CHAPTER Affective Learning Competencies overview pro te areal ves ae ses nara {Se ears an help hor sen ete pos ae. ‘eons lam mes apa (209, esos yi Imperato ns afer Jette eet {ech an ng sens ben ih on cent ‘eran G)Iematon rpg set st an lp ‘chee mor elec on yoda se ose Section Intended Learning Outcome teste stone mea at, Learning 01 1 en of apr, yo sould sig tec cn ie ea i Inte atc doa irene et tonne 2 Besides students academic peromanc, tere ae ter Aneto of ares at eed tobe sssod ala, Ts ae apie nd tds tht a ated othe eel hieven of lear (enor 200 Information abot eer experts with subject oa civ ony par of hat i needed a int n rer telat performance n+ das would be ‘vio even ha on pens ob mien a ste sant Ce {uy belong the same cs ané were gen he ame ac), il some perfor ear tia eter, nd hrc song unten ob perf ea The learner ate toward cenit infene ther cevemens (Hare, 9 rane, 1994 Adee send wth at ced the nd alive aman and aft ass sigicae dimension to eesmect tere 3 relationship Ietwven ow students el aout a ak andthe performance, but neces fe {tncers oases alfet and hen do something to neers tut ble (he stents ie testes they do at oon beter, Aide ears ae pa of {he broader catgoy of personality measures, Tis area of asesment gia set {elormation abt persmnalty careers ges moe fflormaton tat wil bel a predicting Now a arr st flere wil kl respond to cern ening ston. Inthe general pohly curse, amore dae ay dou personaly coveted at 0 1s bok the fess ts comet fo schol dese sceremen. “The relevance of afer arts a rps assesment fares and aan of 1 Importance of Affective Targets vr gen rit oe tapi ont nae cet emraaay Syma co i my dane ye ‘item ona eipitomes eeer ser eile etn eet Sie pay tem Sara ati "saan esterase ee fe sorters er 9 ec Seti ee ea es nee retmnenit age”feg trons at ce ea chu nmme Peosntaeepnmarnsn nt nd ne Scena wand nuyd Cot a cd copie HIN I a0 spate maaslrmerata stances nh Senne Sees Saeco sack en Sonera inna coro Pee epee eer ee any carcycmentotna ‘Though lot of demotating instances were mentioned in the previous paragrapt, these discouraging instances should not hinder the assessment ofthe students aes Positive affective tre and hls ar eseental for ‘fective lsring Being an volved and productive member of our society Preparing for occupational and vocational satisfaction and productviy (example ‘worchables,wilingoes to earn, interpersonal kl) “Maximizing the motivation to lear t present and inthe future Prvening students from dropping ato schol Various ways by which teachers can sgnal to students that clearly defined posite slfec important than just simpy systemataly assessing Ie. It begins with dentiig sppropite fet targets. Inthe next paragraph thi action willbe explained more 2 Affective Traits and Learning Targets ‘Te wor aleve refers avarety of wal and spostions that arent os lowiegy retoning and sil (Hob, 1995) Techy tr eve the emai eng tat on as toward Someone or something Nevertheless ated sauce 2 concep tei and oer ls are wal conser tbe nn caps nce no? than enoons or feslings. Most kinds of student atect tee felings. Most kinds of student fect inva both ematlon and cog ‘Shown Inthe table below ae the een atective traits and is corresponding serio: suds Preposton to respond avr or nora 10 Species states concepts, obj, stuns, oF eins rare rl pte a aan Hn of aes value Importance, worth, or usefulness of odes OF ‘oduct ad ed sates of extence ‘pions Talis aout pec ocarences nd suatons paierences eee to lactone aja over ater womaton ‘eae and wings to be ergneed in Behavior ‘rong teat of invement Tada Self Concept Ta pron of comprence sca and aT “ades toward onevely dqree of slerenpea, pune rns or dey feos Teiperapin of whether sere ona are 1 aa of a iy ‘controled by the student or by external influences. Tron, ang, and awareness of emotions and Tinatonal Development Sek ae Tar pena aeons a uncon ‘edad Relationships