GROUP 5

COLLABORATE
Explain as a group how you are going to assess at least two from the following
learning outcomes. Develop your tools for assessment.
 Demonstrate scientific attitude in the conduct of experiments group
 Adopt the principle of non-violence in one's life
 Demonstrate a positive attitude toward Mathematics
 Demonstrate motivation to study

1. A Likert scale can be a useful tool for assessing the learning outcome of adopting
the principle of non-violence in one's life, as it provides a structured and
standardized way to measure individual attitudes and behaviors. A Likert scale is a
type of rating scale that measures the extent to which individuals agree or disagree
with a statement. The scale typically consists of a series of statements, each
followed by a range of response options that reflect varying degrees of agreement
or disagreement. The individuals can be asked to rate their level of agreement with
each statement on the Likert scale, based on their own behavior and attitudes
towards non-violence.
Direction: Put check to the column representing your degree of agreement to the
statement given.
Kindly follow the description as a guide to your rating.
LEGEND:
5—Strongly agree.
4—Agree.
3—Neither agree nor disagree (neutral)
2—Disagree
1—Strongly disagree.

Adopt the principle of non-violence in one’s life

5 4 3 2 1

I choose love instead of

hate

I believe that non-violent

conflict resolution is
important.
 I make a conscious effort
to avoid violent behavior
towards others.
I seek to defeat injustice,
not people

I try to practice empathy

and understanding
towards others, even in
difficult situations.

2. Self-Assessment: One way to assess whether an individual has demonstrated

motivation to study is through self-assessment. The individual can be asked to
evaluate their own level of motivation towards studying, and to identify the factors
that contribute to their motivation or lack thereof. They can also be asked to
describe specific strategies they have used to stay motivated and engaged in their
studies. This assessment method relies on the individual's ability to accurately self-
evaluate and reflect on their own behavior and attitudes towards studying. Overall,
self-assessment using a checklist is a useful tool for assessing an individual's
motivation to study, as it provides a clear and structured way to measure key
behaviors and attitudes. The checklist can be customized to suit the specific
learning outcome and context, and can be used to provide targeted feedback and
support to help individuals achieve their learning goals.

Direction: Check the items that implies your motivation to study.

 Yes No
I attend classes regularly and arrive on time
I set goals for myself and work towards achieving them
When I study, I put the important ideas into my own words
I participate actively in class discussions and ask questions
when I don't understand something
I stay organized and keep track of deadlines and important
information.
I take detailed notes during lectures and review them
regularly.

I prefer study with my friends than alone.

I create a study schedule and stick to it.
I take breaks and practice self-care to avoid burnout.

I always give myself a reward for studying

Select a competency in the affective domain from the K to 12 Curriculum

Guide then develop a tool to assess it.

1. One of the chemistry competencies in the affective domain from the K to 12

Curriculum Guide is "Appreciating the value of chemistry in the development of
technologies for the improvement of the quality of life". Here's a tool to assess this
competency:
Tool: Student’s Written Reflection/ Reflective Essay
Description: Students will write a reflective essay on the value of chemistry in the
development of technologies for the improvement of the quality of life. The essay
should demonstrate the student's understanding of how chemistry plays a role in
developing technologies that benefit society, and their appreciation for the impact that
these technologies have on the quality of life.
Rubric:
 Criteria 4 (Exceeds 3 (Meets 2 (Approaching 1 (Below
Expectations) Expectations) Expectations) Expectations)

Knowledge of The essay The essay The essay The essay

Chemistry demonstrates a demonstrates a demonstrates a demonstrates a
Concepts comprehensive good limited lack of
understanding of understanding of understanding of understanding of
chemistry chemistry chemistry chemistry
concepts relevant concepts relevant concepts relevant concepts relevant
to the to the to the to the
development of development of development of development of
technologies that technologies that technologies that technologies that
improve the improve the improve the improve the
quality of life. quality of life. quality of life. quality of life.
The student The student The student The student does
provides multiple provides some provides few not provide any
examples of how examples of how examples of how examples of how
chemistry has chemistry has chemistry has chemistry has
been used to been used to been used to been used to
develop develop develop develop
technologies that technologies that technologies that technologies that
benefit society. benefit society. benefit society. benefit society.

