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FinalGROUP 6 Development of Affective Assessment Tools PROF ED 10

The document discusses methods for assessing affective learning outcomes. It describes three main methods: teacher observation, student self-report, and peer ratings. For teacher observation, it is important to use both structured and unstructured approaches. Student self-report can be collected through surveys, interviews, questionnaires and checklists. Peer ratings involve having students evaluate each other. The document also discusses combining methods and considering the type of data needed and how it will be used. Common affective assessment tools described include checklists, rating scales, Likert scales, semantic differentials and sentence completion.

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Don Rafael
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32 views40 pages

FinalGROUP 6 Development of Affective Assessment Tools PROF ED 10

The document discusses methods for assessing affective learning outcomes. It describes three main methods: teacher observation, student self-report, and peer ratings. For teacher observation, it is important to use both structured and unstructured approaches. Student self-report can be collected through surveys, interviews, questionnaires and checklists. Peer ratings involve having students evaluate each other. The document also discusses combining methods and considering the type of data needed and how it will be used. Common affective assessment tools described include checklists, rating scales, Likert scales, semantic differentials and sentence completion.

Uploaded by

Don Rafael
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
ASSESSMENT TOOLS
Presented By:Group#06
MEMBERS:

Soriano, Wendy D. Paraiso,Mikkaela


Manlapaz, Danica B.
C.
LEARNING OUTCOMES:
At the end of the lessons the students should be able to know;

Learn about utilizing the


a. The importance of methods of
assesing affective targets.
b. different methods and
combination ofmethods in
assessing affect.

The students know this


information will make a To develop instruments for
c. teacher more informed, and d. assesing affective learning.
ultimately, a better and more
effective teacher.
01 METHODS OF
ASSESING AFFECTIVE
TARGET'S

Reporter: Soriano, Wendy D.


*Three consideration in assesing affect*

1.Emotions and Feelings 2.Use Varied approaches in


change quickly most measuring the same affective traits as
especially for young children possible.
and early adolescence.

3.Decide what type of data are needed,


is it individual or group data?
*Three feasible methods of
assesing affective traits and
disposition *
1.Teachers Observation
-Is one of the essential tools for
formative assessment .
TYPES OF BEHAVIOR

-Positive Behavior ( approach behavior)


-Negative Behavior ( avoidance behavior)
-(McMillan 2007) suggested that the best approach is to
develop a list of positive and negative behaviors.
* 2 TYPES OF OBSERVATIONS *

1.UNSTRUCTURED OBSERVATIONS
-(anecdotal)
-may also be used for the purpose of making summative
judgements.

2.STRUCTURED OBSERVATIONS
-In terms of preparation needed as well as in the way
observation is recorded.
2.STUDENTS SELF-REPORT
-There are varied ways to express student's affect
as self-report.

Checklist for using student's self-report to


*STUDENT INTERVIEW* assess affect (McMillan, 2007):
-There are different types of personal
communication thatteachers can use with their •Keep measure focus on specific affective traits
students. •Establish trust with students
•Match response format to the trait being assessed
•Ensure anonymity if possible Keep questionnaires brie
*SURVEYS AND QUESTIONIER* •Keep items short and simple
a.Constructed-Response Format •Avoid negatives and absolutes
b.Selected-response format •Write items in present tense
•Avoid double-barreled items
3.PEER RATINGS

-Peer Ratings or appraisal


-Is the least common method among the three methods of assesing
affect .