acl Tigres and prope Te oT “Fara feta prs tat ide Besion- tring ond behavior Te a eng er a areal OBO | medes ‘wean 007 ‘Casroam Develop bo a7 secede pe et 8 see te ed at eave tes 21 atttude Targets ctan (1980) defines ates as internal tats that influence what study are bly toda Th ternal state cain ste gre deter postive oF negate itvombl or anfvreble reaction tovard an objec, stuston, person oF OUP of ej | {poe envionment er group ofperons. I does not refer to Behaviors, what a ows aps or wrong ve moral or ethical snee, or characteristics sch a ac, get {comonomie sats Inaleesing intone s conangent on subjects, tee ‘ther sadnts, omer ander objects or persons Most offen, one can Meno osteo ete strades hat a perem intend to foster ort east ep ak ety {eve aude are elated cuven and ature havior. Some ofthese tude are ag Inthe tbe below. ering at Sten rh nd ther sj ug use yng castoom es an ping out hee TERE! ended by scl pycholgsts, they found at atiades const ol component or costing facts (Forsyth 1999), 1: Anat camponeat of stv or eae feelings. 2 ‘Acopatv component describing worth or value 3 Aral component inca wings o eset engage in parle ‘The afte compone consis of the xa etn en motion a fing associated with a ob spe ling een hes, comfr. siete) When the teh ‘etee aden hing math or ning athe ten ola ont ale mtvecompacet sa evahatve bel (suchas hiking something TRB et rors encode cn hn ny seen nde SEER Me behavioral components acusly responding ina ponttser: A ncoee ol iy hat for many tu say not ke Engh is il onan Duelo cocepaton a ican implcaton fr ening atu — for crema need t focus on felings, thoughts, oF behavior? If the frig Bt DB sens wl be pe ee es a et ‘Setmesment esto lel bet cmpoe te se mc Sei nee be conta wih be sen Baca mae aes wl ei schol then oud see at ease fen one sete Somes 22 Value Targets Caner vals refer ether aed state etc oo modes of conduct that re crab Supt (Rokenh 1979) Ed sate of exec eer 0 conditions ad eC ‘nese and the ind of wel tats pron wats hale word peace, eon, Rappiness, soil acceptance, and wisdom. And mode of ond re maneted nwa 'Pfeson believe fs appropiate and needed never existence such as beng Bonet, ‘eer ambitious, loving responsi ad bp Each of ese values cam e laced (Ma categores consent wth fern see of pcos ene the pes of mora, pots Socal sextet ecoomietcnsapea an relgoes aes. Mein (2007 sungetd tht in xting valu targets ts acess to tick to soncenirversi and those tht ae early reset eadmiclearing and schol and ‘Tportment of ection goals Sone ver at ae commendable an nn-controversl edeseribed inthe able Bale rider shoudl inn ae hnestin the eg wth oes | aaron terme tam ————*d Tales adh Se ar we oe a Sa a cr ab he OT Tes Fa apr he a nw erent BE. ‘eu je fom aoe accu a prove ars Tou bare a et Sasa eo ee oe IES, ‘Perham, 205)Je on controversies tetan (207 an apa (205) suse sa 2 Pi nde ener persevea, FA rey om oe meme ne Bh ee tat tre shuld be a Sa er card and seeds eter do a0 lO ret ‘Teton rath oy tasers ay tsi. 23 Motivation Targets 'n education motion an be define the exten to which students are In trying tear (ean, 207) Thi ineudes the stent iitation of eareng Ineo flor exerted te stant? commitment od the student Persistence. ey ‘words metiraton ithe determined engagement learning ode to gin mare [tows o ely tent take lnsraingsenousy and ive importance to oppor Researches on motvaton canbe organize scoring to che Expectancy X Vay Framework (Sry 2004 Pvch& Sehunk 2002). The model imple that mots Is determined by students’ expectations, ter ble about whether they are ley tb Socal apd the relevance of he outcome Expectations refers tothe sling thestdei Slay ithe stadents self perception of is rhe xpabty to pero successfily. Values ar self perception ofthe portance of the perfomance. That ee ‘Solent sete relevance of he acy. For example te stents evaluate the acy ‘ngage int enjoyable