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SELECTION
 Lesson 2:
APPROPRIATE
METHODS
Presented by: Rona Mae Guzman
Objectives:

At the end of the module, the pre-service teacher (PST) can:

01 Differentiate the three

types of methods in
assessing affective traits.
02 Use learner - appropriate
affective
methods.
assessment
1. Types

on
a. Teacher Observati

b. Student Self-report

c. Peer Ratings
A. Teacher Observation

on e o f th e essential tools
 Is
fo rm a tiv e a s sessment.
for
e a s y s te m atic record
 Ma k
e o b s erv a ti o n about the
on th
c e o r a bs ence of
presen
ome.
affective outc
A. Steps in using Teacher’s Observation

Determine in advance Develop a list of positive

how specific behaviors and negative behaviors.
relate to the target.
The table below contains some positive and negative students’
behaviors towards learning:
POSITIVE NEGATIVE
 Rarely misses class  Is frequently absent
 Rarely late to class  Is frequently tardy
 Asks lots of questions  Rarely asks questions
 Helps other students  Rarely helps other students
 Works well independently without  Needs constant supervision
supervision
 Is involved in extracurricular  Is not involved in extracurricular
activities activities
 He or she likes school  Says he or she doesn’t like school
 Comes to class early  Rarely comes to class early
 Stays after school  Rarely stays after school
 Volunteers to help  Doesn’t volunteer
 Completes homework  Often does not complete homework
 Tries hard to do well  Doesn’t care about bad grades
 Is rarely off-task  Bothers other students
 Rarely bothers students  Stares out window
 Positive Behaviors Negative Behaviors

Approach Behaviors Avoidance Behaviors

Approach behaviors result in less direct, less frequent, and less

intense contact. These dimensions are helpful in describing the
behaviors that indicate positive and negative attitudes.
 Two Types of Teachers Observation
Unstructured Observation
(informal)
• Unstructured observation
(anecdotal) may also be used for
the purpose of making summative
judgements. This is normally
open-ended, no checklist or rating
scale is used, and everything
observed is just simply recorded.
• This type of observation is more
realistic.
Structured Observation
(formal)
• Structured observation is different
from unstructured observation in
terms of preparation needed as
well as in the way observation is
recorded.
• In structured observation, more
time is needed since checklist or
rating forms are to be made since
it will be used to record
observations.
B. Student Self-Report

• Self-report is essentially requires

an individual to provide an
account of his attitude or
feelings toward a concept or idea
or people.
• There are varied ways to express
students’ affect as self-report.
The most common are interview
and written questionnaire or
survey about themselves or other
students.
Student Self-report

Student Interview

Surveys and
Questionnaire
 Surveys and Questionnaire

The two types of format using questionnaires and surveys are:

(a) Constructed-Response Format

(b) Selected-Response Format

 a. Constructed-Response
Format

 It is a straight forward approach asking students

about their affect by responding to simple
statement or question.
 Another way to implement constructed-response
format is by means of an essay.
 b. Selected-Response Format
 There are three ways of implanting the selected response
format in assessing affective learning outcomes. These
are rating scale, semantic differential scale, and
checklist.
 The advantage of selected-response formats is that it
assures anonymity which is an important aspect when
considering the traits that are personal such as values and
self-concept.
C. Peer Ratings

t
s o r a p p ra is al is the leas
 Peer rating
d u s ed am ong the
tho
common me
e th od s o f as sessing affect.
three m
ra ti n g is se e n as relatively
 Thus, peer f
in te r m s of nature o
inefficient
ri n g , an d in terpreting
c o
conducting, s
peer ratings.
The two methods of conducting peer ratings
are:

(a) guess-who approach

(b) socio-metric approach

 2. Selection
Each of the three methods (observation, self-report, peer
ratings) that was discussed previously has its own advantage
and disadvantages. In choosing for which method or methods
to use, consider the following factors:
 Type of affect that needs to be assessed;
 If the information needed is from grouped or
individual responses;
 The use of information
 k y o u
Th a n
for
e ni ng !
Lis t