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Copy of ASSESSING AFFECTIVE LEARNING OUTCOMES
Transcript of Copy of ASSESSING AFFECTIVE LEARNING OUTCOMES
covers behaviors with regards to attitudes, beliefs and feelings. Networks of attitudes, beliefs and feelings form the student's values. Values are perceptions or ideas of worth, while beliefs are perceptions of fact. It also emphasizes on feelings, emotions and degrees of acceptance or rejection.
LOCUS OF CONTROL
AFFECTIVE DOMAIN OF THE TAXONOMY OF EDUCATIONAL OBJECTIVES
describes learning objectives that emphasize a feeling, tone, emotion or degree of acceptance or rejection. Affective objectives vary from simple attention to selected phenomena to complex but internally with consistent qualities of character and conscience. We found a large number of such objectives in the literature expressed as interests, attitudes, appreciations, blues and emotional sets or biases.
LEVELS OF AFFECTIVE DOMAIN
5 LEVELS OF AFFECTIVE TARGETS
example: Listening to the ideas of others with respect.
VERBS: ask, choose, describe, follow, give, hold, identify, locate, name, point to, select, sit, erect, reply and use
example: Participating in class discussions actively
VERBS: answer, assist, aid, comply, conform, discuss, greet, help, label, perform, practice, present, read, recite, report, select, tell and write.
examples: 1. Demonstrating belief in the democratic process. 2. showing the ability to solve problems.
VERBS: complete, demonstrate, differentiate, explain,follow, form, initiate, invite, join, justify, propose, read, report, lect, share, study and work.
ORGANIZATION (PHILOSOPHY OF LIFE)
examples: 1. Explaining the role of systematic planning in solving problems; 2. Prioritizing time effectively to me the needs of the organization, family and self.
VERBS: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate and synthesize
CHARACTERIZATION BY A VALUE (LIFESTYLE)
examples: 1. Showing self-reliance when working independently; 2. Valuing people for what they are, not how they look like.
VERBS: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise, serve, solve and verify
MCMILLAN: 3 CONSIDERATIONS WHEN ASSESSING AFFECT
EMOTIONS AND FEELINGS
It is suggested that teachers should conduct diff. assessments over a considerable amount of time. It is because of the being unpredictable of the student's attitudes.
If you consider only a single assessment, there is a high probability, that what you assess is not an entire sign of the trait. Hence, it is better to measure repeatedly over several periods of time.
USE OF DIFFERENT APPROACHES
Do not rely on single approach because it has a limitation.
Do you need an INDIVIDUAL RESULT OR GROUP RESULT?
For student's individual performance use individual result
For assessing improvement of classroom instruction use group result.
METHODS OF ASSESSING AFFECTIVE LEARNING OUTCOMES
this is to make a systematic record on the observation about the presence or absence of affective outcomes
TWO METHODS OF TEACHER OBSERVATION
1. UNSTRUCTURED OBSERVATION
also known as open-ended observation. It gives more freedom to record what information is to be observed and how it is recoded. Can be done through note taking, mental note taking and diary keeping.
There should be at least guidelines and characteristics of the affective traits to be assessed. Anecdotal Record can also be utilized.
2. STRUCTURED OBSERVATION
it is diff from unstructured observation because more time is needed for the preparation of the materials and the process of recording the observation.
It involves the use of checklist, rating scales and sometimes the use of rubrics. In this type of observation, recording is more systematic because the teacher will attend only on the predetermined aspects of affective traits. In this case, a more reliable and valid information among diff. observers is easier to obtain.
B.STUDENT SELF- REPORT
this is to express the student's feelings or attitudes toward a given specific classroom activity. It limits the response of the students to what they can only do and say. The teacher must motivate them to respond properly and seriously because they might take the activities for granted or else the information gathered is not reliable.
TWO TYPES OF
STUDENT SEL- REPORT
A. INTERVIEW METHOD
allows the teacher to probe and clarify information in order to avoid ambiguity, though the students cannot be unanimous with their information and is time consuming to conduct. It can be done using individual or group interviews, round the table discussions or casual conversations.
QUESTIONNAIRE OR SURVEY METHOD
A. Constructed-response format is done using a completion item or an essay item.
B. Selected-response format is use to assess, beliefs and interests of the participants. (rating scale, semantic differential scale and checklist).
is a set of categories designed to gather information on quantitative attributes in social sciences.
SEMANTIC DIFFERENTIAL SCALE
a pair of adjectives are used to provide connections with feelings, beliefs and opinions that can be measured by degrees of agreement that show both opposite directions and intensity
is the easiest tool to develop compared to rating scale and semantic differential scale. It consists of simple items that the students or teacher marks as "present" or "absent" of a certain attribute that describes the affective traits.
C. PEER RATING
is the least method to be used in assessing ALO. In this method, the students are asked to assess or judge their classmates' behavior