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Lesson 4 - Learning Assessment

This document discusses assessing affective learning outcomes in students. It begins by asking how to assess affective outcomes of learning. It then provides an example assessment tool to measure affective domains, with multiple choice questions about affective learning taxonomy, levels of affective behavior, and appropriate assessment tools. It describes a case study of a teacher having issues with student behavior and achievement. Finally, it prompts the reader to reflect on constructing and using assessment tools to measure affective learning.

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Bane Lazo
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© © All Rights Reserved
5K views

Lesson 4 - Learning Assessment

This document discusses assessing affective learning outcomes in students. It begins by asking how to assess affective outcomes of learning. It then provides an example assessment tool to measure affective domains, with multiple choice questions about affective learning taxonomy, levels of affective behavior, and appropriate assessment tools. It describes a case study of a teacher having issues with student behavior and achievement. Finally, it prompts the reader to reflect on constructing and using assessment tools to measure affective learning.

Uploaded by

Bane Lazo
Copyright
© © All Rights Reserved
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Module in Assessment of Learning 2

Lesson 4
Affective Assessment

How do you assess affective outcomes of students’ learning?

UNDERSTAND
Desired Significant Learning Outcomes:
In this lesson you are expected to:

 Develop an assessment tool to measure affective outcomes of learning.

Learning Assessment.
Test further your understanding about assessment of affective learning by answering the following
items below:
1. Which of the following learning domains relates to the development of a person’s value system?
A. Cognitive
B. Psychomotor
C. Social
D. Affective
2. Which of the following theories identified the taxonomy of affective learning domain?
A. J. Piaget
B. D.R. Krathwohl
C. B.F. Skinner
D. P. Likert
3. When the students is seeing the worth and usefulness of knowing the law of gravity in his or
her physics lesson, the students is demonstrating what level of behavior?
A. Receiving
B. Responding
C. Valuing
D. Characterizing
4. Which of the following action is the highest level of affective domain?
A. Recalling information
B. Responding to issue
C. Demonstrating awareness
D. Internalization of values
5. Which of the following assessment tools is most appropriate if teachers want to capture and
monitor in writing the students’ personal experiences and thoughts about something in his or
her learning?
A. Rating scale
B. Student reports
C. Student journal
D. Interview
6. If a student joins voluntarily a marathon activity for raising funds for flood victim, he or she is
demonstrating what level of affective learning?
A. Awareness
B. Responding
C. Valuing

Learning Assessment in Lesson 4


Module in Assessment of Learning 2
D. Characterizing
7. It is an affective assessment tool that can take into account nonverbal behaviors
A. Self-reports
B. Observation
C. Interview
D. Student journals
Consider the following case to answer question 8-10.
Mrs. Abad is a fourth-grade teacher at J.P Garcia Elementary School who experienced
difficulty in her classroom this school year. She had to spend much time and energy preventing
her students from bullying each other, and she notice how many are making verbal remarks,
calling each other “stupid” or “dumb”. In addition, quite a number did not do assignments and
always missed bringing their textbooks in class. She is, however, puzzled that in her actual
English period, majority, even those who are guilty of misbehavior, can communicate well when
asked to recite and talk sense when asked to interpret literary works. Overall, Mrs. Abad is not
happy with student achievement, as measured by different summative tests where only 75%
performance above the level of satisfactory performance.
8. What affective trait should Mrs. Abad first develop among her students?
A. Interest
B. Self-confidence
C. Honesty
D. Valuing of learning
9. If the students can communicate when asked to recite and interpret literary piece, when level
of affective trait is demonstrate by the students?
A. Receiving
B. Responding
C. Valuing
D. Organizing
10. If Mrs. Abad wants to capture in depth the reasons for the students’ misbehavior, what
assessment tool is the most appropriate in her case?
A. Checklist
B. Observation
C. Interview
D. Semantic Differential

REFLECT
1. Examine the assessment tool that you constructed. Do you find meaning in the work that you have done?
2. What was the purpose of this assessment tool? What will it serve?
3. How significant is this tool in your future work as a teacher?
4. Is this plan worth your time and effort? Why?
5. What else could be done with this assessment tool? For what other purpose can this be useful?

Learning Assessment in Lesson 4

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