NAME: BANTAYAN, GELLIROSE S.

YEAR/SECTION : BSED - SCIENCE IV

LESSON 7: Assessment Tasks

ACTIVITY 1

Answer the following questions in not less than 100 words.

1. What does it mean to assess learning in the affective domain?

The affective domain has been described as evaluating an “emotional response concerning
one's attitudes, values and appreciation for motivation in learning”.If you anticipate your
students to demonstrate certain attitudes, values, or sentiments, we must 'evaluate' the
affective domain. For example, if you were educating a group of health care students, you
would want to be able to check their compassion.

2. What are soft skills? Why are they' important? How are they assessed?

Soft skills, often known as non-technical skills, are transferable skills that can be used in a
variety of vocations. They are the personal characteristics and attitudes that may enable a
candidate to work well with others and contribute positively to your organization.Soft skills
are essential for generating strong rapport with class mates, networking with seniors, and
establishing trust. Soft skills and personality development are crucial for students for two
reasons: they boost employability.Soft skills can be assessed when the teacher interacts
with his students and clearly communicates that he is capable of delivering constructive
feedback to his peers. To show respect for his colleagues, the teacher must be open to
criticism and take advice. Furthermore, if a teacher is teaching with enthusiasm, it indicates
that he enjoys his job.

3. What are the methods of assessing learning/development in the affective domain?

Many of the methods used to assess affective qualities may not provide either direct
observations or standardized conditions. Thus, broader terms including Teacher observation,
peer ratings, self-report, survey, questionnaire, and checklist often are used to describe
commonly used methods of affective assessment.

4. What are the tools used with these assessment methods?

Assessment tools aid in the assessment and evaluation of student learning and can provide
students with other assessment options to the typical test. A checklist, rating scale, Likert
scale, and semantic difference scale, as well as sentence completion and student comment,
are among the assessment methods used. These evaluation strategies can help with active
learning, team development, and peer-to-peer learning. They can also be utilized to track
student development in real time and give alternate assessment techniques.

ACTIVITY 2

1. Select a competency in the affective domain from the K to12 Curriculum Guide then
develop a tool to assess it.

L.C. S7LT: IIa- 1: Label the parts of Microscope

a. Identify the parts of the microscopes and its functions;

Direction: Label the parts and function

2. Construct a checklist for each of the following:

a. classroom observation for a teacher to determine if she creates a conducive learning

atmosphere

Learning atmosphere
checklist

YES NO

The classroom is neat,

welcoming, and an
organized learning
environment

Developmentally appropriate
materials are displayed and
accessible to students

The classroom reflects the

culture, language, ethnicity,
and developmental stages of
the students

Uses statements or
examples that do not
assume that students share a
common cultural
perspective.
 Demonstrates respect when
responding to students

Prompts all students equally 1

for responses to questions

b. emotional intelligence quotient to determine where a student is strong and weak

EQ SELF -ASSESSMENT

Rate each question below on a scale of 1-5, according to how true it is of you.

5 4 3 2 1

Always Mostly Someti Rarely Never

mes

I am aware of the physical

reactions (twinges, aches, sudden
changes) that signal a ‘gut
reaction’

I readily admit mistakes and

apologize.

I let go of problems, anger, or hurt

from the past and I can move
beyond them.

I generally have an accurate idea

of how another person perceives
me during a particular interaction.

I have several important things in

my life that I am enthusiastic about,
and I let it show.

I can easily meet and initiate

conversation with new people
when I have to.

I can engage in an interaction with

another person and assess their
mood based on non- verbal
signals.
I open up’ with people
appropriately – not too much, but
enough so that I don’t come across
as cold or distant.

I refrain from making up my mind

on issues and expressing my
opinion until I have all of the
pertinent facts.

c. growth mindset to determine if a student has a growth mindset or fixed mindset.

Agree Disagree

My effort and attitude help me grow

Mistakes help me grow

I feel proud of friends achievement

When things get tricky, I don't give up

I like to try new things

I appreciate when people give me feedback

Other people's succsessess encourage and

inspire me

I only truly fail when I stop trying

It's embarrassing when I make mistake

When I fail I get frustrated and give up

When people give me feedback, it feels like

criticism.

I'm already a good writer, I dont need to get

any better

Other people's successess makes me feel

bad about myself

If i dont improve right away ,I get frustrated. I

start to criticize myself.
3. Using a Venn Diagram differentiate

(a) Thurstone scale from a Likert scale

(b) semantic differential from bipolar adjective scale

4. Give at least one example for each of the following:

a. semantic differential scale

 Measuring a job satisfaction level

Getting and retaining the best employees is the goal of all HR specialists. A happy
employee is a patriot of a company, the biggest fan of a brand, and a person who
makes it all work. Satisfied workers are more loyal to the company and ready to
pursue the objectives strenuously. Try using semantic differential questions to
measure the level of employee satisfaction:

How do you feel about your job overall?

How likely are you to recommend a friend get a job at the company?
b. bipolar adjective scale

If the apartment has one kitchen and only one other room ,then that room should be
considered the "living room"

How would you describe the daylight in the living room right now?

c. checklist

STUDENT INDUCTION CHECKLIST YES NO

1 The student is welcomed and introduced to the

workplace

2 The business of the organization is described

3 Student is shown through the offices /facilities

and introduced to appropriate staff members.

4 Toilet locations are shown

5 Telephone use explained

6 Work times and punctuality explained

7 Personal behaviour /standard /explained ,code

of conduct agreement signed

8 Use of mobile phone agreed (including

ringtone type and volume if applicable)