Appreciation of The essay The essay The essay The essay

Chemistry's Value demonstrates a demonstrates a demonstrates a demonstrates a
deep appreciation good appreciation limited lack of
for the value of for the value of appreciation for appreciation for
chemistry in the chemistry in the the value of the value of
development of development of chemistry in the chemistry in the
technologies that technologies that development of development of
improve the improve the technologies that technologies that
quality of life. quality of life. improve the improve the
The student The student quality of life. quality of life.
provides provides some The student The student does
thoughtful and reflections on the provides few not provide any
insightful impact that reflections on the reflections on the
reflections on the chemistry has had impact that impact that
impact that on society, and chemistry has had chemistry has had
chemistry has had recognizes the on society, and on society, and
on society, and importance of does not fully does not
recognizes the continued recognize the recognize the
 Criteria 4 (Exceeds 3 (Meets 2 (Approaching 1 (Below
Expectations) Expectations) Expectations) Expectations)

importance of importance of importance of

continued advancements in continued continued
advancements in this field. advancements in advancements in
this field. this field. this field.

Critical Thinking The essay

The essay
and Analysis demonstrates
demonstrates The essay
some critical
critical thinking demonstrates
thinking and
and analysis, with limited critical
analysis, with the
the student thinking and
student providing The essay
providing analysis, with the
reasonably well- demonstrates a
insightful and student providing
supported lack of critical
well-supported weakly supported
arguments to thinking and
arguments to arguments to
support their analysis, with the
support their support their
ideas. The essay student providing
ideas. The essay ideas. The essay
also demonstrates no or weak
also demonstrates also demonstrates
the student's arguments to
the student's limited ability to
ability to think support their
ability to think think creatively
somewhat ideas. The essay
creatively and and innovatively
creatively and also demonstrates
innovatively about the role of
innovatively a lack of ability to
about the role of chemistry in the
about the role of think creatively
chemistry in the development of
chemistry in the
development of technologies that
development of
technologies that improve the
technologies that
improve the quality of life.
improve the
quality of life.
quality of life.

Construct a checklist for each of the following:

 classroom observation for a teacher to determine if she creates a conducive
learning atmosphere
 emotional intelligence quotient to determine where a student is strong and
weak
  growth mindset to determine if a student has a growth mindset or fixed mindset

1. Direction: Check the items if the teacher creates a conducive learning

atmosphere.

Yes No

1.Does the teachers have knowledge of the subject matter and

a purpose?

2.Does the student teacher stay on topic?

3.Does students actively participate in class activities and

discussions?

4.Does the teacher communicate effectively?

5 Does the teacher provide clear learning objectives for the

lesson?

6. Does the teacher consider the different learning styles of

students when preparing the lesson?

7. Does the teacher have a clear plan for delivering the lesson
and engaging students in learning activities?

8. Does the teacher create a safe and respectful classroom

environment?

9. Does the teacher use appropriate language and tone when

addressing students?

10. Does the teacher establish a positive rapport with

students?

2. Direction: As a student mark (/) the items whether you are strong at it and
leave the box if you are weak at it.
 I have a good understanding of my own emotions and how they affect my
behavior.
  I recognize my own strengths and weaknesses.

 I can handle stress and pressure effectively.

 I am driven to achieve my goals.

 I can understand and respond to the emotions of others.

 I respect and appreciate the differences between myself and others.

 I work well in teams and groups.

 I have good leadership skills.

 I can communicate effectively with others.

 I have a positive attitude towards learning and personal growth.

By marking the checklist in this way, a student can identify their strengths and
weaknesses in each category and work on developing their emotional intelligence
skills where necessary.

3. Direction: Mark your answer / whether it belongs in the growth mindset or

fixed mindset.

