SEMI-DETAILED LESSON PLAN IN EDUC 105

Assessment in Learning 2

Pre-service Teacher/s:
Alahay, Robert Jr.
Borlagdan, Nicca
Cebrian, Jafar

Section and Schedule: EDUC 105A Section: J1 (TF 9:00 AM-10:30 AM)

I. OBJECTIVES

By the end of this lesson, learners will be able to:

A. Define the affective targets in education and its significance in holistic learning.

B. Appreciate the importance of assessing the affective targets in classroom setting.

C. Write an affective autobiography describing how learning is affected by affective targets.

II. SUBJECT MATTER Authentic Assessment of the Affective Domain
Other affective Targets (Continuation)
6. Locus of Control
7. Self-Efficacy
8. Anxiety
9. Creativity
10. Epistemological beliefs

III. INSTRUCTIONAL MATERIALS

A. References Authentic Assessment of the Affective Domain.pdf. (2023, June 18). [Slide show].
SlideShare.https://www.slideshare.net/CarloManguil2/authentic-assessment-of-
the-affective-domainpdf

B. Materials Laptop, Smart TV, Paper, Marker

IV. PROCEDURE
Preliminaries: Prayer, Attendance Checking, Review

ACTIVITY Activity #1
Quiz Bee
The class will be divided into four groups. They will be given 30 seconds to
answer the corresponding questions, and choose the letter of the correct
answer.

1. It is an impression that one is capable of performing in a certain manner

in attaining certain goals.
a. Self-efficacy
b. Creativity
c. Epistemological Beliefs

2. Defined as a painful or apprehensive uneasiness of mind usually over

an impending or anticipated ill.
a. Locus of Control
b. Anxiety
c. Epistemological Beliefs

3. Which scenario best exemplifies an individual with an internal locus of

control?
a. Believing that job promotions are solely determined by luck and
office politics.
b. Feeling that one's success in a marathon was due to consistent
training and effort.
c. Blaming a traffic jam for being late to an important meeting without
considering alternate routes.

4. Individuals' fundamental assumptions about knowledge, its nature, and

appropriate ways to create it.
a. Epistemological Belief
b. Self-efficacy
c. Creativity

5. The tendency to generate or recognize ideas, alternatives, or

possibilities that may be useful in solving problems, communicating
with others, and entertaining ourselves and others.
a. Locus of Control
b. Self-efficacy
c. Creativity
 Answer Key:
1. a
2. b
3. b
4. a
5. c

Activity #2
SPELLING BEE
The class will be divided into four groups. The groups should write and spell
words correctly and raise their answer if they are done. The group who’s
wrong or the last to raise their answer is the one who will define or give an idea
about the word.

Words:
Locus of Control
Self-Efficacy
Anxiety
Creativity
Epistemological beliefs

ANALYSIS -While playing and after the game, what do you feel?
-Are you familiar with the other affective targets?
-What do you think is the role of affective targets in making an authentic
assessment?
-Can someone share his/her idea if this affective targets can affect academic
performance?

ABSTRACTION Other affective Targets (Continuation)

6. LOCUS OF CONTROL
- A locus of control orientation is a belief about whether the outcomes of
our actions are contingent on what we do (internal control orientation)
-or on events outside our personal control (external control orientation),
explained psychologist Philip Zimbardo in his 1985 book Psychology
and Life.

 What Role Does Your Locus of Control Play in Your Life?

o Internal locus of control is often used synonymously with "self-
determination" and "personal agency."
o In some situations, having an external locus of control can be a
good thing particularly when a person's level of competence in a
 particular area is not strong.
oResearch has suggested that men tend to have a higher internal
locus of control than women and that locus of control tends to
become more internal as people grow older.
 Locus of Control Theory
There are two types of Locus of Control.
o INTERNAL
If you have an external locus of control, you believe that your
actions do not control the outcomes in your life.
Example: You think you failed your exams because your teacher is
biased or grades are really luck of the draw. As a result, you're less
motivated to study.

o EXTERNAL
If you have an internal locus of control, you believe that your
actions directly influence outcomes.
Example: You think you failed your exams because you didn't
study hard enough. You believe you can do better if you study
harder next time, so you create a study plan and get to work.

7. SELF-EFFICACY
-Self-efficacy is an impression that one is capable of performing in a
certain manner in attaining certain goals.
-It is a belief that one has the capabilities to execute the courses of
actions required to manage prospective situations.
-Self-esteem refers to a person's sense of worth, whereas self- efficacy
refers to a person's perception of their ability to reach a goal.

(Alahay, Robert Jr.)

8. ANXIETY
-Anxiety is defined as a painful or apprehensive uneasiness of mind
usually over an impending or anticipated ill. (Merriam 3 Webster, 2012).
-Some students can be motivated by anxiety. Stress is how a person
mentally and physically reacts to circumstances that are considered
difficult or challenging (Beckner, 2004).