or sting Wi meet some soll and paychologie ee (suchas sl worch competence, or belonging); Wil help the student meet an impor ‘al? Stes who Bere hat hey have the epi to be secs andthe he cl {hey enggs in thenstves are mportant or them arent they wl be bight ois to earn. Geni they vale the outome, and yet the sadents elev that they don a the capeilty to atin sces, thelr mation will be weak Sian there are ma ‘tudes capt ut are unotated because the acy that they are asked to Co ol ‘noimporane ar there side. Ue atstudes mtvation sto ambiguous to use the perl definition asa ota because tific to pinoie the sure of lack of efit and involvement Media (2007) sues hat meta targets soul focus on elefcacy and value distin 6 {eaten je ad pe frit none ues ain) BOE _are some examples of motivation targets: va : oe ‘Suds wil bev that they ae capable of era {tpt programs using Java sleet) ‘Sdn wil bleve tat tis important to know how to wrt spe compute roams sing Jv, ls) soem Secrest nt i i nt sree at tS i Shar a ng haw to writes (ema ‘fos 2A Academic Sell-Concepe Targets Extensive iteratre on seloncept and eum are valle for refeenne. Most. ctr fe to hese carats en Gling wth aden who hee pele wh ‘Shot and learning (han has aw slloncep urna woo of era) {Eis acepted that tes elas are mpartt wen when oetrversy oer hee el ‘Steet and selesteem proceed ret om academic lexnng Smee poste ‘Grea ls needed fo acheverent (Man 7007) il tat he sad aspect of ‘irconcet forma, at les prs when clan eprience mening sucess wi erate fort. tn setting Arges pl rember hat el concept and setestem sv-mldmcon! anh Ge Thea le le Sa tots ntti. apes tr oo epten nee oe Simoes sonn cna orn ee Simon an salons each execs). Hee de cana sere can ety comet ad ce So. Fare ce case sn se ane one on a ines hs have sw seen so cae monet ten et mst be avoided tnclaing self exripion and an eveuation of tt aesripton. Genera cel a tl alate tn ar siemens read cant rg rs eset eaten tc Se sa mee ca Sim neemhaetentn sania eresearaien et aia ina aware ome ceed nt ft inte teint mene Scum ee gente saa crenunelor————— eer 25 scl tiy Tet “ nna ai ain obs eae ea Pee ero peer elatons| ‘ends cooperation calaboraton taking stand conf reson functioning in groups assertiveness tor empathy proscial be "Boaviors hat oe intended hp others ‘The examples td inthe table are mostly relevant in base eduction specify ‘he clementary level as these Soil alts are needed sh inher academic scien And atthe secondary level socal tr tht enbance interpersonal bites ae more important as the schools work withthe business community to assess thea Special those needs pertaining to sls necessary to be succesfl inthe wont reaver soa interaction shy element of knowledge contruction, ace erase — A collaborative sls nade a wok sa (3) basic meron tet ml 795 mayne compntnts wept ong oD eet 193) ‘A general target eating “iro, ge doo 08 Prove spect wel atop or a Inston ed aesmen 26 Classroom Environment Targets Inver trom tere ge matt st vey pol ie. Some aie a confortable ancy terse ened na poses sabe fester are dase th ae happy an content eters snd ned ae fete flct of th dasroom cat owe a sede ery diated {hoty the dso ciate some show wane sn sapere as wie ees es Sold and rejecting Al these stats ire what Enon caren enone, Sistoom cate of ssoon cote Asaffective arg ering shoud sek netic eet ong eons, nd elethat promote postive ssroonemenment and dee understanding (Borch& Tomar, 2004 As long ar there ae interacons 84 | Pegnon| The arta wich det ead scp ach he ‘apes sien eed mae mcsry ajrmens nh ning ahd aon So ih er ad reed ‘commode others viewpoints to defend thea others, and t share ther pine | | WORT Teeth ‘These nercses encourage a deep understanding and keep stent involved. I alsa meee nt ied ne {ateracton can help promote good reasoning. and problem slag sl throughobserate | [Ty oeaaor The ent why senor acs a Fed and