03/11/2024

ALTERNATIVE WAYS IN ASSESSING LEARNING

• Lesson 3
• Performance Assessment
• Lesson 4 How do you assess affective
• Affective Assessment outcomes of students' learning?
• Lesson 5
• Portfolio Assessment

Prepare
Think about your answer to the following
Understand

Desired Significant Learning Outcomes:

questions:
In this lesson, you are expected to:
• develop an assessment tool to measure affective • How do you feel doing mathematics?
outcomes of learning. • What do you like in mathematics?
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What is affective assessment? Why assess affective domain?

• Affective Assessment
• deal with the measurement of feelings, attitude, or interest
• noncognitive outcomes of learning that are not easily seen or
explicitly demonstrated Teaching is not only imparting content knowledge that
• not aimed to determine what the students have learned, it looks requires cognition. It is also knowing and
into how students feel while they are learning understanding students as learners and humans

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Why assess affective domain? Affective assessment

• Self-awareness of feelings, emotions, and attitudes • does not determine the grades of students
• students reflect on how they are in the process of learning • helps teachers determine what steps need to be taken to help
• This type of metacognition has proven to enhance learning students achieve academic success
• provide supplemental information about a learning difficulty or
• Cognitive and affective assessment should work in tandem as what
behavior problem
empirical studies have proven
• For example, if students feel nervous in just seeing numerical symbols and
sign of operations, how will the students be helped in this kind of anxiety?
Fear about mathematics will cause nervousness and possibly lead to poor
performance, if not failure. Teachers have always been focused on the
attainment of student content knowledge and more often, feel frustrated
with students' poor achievement.
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Prepare
Taxonomy of Affective Domain in Learning
Affective Variables in Learning
Level Description
• Awareness or passive attention to a phenomenon or stimulus
Receiving 1. Attitudes
• Example: Listening and paying attention.

• Active attention and response to a particular phenomenon or stimulus • person's reaction whether negative or positive, favorable or unfavorable
Responding
• Example: tasks compliance, voluntary engagement, doing activity with interest toward an object, activity, person, or environment
• Commitment to object, knowledge, or activity • attitude toward learning, subject, teachers, classmates, homework, and
Valuing • Example: picking up litters without teacher’s presence, setting classroom in order projects or even attitude with wearing of uniforms, attendance to flag
prior or after class
• Organizing values into priorities by comparing, relating, and synthesizing specific ceremony, and others
Organization
values • negative attitude on things like cheating, bullying, fighting, drugs,
• Discern independently what is right and wrong, decide on what is more valuable
based on own judgment absenteeism, and smoking
Internalizing values/ • Othuon (2010), found out that negative attitude toward English is the
characterization by a • Having a personal value system that is now a characteristic of the learner
value or value • Consistent and became his/her image or character
most affective and psychological factor that results in the students' poor
complex performance in English.

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Affective Variables in Learning Affective Variables in Learning

2. Values and Beliefs 3. Interest
• Values - principles that one considers to be right • psychological state that draws a person's attention to an object,
• honesty, patience, perseverance, respect for others, cleanliness and order, idea, or event
care for environment, 'etc.
• drives learner to be attentive to the topic or any academic activity
• Beliefs, convictions or opinions we hold to be true even without
evidence. • Personal or Situational
• There are such things as beliefs about mathematics, freedom, gender • student reads a book or saves money to buy books, even if this is
equality, etc. not a course requirement, personal interest in reading
• Beliefs - hears, sees, reads, and experiences
• student has a liking for mathematics because he/she likes his or her
• Values are developed from beliefs mathematics teacher, interest in mathematics is situational
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Affective Variables in Learning Affective Variables in Learning

4. Motivation 4. Motivation
• Brown (1987) defines motivation as an inner drive, impulse, • Ausubel (1968) 6 needs and desires that are integral parts of
emotion, or desire that moves one to a particular action motivation:
• intrinsic factors like curiosity, appreciation, valuing for learning • (1) the need for exploration
• (2) the need for manipulation
• extrinsic factors like praise, grades for completion, certification,
• (3) the need for activity
etc.
• (4) the need for stimulation
• (5) the need for knowledge, and
• (6) the need for ego enhancement

Prepare
Prepare
Assessment Tools to Measure Affective
Affective Variables in Learning
Learning
5.Self-confidence. 1. Self-Report Questionnaires
• person's perception of himself/herself and his or her capabilities to a) Likert scale
perform successfully the task given to him/her. • invented by Rensis Likert, is a series of questions or items that requires
the respondent to select on a scale a rating reflecting the level of
agreement or disagreement on items that are related to a particular
topic, experience, or issue.
• "strongly agree" to "strongly disagree", where "5" is the numerical value
of the extreme positive feeling and "1" for the extreme negative.
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Rating Scale on Views About Mathematics and Mathematics Learning Rating Scale on Attitude Toward Science Lesson

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Semantic Differential
Assessment Tools to Measure Affective
Learning
1. Self-Report Questionnaires
• B. Semantic Differential
• employs ratings of concepts with contrasting adjectives placed
at opposite ends of the number scale
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Checklist
Assessment Tools to Measure Affective
Learning
1. Self-Report Questionnaires
• C. Checklist
• form of self-report that asks persons to indicate whether they
demonstrate a set of qualities or behaviors.

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Assessment Tools to Measure Affective Assessment Tools to Measure Affective

Learning Learning
2. Interview 2. Interview
• oral assessment of student learning Structured vs Unstructured
• not just answerable by "Yes" or "No” • Structured Interview
• planned sequence of questions, which lead to open-ended discussions
• able to probe responses between the teacher and the student, either done individually or by group
• students can qualify and expand their previous answers • Informal Interview
• provides students opportunity to open other thoughts and ideas • natural and create a more conversational environment for sharing
• Prerequisite to achieve all of these is the trust you have to build • In many cases, even when trust has been established, students may not
also be comfortable talking about values and sharing feelings when he/she
with the interviewee by demonstrating care and respect is in a one-to-one conversation with the teacher.
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Assessment Tools to Measure Affective Assessment Tools to Measure Affective

Learning Learning
3. Student Journals 4. Observation
• effective tools in assessing and monitoring student thinking and • involves looking out for the presence or absence of behaviors of
attitudes learners in a natural setting
• special form of documentation that records personal experiences
and thoughts
• opportunity to rewind previous experiences that can give them
new perspectives in facing future actions

Prepare

Observation
Following are some questions to see how far you have understood
what have been earlier discussed.

1. What is affective learning?

2. Why do we need to measure affective learning?
3. What are some affective traits that are relevant to students' learning?
4. Why is it more challenging to measure the affective domain of learning?
5. What are the levels of affective domain of learning?
6. What tools can you use to measure the affective dimension of learning? What
are the advantages and limitations of each measuring tool?

Develop
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Learning Task: Affective Learning

1. The class will be grouped into 6
2. Each group will facilitate different measuring tools for affective
learning. Use standardized tools.
a. Self-report
i. Likert scale
ii. Semantic differential
iii. Checklist
b. Interview
c. Student journals
d. Observation
3. Present the result of affective assessment the following meeting.