2. 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 the constructed-
response format is by means of an essay.
3. There are three ways of implanting the
selected- response format in assessing affective
learning outcomes. These are the following:
* Rating Scale * Semantic Scale
* Differential Scale * Checklist
SELECTED- RESPONSE FORMAT
4. Anonymity
* It is an important aspect when
considering the traits that are personal such
as values and self-concept.
ADVANTAGE OF
SELECTED- RESPONSE FORMAT
5. Checklist for using student's Self-Report to
Assess Affect (McMillan, 2007):
❶ Keep measures focused on specific traits.
SELECTED- RESPONSE FORMAT
6. Checklist for using student's Self-Report to
Assess Affect (McMillan, 2007):
❷ Establish trust with students.
SELECTED- RESPONSE FORMAT
7. Checklist for using student's Self-Report to
Assess Affect (McMillan, 2007):
❸ Match response format to the trait being
assessed.
SELECTED- RESPONSE FORMAT
8. Checklist for using student's Self-Report to
Assess Affect (McMillan, 2007):
❹ Ensure anonymity if possible.
SELECTED- RESPONSE FORMAT
9. Checklist for using student's Self-Report to
Assess Affect (McMillan, 2007):
❺ Keep questionnaires brief.
SELECTED- RESPONSE FORMAT
10. Checklist for using student's Self-Report to
Assess Affect (McMillan, 2007):
❻ Keep items short and simple.
SELECTED- RESPONSE FORMAT
11. Checklist for using student's Self-Report to
Assess Affect (McMillan, 2007):
❼ Avoid negatives and absolute.
SELECTED- RESPONSE FORMAT
12. Checklist for using student's Self-Report to
Assess Affect (McMillan, 2007):
❽ Write items in present tense.
SELECTED- RESPONSE FORMAT
13. Checklist for using student's Self-Report to
Assess Affect (McMillan, 2007):
❾ Avoid double-barreled items.
SELECTED- RESPONSE FORMAT
14. Peer ratings or appraisal is the least common
method among the three methods of assessing
affect.
PEER RATINGS
15. Because of the nature of learners, they do not
always take this activity seriously and most often
than not they are subjective in conducting this
peer rating.
PEER RATINGS
16. Thus, peer rating is seen as relatively inefficient
in terms of nature of conducting, scoring, and
interpreting peer ratings.
PEER RATINGS
17. The two methods of conducting peer ratings
are the following:
❶ Guess-who approach
PEER RATINGS
18. The two methods of conducting peer ratings
are the following:
❷ Socio-metric approach
PEER RATINGS
19. Each of the three methods (observation, self-
report, peer ratings) has its own advantage and
disadvantages.
UTILIZING THE DIFFERENT METHODS
20. In choosing for which method or methods to
used, consider the following factors:
❶ Type of affect that needs to be assessed.
UTILIZING THE DIFFERENT METHODS
21. In choosing for which method or methods to
used, consider the following factors:
❷ If the information needed if from grouped or
individual responses.
UTILIZING THE DIFFERENT METHODS
22. In choosing for which method or methods to
used, consider the following factors:
❸ The use of information.
UTILIZING THE DIFFERENT METHODS
23. To sum it up, the choice of method or
combining these methods, is independent upon
the context, targets, and the level of comfort in
utilizing any particular method or combination
of methods.
UTILIZING THE DIFFERENT METHODS
24. Affective domain encompasses behaviors in
terms of attitudes, beliefs, and feelings comprise
one value.
AFFECTIVE ASSESSMENT TOOL
25. There are various assessment tools that can be
used to measure affect. These are the following:
❶ Checklist
AFFECTIVE ASSESSMENT TOOL
26. There are various assessment tools that can be
used to measure affect. These are the following:
❷ Rating Scale
AFFECTIVE ASSESSMENT TOOL
27. There are various assessment tools that can be
used to measure affect. These are the following:
❸ Likert Scale
AFFECTIVE ASSESSMENT TOOL
28. There are various assessment tools that can be
used to measure affect. These are the following:
❹ Semantic Differential Scale
AFFECTIVE ASSESSMENT TOOL
29. Checklist is one of the effective formative
assessment strategies to monitor specific skills,
behaviors, or dispositions of individual or group
of students (Bruke, 2009).