engagement in sch aces. Conger of vdeo ts Presented inthe table below are some examples of socal relationship areas ak | =>———— “ee ich et ars we PONS es coma “Th enpos on cmpettion ete Se eerie ae PN — at ae hess fer | Showing retin thers ‘Stuer wt shave her pee desir eseontip | Usering to peers ‘deus ins mal poup Zo i Hades Be wh oer ‘Sharing trou ‘decasion Fiction i ont to eroup actites Te ena on npn Formatty aa wich comes ane HUBER Saree ramaniaon he eter 1 oh er Coopereve | Uorng Stuns il demonstrate = sae ad or od Sis | voluteering ideas ad sugsestions | tat theres PRemmn TY ent wich det ae st si nd accepting others’ | nego ee conse Sp een ith te at bom Taam rh ting contectey‘one of the relevant input improve the classroom eBPonMent st nal Si er cr aot se ee ged mean er ie ra ee re ats he som ee Pere ee ppm eae nr tna goede ae ee rs enon evant 20 moa coe 2afective Domain of the Taxonomy of Educational Objectives Tots Dak Knol gre wots ede Bona oe es Seed way fois sar Se ae tie etc caer eps nal Ser as al Redaecsinanaate cs ee ree aber ertad ne wea cere canaraa win students erty | Student dor thera) isendee fertheersence ot ura | tes one aed har ii etgond nthe ssbonons tenet phenmens: } 1 Avaerest fe phenomena phenomena 3 Controlled or selected Team Concerned with responses that | Student aver speusl Phenomena St athematis fron Students ar suficienty tivated | to beable to ase tt that they are not jst “wing to | ete. een” but ae Set tending me Recs the sodents hadng os | Student actively ond ara imprancorvawe | conateny particu tasers ssiay havo: witn| in the ascastion md er consitryn ron | interestingly answe || slag he evra fate nein stents sue Sede scene rn sit eh saa one ale can Ths ea pect eco aes ses sue at cern le te raracterisne anole ie exes ne eb eh noting te Ta opie ars (Set Mathes a Soy sees eh bre (oolng od ces ‘te aforementioned afte txosomy serve a waa prt of ssessmet of asec Though then, anda or vl ose ais pre a he ret determined. I ‘on also provdes ond sagpsins rg Suet srs as nat of fest iesch af the levelsinvolvement, and cognitivg 1 Poste affective ets influence motivation involvement and cog tearing. (©The erm lec refers to emotions and felis, yt fective targets ince give and behaora as. © Ades refer to predispostons a respond favorably or ufavorabt. They Ince eopatve fective, and bekavoral components © Mouton ithe purposfalcommizment tern. “© Motiratin is determined by slFefcacy (students bel about his or her capably t earn) andthe value of lesaing Academie selconcept is the way students describe themselves as learners. Seesteem is how students fel about themselves oth are | musimnsna ts est avd general errs of wl concet | Sock eationshp targets involve interpersonal interaction and competence, ‘Classroom environment isthe climate established through factors such aflation involvement cobesivenes formality fiction and warmidy 4 The aleve damain fans tonony dis den ts fc ‘im bierarhical manne from attending to somthing to sing something 1 2 actorin determining one's ie Se Chapter 6 Development of Affective Assessment Tools orrcew rtm fn i ow ainns oes ee ts Shetizanetsenened Sete Eaten ee cette meet SS SP iy “a es Sera eames Sao coameeees Soho meme SSeS a cereacotinm Scene 1 the ond f his cape 70 sol ep insrcans oraeieHM tesessment of Learning 2 Bru Te a abot ana on tate nt greeter eee Sake ee oe tia acts Sonica tects ee Eee eee rare, Serenata emer er ee ae ee ee ae EeSe coon one ease 2 A. Methods of Assessing Affective Targets, ‘There are three feasble methods of assessing affective tats and dispostions. The ‘methods are: teacher observation, student selfzeport, and pee ratings (MeMillan 200), Since afacivetts are not directly observable, they mst be deduced fom behav ¢ what students about themselves and others. There ae variety of paeholgled mesnag that asessafectve rats but de to sophistation af