Saint Louise De Marillac College of Sorsogon

Higher Education Department

S. Y: 2021 – 2022

Name: Stephanie Rebosura Nol Professor: Mr. Ruel G. Frago

Course: BSED III Filipino Date: March 15, 2021

ASSESSMENT OF LEARNING II MODULE 6

ASSESSMENT TOOLS IN THE AFFECTIVE DOMAIN (part2)

LEARNING TASKS

Directions. Answer each of the ff. questions below.

1. Can we measure the attitude and feelings of our learners? Explain your answer in at most 3 sentences.
- Yes, we can measure student’s attitude and feelings through the use of Assessment tools. These assessment tools can be
used to help support active learning, facilitate team-building activities, and foster peer-to-peer learning. They can also
provide alternative assessment methods and can be used to check in on student learning in real time, their attitudes and
feelings towards learning.
2. What are the advantages of self-report compare to peer- ratings?
- Self-report has clear advantages. First, Self- report is the most common measurement tool in the affective domain. In
contrast to other types of assessment, self-report allows assessment of all types of psychological processes. It can be used
to assess all of the affective, cognitive, physiological, and behavioral processes that are part of self-regulated learning – all
of these processes can be represented in the human mind and can be reported accordingly. Second, self-report is
indispensable to capture the psychological processes driving human learning, such as learners' emotions, motivation,
strategy use, and metacognition. Also, Self-report related to learning shows convergent and predictive validity, and there
are ways to further strengthen its power. Self – report is more advantageous than peer rating because peer rating is the least
common method among the three methods of assessing affect. Because of the nature of learners, they do not always take
this activity seriously and most often than not they are subjective in conducting this peer rating. Peer ratings, although
 highly useful as adjuncts to other methods of assessment, are no substitute for self-reports as a source of personality
information.

EVALUATION
A. Directions. Select any two (2) of the affective assessment tools. Using what you have chosen, construct assessment tools
with 5 indicators or statements measuring students study habits.

Semantic Differential Self - Report

Peer Ratings Likert Scale

1. Semantic Differential scale

Example: Students study habit.

Focused __ __ __ __ __ __ __ __ __ __ __ Unfocused
5 4 3 2 1 0 1 2 3 4 5
Determined __ __ __ __ __ __ __ __ __ __ __ Procrastinate
5 4 3 2 1 0 1 2 3 4 5
Organized __ __ __ __ __ __ __ __ __ __ __ Unorganized
5 4 3 2 1 0 1 2 3 4 5
Consistent __ __ __ __ __ __ __ __ __ __ __ Inconsistent
5 4 3 2 1 0 1 2 3 4 5
Productive __ __ __ __ __ __ __ __ __ __ __ Unproductive
5 4 3 2 1 0 1 2 3 4 5

2. Likert Scale
Example: Students study habit.
Strongly Somewhat Somewhat Strongly
 INDICATORS Disagree Disagree Undecided Agree Agree
(1) (2 (3) (4) (5)
1. I Look for a quiet place with minimal distractions—
someplace where I’ll be able to focus, and won’t be
interrupted by loud sounds or people who constantly want
my attention.
2. I am organized, have plans for what I am going to do to
help me get to work faster without wasting time looking
for stuff.
3. I make sure that each study time should have a specific
goal to know exactly what I need to accomplish during
each study session and to support my overall academic
goal.
4. I always make sure to take good notes in class in order
to have a reviewer to help me remember important
subject matter learned during the day, and make sure my
studying is targeted and effective.
5. I take a break at least 15 – 20 minutes to become more
productive, to have a better retention, increased attention,
and boosts in energy.