*TWO METHODS OF CONDUCTING PEER RATING*


1.GUESS WHO APPROACH
2.SOCIO-METRIC APPROACH
22 UTILIZING THE DIFFERENT METHODS
OR COMBINATION OF METHODS IN
ASSESING AFFECT

Reporter: Ms.Danica Manlapaz


A.TYPES OF AFFECT THAT
NEEDS TO BE ASSESSED;

-A general reaction to something or someone


can best be gathered through observation.
B.IF THE INFORMATION NEEDED IS FROM
GROUPED OR INDIVIDUAL RESPONSES;
● -If grouped response and tendencies are needed,
selected response self-report method is suited
because it assures anonymity and is easily scored.
C.THE USE OF INFORMATION

● -If the intention of the affective assessment is to utilize the


results as supporting input to grading, then multiple
approaches is necessary and be mindful of the possibility of
having fake results from self-report and even from peer
judgement.
GUESS A FRIEND
GUESS A FRIEND

LOAD
ANSWER:
JACINELLI FLORES
GUESS A FRIEND

2019
ANSWER:
FRANCESS SANTOS
GUESS A FRIEND
ANSWER:
DANICA MANLAPAZ
GUESS A FRIEND
ANSWER:
JOHN RUSSEL SUBA
GUESS A FRIEND
ANSWER:
JENIVEV PANANGANAN
GUESS A FRIEND
ANSWER:
MARINETTE MENDOZA
THANK YOU
FOR PLAYING!
3 AFFECTIVE
ASSESSMENT
TOOLS
Reporter:Ms.Mikkaela Paraiso
CHECKLIST

•Is one of the effective formative


assessment strategies to monitor
specific skills, behaviors or
dispositions of individual or
group of students(Burke,2009)
*TYPES OF CHECKLISTS*

1.CRITERIA FOR CHECKLIST


- In planning for criteria that will be used in checklists, the criteria must be aligned
with the outcomes that need to be observed and measured.

2.WHY USE CHECKLIST


Checklists should be utilized because these;
a.make a quick and easy way to observe and record skills, criteria, and behaviors
prior to final test or summative evaluation.
b.provide information to teachers if there are students who need help so as to avoid
failing.
c.provide formative assessments of students' learning and help teachers monitor if
students are on track with the desired outcomes.
RATING SCALE

-According to Nitko (2001), rating scales can be used for teaching purposes and
assessment.
1.Rating scales help students understand the learning target/outcomes and to focus
students' attention to performance.
2.Completed rating scale give s specific feedback to students as far as their strengths and
weaknesses with respect to the targets to which they are measured.
3.Students not only learn the standards but also may internalize the set standards.
4.Ratings helps to show each student's growth and progress.
Example: Rating Scale (Attitude towards Mathematics)
*TYPES OF RATING SCALES*
1.NUMERICAL RATING SCALES
-Translate the judgements of quality or degree into numbers.

2.DESCRIPTIVE GRAPHIC RATING SCALES


-A better format for rating is this descriptive graphic rating
scales that replaces ambiguous single word with short
behavioral descriptions of the various points along the scale.
COMMON RATING SCALE ERRORS
LIKERT SCALE
-Another simple and widely used self-report method in assessment
affect.

Reporter: Ms.Danica Manlapaz


*TYPES OF LIKERT SCALE*

1.CONSTRUCTING LIKERT SCALE INSTRUMENT


1.Write a series of statements expressing positive and negative opinions toward
attitude object.
2.Select the best statements (at least 10), with a balance of positive and negative
opinions and edit, as necessary.
3.List the statements combining the positive and negative and put the letters of
the five-point scale to the left of each statementfor easy marking.
4.Add the directions, indicating how to mark the answer and include a key as the
top of the page if letters are used for each statement.
5.Some prefer to drop the undecided category so that respondents will be forced
to indicate agreement or disagreement.
SEMANTIC DIFFERENTIAL
SCALE
-Another common approach to measuring affective traits is to use variations of semantic
differential.
-These scales use adjective pairs that provide anchors for feelings or beliefs that are
opposite in direction and intensity.

Reporter:Ms.Wendy Soriano
SENTENCE COMPLETION

-The advantage of using the incomplete sentence format is that it captures whatever
comes to mind from each student.
THANK YOU FOR
LISTENING!
Presented By:Group#06

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