such instruments, elarom eas "rely as them. Instead own observations and students self report are mostly used, ‘There are three considerations in asessng affect, These are: 1. Emotions andfelings change gully most especialy fr young chides td during ear adolescence, Which teams ttt tans ead seco sn ndalsadents emotion or fesing els ecessary to conde sed Ssesmens oes prod ef tine, A single sessment a cnc a Brelent fet Weeds to be fepeted oer sever nes, tivated approaches In measuring the same fective tra ax posible ts beter nt Fe ona angle method been of inten inhen t ‘tnd. For example dent slrreport maybe ated hee ean ‘ed inthe res (wee the st repor ae consent te shreation then astoger cas canbemnee) cide what typeof at or rents ae eed ndvidua or group da Consideration of what the purpose of stssment wil ater eee tint must be ued, For reporting or giving edb ad ins how the arena set nrmation sneceay sate methods af cling data vrs peed of an ad ent oe ‘est indgments made appropri ihe sees ee then eu for group or whole dase more Popes ae ee slulbes of affective assessment. er more relble to use anonapoce sate? selerepors ys Teacher Observation es ape he tel rt ame. we ou ee eer en toes oe cine ces In using observation the fi hing to postive student behaviors and ater is the neat tulet Scars These ts will serve a te ator tating poi of wt wl fe observed. Cotane nthe ble Below are some possible student ehaars ning pst nd ae sd tan rexing Student Behaviors Indicating Poste and Negative Atitdes Toward Learning rely mises class fare net lass bis ots of questions els other students ‘ers wal Inepenenty witout speion Iemolvd n enracursur seis heorshe Ges seo! Isrts ste y ‘ats cess ‘oho he students ‘eds conta persion ‘Shoiahed in etacriear acts Sartore Swe Ihe choot oe rs mens aac ene oe vere boatas pas ‘Sir cor en cet wot SecGen tee in ron Smee sew otwnon ie tad to do wel ‘emplte eta cet work ‘ompleteeSegnmerts before they 9 te ‘rey complains ‘rarely face "rely Boers ther tentsAssorsment of L dation a developing pilin checlitso thr ie ann ee sale, en prac eas eve eae nd acs bbl. re ena vrt nes et les requ {eae he serine at pin desing the behaviors thang Seema ses "pantry see as a inpt on ow perform cierto park ‘the teacher observation. —_ ean 007 gpd hth est approach isto develop ist fps ag eee iee pblsed snes a abe, te ale ace series ve nv eonlered i ese aren when they seme dete st bhi a bon dvd he techs eso dc wheter surat ara sntrecaredobseton oral on and sacred These a Ope ria proprton sawed ‘These behaviors provide 41:14 Unstructured Observation Unsuctred observation (anecdotal) may’ also be used forthe purpose ‘making summative jdgments. Ths Is normally open-ended no chect ‘ting Sale is use and everyting observed is ust spl recorded. tus “unstructured observations necessy to have atleast some guidlines i ‘examples of behaviors that nate afecive tat. Ths is a must to aetarie In adrance what to look fr however i should not be limited to What wt eden Rao need pe nde thera ht ye ‘Unstractared observation is more realist, which means teachers ecard everything they have observed and are not limited by whats con Ina checks or rating sale There is no probem i specific behaviors am spayed and behaviors that were not previously listed can be added. TH ‘sadvantage is hati snot practical to record much abou student bebaif fon roplr bass tis hard to find time most especialy when th tac © re-oceupied with ther learning activites. 