about methods of asses, si priate methods of affoc,* i ed A. Given the following situations, based on what was discuss Ph. aso i affecting target, discuss your insights relating it to the appr« assessment that best fit the situation. |, the president would like to know the 1. As an input to the planning of the school t the school emplo ‘i i h that feelings of the students toward the teaching approac’ 7 , currently, which they call as Dynamic Learning Program (DLP), in particular to i, feature, that no homework is given to students. Note: DLP is a teaching method wherein only an “expert” teacher delivers/explains the lesson. The expert is the only person allowed to answer questions about the lesson. Then all the activities are handled by the “facilitators” (teachers also), whose primary role is to manage the class while the class is working on their activities about the lesson taught by the “expert”. The facilitators are not allowed to answer questions about the lesson since the facilitators may have different subject expertise, and not the same subject as the activity being proctored. 2. Among several sections of the eighth grade, one section is noted when it comes to misbehaving. This section is composed of varied types of students, above average, average, and below average. The challenge is that the academic performance of the class is affected due to misbehaving students. How can affective assessment methods help to improve the situation?tended Outcome: A comparative and ey characteristics of the different forms of Teacher Obetrration ave er Names aap Date: ——————— 4, Use the template provided to compare and contrast the assessment method based on the specified aspects, Teacher Observation Advantage Disadvantagem Assessment of Learning 2 Intended Outcome: A comparative and contrasting analysis of the key characteristic, P the different assessment methods, other than teacher observation. B. Use the template provided to compare and contrast the assessment method based o, the specified aspects. You are given the freedom to choose what method (except for teacher observation) as well as the point of comparison and contrast.Assessment of Learning 2 [EM Intended Outcome: : To develop an individual observation checklist for assessing affective learning. | c, Individual Observation Checklist Customize the template based on your own preference on what you need to measure or assess. Use the template below and provide for the blank portion of the | template. OBSERVATION CHECKLIST Student: Subje Date! Type of Assignment: | Not Yet | Sometimes | Frequently Work Habits Study Habits . PP i fan ee, Comments:POP ASSESS eee f jed Outcome: Ti igen © develop a rating scale for assessing affective learning. Nae | Date: ______—_ | 4. Rating Scale Create your rating se: N jearning outcome, 8 scale using the template provided to measure students’ affective RATING SCALE TO MEASURE: Attitude towards Assessment of Learning Subject SALETOBEUSED: eg gt 5) SCALE'S INTERPRETATION: Score 1. lam happy during Assessment of Learning Subject.Intended Outcome: To develop a Likert scale for assessing affective learning, n To B. Likert Scale Using the details you used in the previous activity, transform the simple rating .-.. that you made into a Likert Scale. RATING SCALE TO MEASURE: Attitude towards Assessment of Learning Subject Directions: Legend: Example: (SA) - Strongly Agreeed Outcome: To dev: elop a semantic differential scale for assessing affective ote | jearning- | |, Semantic Differential Scale Construct a scale eae tant Would measure the attitude toward Assessment of Learning 6 fe template, complete it by supplying five adjective pairs. gxample: Assessment of Learning Relevant ionifi —— | ——| —__ ] ____] —____|_ Insignificant