructor. It’s not just about assessing without any
considerations but there are factors need to be considered. It does not
discuss on what the teachers wanted to happen but the important thing is to
impart a valuable teaching – learning process. Assessing the learners is one
way to identify the results that helps the teachers determine not only the
grades, but also the areas of improvement in the teaching learning process.
The information can be used as basis to refined and improve what needs to
be improved in the entire learning process.