1112 Sructared Observation ‘Strctured observation diferent fom unstructured abservatin neal ‘reparation neded aswell as inthe way observation Is ecorded. In strut! servation more tine Is needed since checklist or ting frm ae to be mal sinc wl be sed to record observations. The form fe enerted fa 2 ‘postive and negative behaviors to make easy and convenient In record Below ae tet nt vibe ued sete tM ed ede ost mt 3 melee, a ent Record sates importa da vch at end place a tAerpared record brief descriptions of relevane behav 5 kaon emacs a S Noumea a $e ia, 12 Student SelF-Repor ‘There re varied ways expres sen fc 2 selepor. The mst common abd iret way i wh having 2 asl cneeston or nti Sens an 0 espond ‘ottn questonnlreor sure about hems or other sens 412: Student Interview ‘Tere are diferent yes of erenl commanction ta aches ca se ‘with ste endl ad goup ites dsesons snd aa Chnrersatns tases ac esr eran bat in bere ere (astinust be cabled so tht deste feng and eis wl be ‘vealed thou rst stents may spy espa 2 way Eat hey wil File the acer vent he tees fe ee “pm advontage of ina tha te teacher cam carly desions, probe cn each se acral nh her nk ce er TY perience wih messing afc. eee . rege tt Sac ne two types of = ynse format, peeConstructed Response format tes. smi fra approsch aig studens aout he ate responding to simple statement or question. Another way to imple Cnmerctd-esponse forma s by means ofan essay. ESSay items prt nore in-depth and extensive responses than that of the simple Sentences, Reasons for ther tides, values ad belies ae expresied be sng esas. Selected Response format ‘There are three ways of implanting the Selected response formu assessing affective learning outcomes. These are rating sale ema Aiferential cle, and checklist. These three ways wil be discussed da Inthe succeeding part ofthis chapter. ‘The advantage of selecod-esponse formats Is that it assures anonym leis an imporant aspect when considering the tlt that are petsonal a 1 values and self-concept This slFresponse format reconsidered tea ‘ficient way of ellen information, Checks for Using Stadnt Sof Report to Asses Aet (Mean, 207 Keep mrasures focused on specifi active tats “Eeablish rst with students Match response formato the trait beng assessed Ensure anonymity if possible Keep questonaies brie! eg tems short and simple Arad negaver and absotes Wie items in present tense Avoid doublebarrele tems 123 Peer Ratings eer ratings or apprasl isthe least common method among the thet Ithads of assessing amet discussed inthis chapter. Because ofthe at learners they do not always take this acy serious and most OE than not they are subjective in conducting his por ting. Ths, peer = Is seen as relatively iefcent i ems of nature of conducting seri 24 Interpreting peer ratings However teaches can scurtaly serve 'steing assessed In poe ang ince teachers are very much engaged ‘rent inside theeassroom and ths can very the suthntey f80 Sf peer rating The two methods a conducting peer ratings area) soe whe approach; and (0 sciometre approach. These approaches cat ‘ted tgether with observations and selrepors ta strengthen assese fletrpersonal and atroom esvronment anges sseugscoa Luling. the Diteren Assessing Affect """ M#thods or Combination of Methods in maaeracy sea tate ore at i ta esto eco nen emg chong wh med ot 24 Type of affect that needs to be assessed A ger ton odie carton Howe fata ome ok ped ea oe Steet tration thera co pee eee {s socially-oriented aflect ici ter ers 22: the Information needed i om grouped or inal responses, 1 grouped respons and eens ene, sled epee seep method ts uited because assure ano ands ore. 23 The use of information the intention of he ct ssc ine theres spyrtg apt to grading then mule appances nes and be min fhe posi of avg fake resus from frp and even Fo er agement, ‘To sum it up the hice of metodo cabling tes meio dependent pon het gen ad tf obra sng any parser metodo ombination af metas 3. Affective Assessment Tools “The fective domain encompasses boars ners of tines Bae. ad ‘eclings. Sets of attitudes beliefs ad flings om ‘Sseatmon ols that can Bese mess as 31 Checklists to monitor : Cheek yne ofthe effete | oe ue 200 Seine ei elo wt kiss contain criteria a 0 Oy gically sequenced sep that ap an pins 5 Eye een A wn scent compe