 Normal Anxiety vs. Problem Anxiety

Normal
o Triggered by certain events and situations
o Intermittent
o Beneficial

Problem
o Interference with daily life
o Irrational
o Chronic

9. CREATIVITY
-Creativity is defined as the tendency to generate or recognize ideas,
 alternatives, or possibilities that may be useful in solving problems,
communicating with others, and entertaining ourselves and others.
-The ability to generate alternatives or to see things uniquely does not
occur by change; it is linked to other, more fundamental qualities of
thinking, such as flexibility, tolerance of ambiguity or unpredictability,
and the enjoyment of things heretofore unknown.

SIGNIFICANT BENEFIT OF CREATIVITY IN THE CLASSROOM.

1. Creativity is multidisciplinary.
2. Creativity allows for self-expression.
3. Creativity promotes thinking and problem-solving.
4. Creativity reduces stress and anxiety.
5. Creativity allows one to enter his "happy zone" and have fun.
6. Creativity gives a sense of purpose.
7. Creativity leads to feelings of accomplishment and pride.
8. Creativity can link others with the same passion.
9. Creativity improves your ability to focus.
10. Creativity encourages life-long learning.

(Borlagdan, Nicca)

10. EPISTEMOLOGICAL BELIEFS.

-Epistemological beliefs are individuals' fundamental assumptions
about knowledge, its nature, and appropriate ways to create it (Hofer
and Pintrich 2002; Schommer 1994).
-In this way, an understanding of these beliefs is relevant for
understanding paid work, because modern working life - as well as
society more broadly - is subject to constant change. Hence, employees
face demands to constantly develop their individual competence
throughout their working lives (Harteis and Gruber 2004).

(Cebrian, Jafar)

APPLICATION ACTIVITY TITLE: MY AFFECTIVE AUTOBIOGRAPHY

After learning the affective targets, your task is to come with your own
AUTOBIOGRAPHY describing how your learning is affected by these
concepts. Your autobiography must contain all the key words/concepts
discussed in the lesson. Also, provide examples or situations on how these
concepts affect your learning. This should consist of NOT more than 250 words
and minimum of 4 paragraphs. Observe carefully the standards.
 https://images.app.goo.gl/3r9DLcbYFNnfLNLB9

ASSESSMENT Encircle the correct answer.

1. What does self-efficacy refer to?

a) A person's sense of worth

b) A person's perception of their ability to reach a goal

c) A person's belief in their own intelligence

2. Sarah has been feeling increasingly uneasy about an upcoming exam. She
experiences a racing heartbeat and sweaty palms whenever she thinks about it.
Which type of anxiety is Sarah likely experiencing?

a) Problem Anxiety

b) Normal Anxiety

c) Chronic Anxiety

3. Which scenario best exemplifies an individual with an internal locus of

control?

a) Believing that job promotions are solely determined by luck and office
politics.

b) Feeling that one's success in a marathon was due to consistent training and
effort.

c) Blaming a traffic jam for being late to an important meeting without

considering alternate routes.

4. Which fundamental quality of thinking is essential for creativity?

a) Rigidity

b) Conformity

c) Flexibility

5. How is self-efficacy different from self-esteem?

a) Self-efficacy refers to a person's sense of worth, while self-esteem refers to a

person's perception of their ability to reach a goal.

b) Self-efficacy refers to a person's perception of their ability to reach a goal,

while self-esteem refers to a person's sense of worth.

c) Self-efficacy and self-esteem are interchangeable terms.

6. Mark feels a surge of nervousness before giving a presentation, but he finds

that it helps him focus and perform better. Which type of anxiety is Mark
experiencing?

a) Normal Anxiety

b) Problem Anxiety

c) Chronic Anxiety

7. Which of the following best defines self-efficacy?

a) A belief that one is incapable of achieving anything

b) A belief that one has the capabilities to execute actions required to manage
prospective situations

c) A belief that one's worth is determined by external factors

8. Which term refers to individuals' fundamental assumptions about

knowledge and its nature?

a) Ontological beliefs

b) Epistemological beliefs

c) Axiological beliefs

9. Which of the following is NOT a significant benefit of creativity in the

 classroom?

a) Creativity allows for self-expression.

b) Creativity improves your ability to focus.

c) Creativity encourages conformity and rigid thinking.

10. What is the primary focus of epistemological beliefs?

a) Understanding societal norms

b) Personal values and ethics

c) Knowledge and its nature

Answer Key

1. B

2. A

3. B
4. C

5. B

6. A

7. B

8. B

9. C

10. C

Prepared by:

Alahay, Robert Jr.

Borlagdan, Nicca
Cebrian, Jafar

Noted by:

Evelyn B. Ballenas, MAS

Instructor