CHECKLIST
30. Checklist contain criteria that focus on the
intented outcome or target.
Checklist help students in organizing the
tasks assigned to them into logically sequenced
steps that will lead to the completion of task.
CHECKLIST
36. In planning for criteria that will be used in
checklist, the criteria must be aligned with the
outcomes that needs to be observed and
measured.
CRITERIA FOR CHECKLIST
37. Popham (1999) explains that when the
teachers set criteria, the main emphasis is to use
these criteria in making judgement regarding on
the adequacy of student responses and the
criteria will influence the way the response is
scored.
CRITERIA FOR CHECKLIST
38. Checklist should be utilized because these:
❶ Make a quick and easy way to observe and
record skills, criteria, and behaviors prior to
final test or summative evaluation.
WHY USE CHECKLIST
39. Checklist should be utilized because these:
❷ Provide information to teachers if there are
students who need help so as to avoid failing.
WHY USE CHECKLIST
40. Checklist should be utilized because these:
❸ Provide formative assessment for students'
learning and help teachers monitor if students
are on track with the desired outcomes.
WHY USE CHECKLIST
41. According to Nitko (2001), rating scales can be
used for teaching purposes and assessment.
❶ Rating scales help students understand the
learning target/outcomes and to focus student's
attention to performance.
RATING SCALE
42. According to Nitko (2001), rating scales can be
used for teaching purposes and assessment.
❷ Completed rating scale gives specific
feedback to students as far as their strengths and
weaknesses with respect to the targets.
RATING SCALE
43. According to Nitko (2001), rating scales can be
used for teaching purposes and assessment.
❸ Students not only learn the standards but
also may internalize the set standards.
RATING SCALE
44. According to Nitko (2001), rating scales can be
used for teaching purposes and assessment.
❹ Ratings help to show each students' growth
and progress.
RATING SCALE
45. Example: Attitude towards Mathematics
Directions: Put the score on the column for each
of the statement as it applies to you. Use 1 to 5, 1
being the lowest and 5 the highest possible score.
RATING SCALE
46. RATING SCALE
Score
1. I am happy during Mathematics class.
2. I get tired doing board work and drills.
3. I enjoy solving word problems.
47. The most commonly used type of rating scales
are the following:
❶ Numerical Rating Scales
❷ Graphic Rating Scales
TYPES OF RATING SCALE
48. A numerical rating scale translates the
judgement of quality or degree into numbers.
To increase the objectivity and consistency of
results from numerical rating scales, a short
verbal description may be provided on each
NUMERICAL RATING SCALE
49. Directions: Indicate the degree to which the
student contributes to team activity by encircling
the appropriate number. The number represent
the following values:
❹- Constantly Appropriate and effective
NUMERICAL RATING SCALE
50. Directions: Indicate the degree to which the
student contributes to team activity by encircling
the appropriate number. The number represent
the following values:
❸- Generally Appropriate and effective
NUMERICAL RATING SCALE
51. Directions: Indicate the degree to which the
student contributes to team activity by encircling
the appropriate number. The number represent
the following values:
❷- Needs Improvement
NUMERICAL RATING SCALE
52. Directions: Indicate the degree to which the
student contributes to team activity by encircling
the appropriate number. The number represent
the following values:
❶- Unsatisfactory, disruptive.
NUMERICAL RATING SCALE
53. •To what extent does the student participate in
team meetings and discussions.
1 2 3 4
NUMERICAL RATING SCALE
54. • To what extent are task being done related to
team activity?
1 2 3 4
NUMERICAL RATING SCALE