a on pcb RES "Sed for reat assessDOD ssscsoment of Lesratog 2 ——J id cg a ce rc ‘The owing able shows an example of checks format. Thott Assent wore + Asks or hep when needed + es nse Study Mais + ones wrk + Takes god notes + Uses ie wl ‘Sec Sate + Wore we with others tient ote 3.1.4 Critera for Checdts In planning for ctr stgned wih he outones that eda be heed and messed Coneray feared 212 Why We checks (Checks shale id case tse 4 ak ik dy yw ead card ily te nd Thavos wer fad tor oemeenasai 1 prove man chs sens wh ned ap 0 Sireuliaing relma asses set aig dhe teachers utr ars aon kwh ee ume 32 Rating Seale “According to Nitko (2001), atig sales can be used for teaching porposes and 1. Rating scales lp stunts understand the learning target/oucomes nd to focus siden atetion © 2 Completed rating scl g Strengths and weakaesses with TO Sasen sonar ny neat et standard, 3. Belem ene 2 ee ow eek ate po oe -uampte eg Sl te vrs Matera) ina eran on ecm x ho ment arp oe Dien i ag and Se Moh Psi re espe feedback to ezudents a far a their cto the targets to whlch they ae "te Adapted from ay Bi rom poy dg Mathers a er eg dong ow wet nd i word Be a, telov sosessment of Learning 2 7 WB_Arserrment of beste] 32: Types of Rating Scales ‘The most commonly ueed typeof rating seals are "Numerical Rating Seales ‘A numerical ating scale ransates the judgments of quality or deg numbers. To increase the objectivity and consistency of resus rom mune sting sales, a shor verbal description ofthe quay level of ach nel ay be provided, Brample Diretons: Indes he degre to which the student contributes to tam: by nccling the appropriate number. The numbers represen the oe velue: 4 ~ constantly appropriate and efective: 3 ~ general append and afectine; 2 ~ neds improvement. may do other unrelated take oats ‘mstifctry, carptve and do oer tasks not related atv + To what ext dot the sides participate in com mectg discussions? : r2a4 + Towhar eran are ass beng done related to tam activity? ris Descriptive Graphic Rating Seales A better format for rating is this descriptive graphic rating sales ht replices ambiguous single word with short behevorl descriptions of St ‘rls points along the scale. Desrbing the points ofthe scale by beh descriptions leads to increased consistency of ratings ero ater stants . ample: Bens. Mak your ras on acho te folewing by placing amet lg te hana ine nder ach tm In tps reo ae ‘thing tah lar yur a 41 To what extent does the student tsctns? Fe ler eee Participate in team meetings 3X eer Pertpates paras erica tumhari ie ‘iterteam er ea Pashe monies member Comment ee th RN ae 132.2 Common Rating Sate Erors The table below contains the commas ating sae eros that teachers ae students mast be fair th inorder so commiting ch Kn ‘errors during asesment. Lenioney Ear (cas when acheter tomate amor ‘gs ovr he ph nd the ele, ing Welw endothe eal ‘vey ror “ice aro naka Sins a gs owas ‘he ow dal the nal. Thre the oppose of Toney eee ‘ears wins acer beats we eres on Sd er nth me prof te se czars when 2 fencer Ite Raher general Inpro he ttt atecchow elie ates their on speci dimeron Ta oe “aa when HSPs ew een ronal erates EEN eae ws fom homies et ‘Seine oie esol Bas Tope tree et Tmensone hatte tx elves 10 emer tere tty rete 3 eaters, whe hes ovina eee tern to redetine the FUBTCS TO" ure, been tenses ater ttAssessment of Learning 2 33 Likert Seale “Another simple and widely used celfeport method in asSssing aft. unre seal wtein» of larly favrable and unfavorable atte o ‘prvi, The student ar ated to respond to each of the statement. et sa ese epi Sonay ae (Are (Unde shag at Snagy Dene) Te ring kart ele eased on asin weg fom 110 pest se Ing sibs a aeons ego Interpresing the rests Its importan to Keep In tind that these are verbal expres ‘eslings and opaions that individuals ao willng to report. 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