ASSESSMENT OF LEARNING

Assessing Affective Learning Outcomes

• Affective domain describes learning
objectives that emphasize a feeling, tone,
emotion or degree of acceptance or rejection.

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Levels of Affective Domain

Level 1: Receiving (Attention)
• It is concerned with getting, holding and
directing students attention.
• Can be assessed through interest inventories
and be rated using Likert scale
• Example:
– To listen to the ideas of others with respect.

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Levels of Affective Domain

Level 2: Responding (Interest)
• It is concerned with the active participation of
the learners showing interest on what they are
doing.
• It can be assessed through observations in
terms of FSRN.
• Example:
– To participate in class discussion actively.

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Levels of Affective Domain

Level 3: Valuing (Preference/Appreciation)
• It refers to the willingness to be perceived by
others as valuing certain ideas, materials,
phenomenon or behavior.
• Example:
– To demonstrate belief in a democratic process.

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Levels of Affective Domain

Level 4: Organization (Philosophy of life)
• It is concerned with the development of
philosophy of life by bringing out values of the
students together to form a value system that
will determine relationships among values and
resolve conflicts
• Example:
– To explain the role of systematic planning in
solving problems.

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Levels of Affective Domain

Level 5: Characterization (Lifestyle)
• It is concerned with how students act
consistently with values internalized.
• Example:
– To show self-reliance when working
independently

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Methods of Assessing the Affective Domain

Considerations: (Mcmillan, 2001)
• Emotions and feelings
• Use of different approaches
• Result

Can be:
• Teacher Observation
• Student Self-report
• Peer Rating

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Methods of Teacher Observation

• Unstructured Observation
– Teacher has more freedom to record infromation
– It can be done through note taking, mental note
taking or diary keeping
– Uses simple descriptions NOT making conclusions.
Example:
– Anecdotal Record, a report of observed
behavioural incidents

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Methods of Teacher Observation

• Structured Observation
– Involves the utilization of checklist, rating scales and
sometimes the use of rubrics
– Recording is more systematic

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Methods of Assessment through Student Self-Report

• Interview Method
– Allows the teacher to probe and clarify information.
– This can be done:
• Individual or group interviews
• Casual conversations

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Methods of Assessment through Student Self-Report

• Questionnaire or Survey Methods
– It can be:
• Constructed-response format which includes:
– COMPLETION ITEM
1. I think Science is __________________________.
2. The topic I like most in Assessment of Learning is
_______________________________________.
– ESSAY ITEM
1. Write a paragraph you like most about your teacher
in Assessment of Learning. Cite your reasons and
experiences that you like most with the teacher.

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Methods of Assessment through Student Self-Report

• Questionnaire or Survey Methods
– It can be:
• Selected-response format which includes:
– RATING SCALE
– SEMANTIC DIFFERENTIAL SCALE
– CHECKLIST

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Methods of Assessment through Peer Rating

• Guess-who Approach
Direction: Write the name/s of your classmate/s who is
described in the following questions. Your answer
must remain confidential. No other students shall see
your answer. Student/s can be named more than once
in each category.
1. Who is the most willing to work with others?
2. Which student is concerned more about others?
3. Who asks much help about his/her assignments?
4. Which student is willing to cooperate with others?

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Sociogram
• a sociometric test to determine the
relationships of students among peers or
classmates

Five Categories:
a) Star
b) Mutual Choice
c) Clique
d) One – way choice
e) Isolate

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Techniques in Preparing Sociogram

1. Formulate a question that is easy to
understand.
2. Tell the students to write the three choices.
3. Prepare a sociogram showing the results
4. Analyze the sociogram

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