Grade 8 Mathematics
Affective learning outcome:
Students will persist in solving polynomial factoring problems, seek help when they
encounter difficulties, and support their classmates by offering helpful feedback during group or
class activities.
Justification:
This outcome promotes perseverance, engagement, and collaboration, helping students
build confidence, develop problem-solving skills, and support a positive learning environment in
mathematics.
Assessment Tool:
Part 1: Teacher Observation Checklist
Criteria Always (4) Often (3) Sometimes (2) Rarely (1)
Completes all
Tries most
Keeps trying when factoring tasks, Gives up on Often gives
problems and
factoring is hard even harder up quickly
uses some
(Attempts all problems, challenging problems but and avoids
different
tries new strategies, ones, and tries completes difficult
strategies
doesn't give up) different easier ones problems
when stuck
methods
Asks for help when Regularly asks
Sometimes Rarely asks
needed thoughtful Usually asks for
asks for help, for help,
(Seeks help from teacher, questions or help when
but not even when
peers, or resources when uses help stuck
consistently confused
stuck) tools/resources
Actively
participates in
Joins in math Participates in Joins Rarely
class by
discussions discussions and discussions participates
discussing
(Talks about factoring, sometimes occasionally, in math talks
factoring
asks questions, shares shares ideas or but only when or asks
problems and
ideas) asks questions prompted questions
asking
questions
Works very well
Helps and supports Works with
with others, Sometimes Avoids group
classmates others and
gives clear and helps work or does
(Works well in groups, offers some
kind feedback classmates not support
gives helpful feedback on help or
about factoring when asked classmates
factoring work) encouragement
problems
Shows a positive Often
Is enthusiastic Sometimes
attitude toward math Shows a good unmotivated
and confident motivated,
(Shows interest in attitude most or negative
during factoring but gives up
factoring, tries of the time and about
lessons and or loses
confidently, stays tries hard factoring
activities interest
motivated) work
Part 2: Student Self Reflection
Instructions: Students reflect on their behavior using the following questions.
1. Perseverance: How do I handle challenges when factoring polynomials? Do I keep trying
different strategies?
2. Engagement: Do I participate in class discussions and ask questions when I don’t
understand?
3. Collaboration: How do I contribute to group work? Do I encourage my classmates and
offer help when needed?
4. Attitude: How do I approach learning? Do I stay motivated even when the topic is
difficult?
5. Goal-Setting: What is one thing I can improve in my learning approach?
Implementation Plan:
Teacher Observation Checklist – Formative
Conducted during daily class activities, including individual practice and group work.
The teacher records observations on students’ perseverance, engagement,
collaboration, and attitude while they solve problems and interact with peers.
This helps identify students who may need additional encouragement or guidance.
Student Self-Reflection – Formative & Summative
Students assess their own perseverance and engagement, helping them recognize areas
for improvement before the class ends.
Students review their progress, set future learning goals, and reflect on their affective
learning growth.
How the results will be analyzed
1. Teacher Observation Data:
Scores from the observation checklist are reviewed to determine patterns (e.g.,
common struggles, levels of perseverance).
Students scoring low (1-2) in multiple areas may need targeted support or motivation
strategies.
2. Student Self-Reflection Responses:
Students’ reflections help identify their perceived strengths and weaknesses.
Comparison of midpoint and final reflections shows progress in attitudes and learning
behaviors.
How results will be used for student improvement
Individualized Support:
o Students who struggle with perseverance or engagement may receive additional
encouragement, goal-setting activities, or one-on-one guidance.
o Teacher can offer strategies such as growth mindset exercises, problem-solving
scaffolds, or peer mentoring.
Classroom Strategies:
o If many students struggle with engagement, the teacher may adjust instruction
to include more interactive activities, collaborative problem-solving, or
motivational strategies.
o Positive behaviors (e.g., strong peer collaboration) will be reinforced and
modeled for others.
Student Goal-Setting:
o Students use reflection insights to set personal growth goals for the next unit.
o The teacher encourages students to track their own progress and improvement
in affective skills over time.