Growth mindset Fixed mindset

1.Persistence is the key

2. Challenges and obstacles are

opportunities for me to learn and grow.
3 Effort and hard work are the keys to
success.
4. Feedback and criticism are valuable to
help me improve and grow.
5. I enjoy learning new things and taking
on challenges.
6. I am either good at something or I'm
not.
.7. Intelligence is something that can be
developed over time with effort and
learning
 8. I compare myself to others to determine
my self-worth
9. I am only as good as my natural talent
and abilities
10. I often give up when faced with a
difficult challenge.
11. I am not good at things that I haven't
tried before.
12. I often give up when faced with a
difficult challenge.
13. Learning and growing is a lifelong
process that never ends.
14. Mistakes are opportunities for me to
learn and improve
15. Failure is not the end, it's just a
temporary setback.

What are weaknesses of observation as method to assess learning in the

affective domain? How can these weaknesses be remedied?
Observation is a valuable method for assessing learning in the affective domain,
which involves evaluating changes in attitudes, beliefs, values, and emotions.
However, there are some weaknesses associated with using observation as a primary
method of assessment in this domain, which include:
1. Subjectivity: Observations are inherently subjective because they rely on the
observer's interpretation of the learner's behavior. The observer's biases,
preconceptions, and assumptions may influence their assessment of the
learner's affective development.
2. Limited scope: Observations can only capture a limited range of behaviors and
expressions related to the affective domain. Observers may miss important
nuances and subtleties of learners' affective experiences that are not readily
observable.
3. Incomplete understanding: Observers may not fully understand the learner's
perspective, cultural background, or context, leading to a partial understanding
of their affective development.
 To remediate these weaknesses, the following strategies can be helpful:
1. Standardization: Standardizing observation procedures can help reduce
subjectivity and enhance reliability. For example, developing a detailed rubric
that specifies the behaviors and expressions that should be observed can help
ensure that all observers assess learners consistently.
2. Multiple methods: Using multiple methods of assessment, such as surveys,
interviews, and self-reflection, in addition to observation can help provide a
more comprehensive understanding of the learner's affective development.
3. Contextualization: Understanding the learner's context, including their cultural
background, can help observers interpret their affective development more
accurately. Encouraging learners to share their perspectives and experiences
can also help observers gain a more complete understanding.
Overall, while observation has limitations as a method of assessing learning in
the affective domain, it can still be a valuable tool when used in conjunction with
other assessment methods and when standardized procedures are in place.

Discuss what this implies:

"On Assessment: Measure what you value instead of valuing only what you can
measure."- Andy Hargreaves
Andy Hargreaves' quote "Measure what you value instead of valuing only what
you can measure" emphasizes the importance of aligning assessment practices with
what is truly important in education. Often, educators and educational systems focus
solely on measuring what is easy to quantify, such as test scores, grades, and other
academic indicators, while overlooking other important aspects of learning and
development. According to Hargreaves, we may design a more comprehensive and
meaningful evaluation system that accurately represents student learning and progress
by concentrating on what we value. This quote implies that assessment practices
should reflect the values and goals of education. If educators prioritize critical
thinking, problem-solving, collaboration, and creativity, for example, then assessment
practices should measure these skills and competencies, not just academic knowledge.
Similarly, if the goal of education is to promote social and emotional development,
then assessments should measure learners' emotional intelligence, empathy, and
interpersonal skills.
In essence, Hargreaves' quote suggests that the narrow focus on standardized
tests and other quantitative measures of achievement often overlooks important
aspects of learning and development, which can ultimately hinder learners' growth and
success. Instead, assessment practices should be designed to measure a broader range
of skills, knowledge, and attitudes that reflect the values and goals of education.
 Overall, the quote encourages educators to critically evaluate their assessment
practices and ensure that they are measuring what they truly value in education, not
just what is easy to measure. This can help promote a more holistic and meaningful
approach to assessment that supports learners' overall growth and success.

MEMBERS:
SAMAL
DOLORMENTE
SAILON
ANDRADA
CONSAD
BERNABE
AKIL