MODULE 1

STUDENT LEARNING OUTCOMES

L1 - PRINCIPLES OF SLO

STUDENT LEARNING OUTCOMES

- Are the skills, competencies, and values that the learners are expected to demonstrate at the
end of every course/subject which are in turn, integrated inti the year-end formation of learners
as they progress toward becoming an individual learned.
- Attainment of these learning outcomes must be continuously done during the entire teaching-
learning experience both by you and the learners to ensure that the activities are aligned with
the expected outcomes set for the learners.
- Providing feedback including the results of assessment is important to identify the next steps
towards the realization of the learning outcomes.

Factors of Determining SLOs

1. Mission Statement of the School
- It reflects the school’s vision for holistic learner development.
- Align outcomes with the institution’s goals for intellectual, moral, and social growth.
- Unified direction for all educational programs.

2. Mandated Policies and Standards

- Ensure learning outcomes meet national standards.
- Proficiency and success in educational and professional settings.

3. Competencies Expected by Industries

- Align outcomes with the demands of professional businesses, and industries.
- Graduates grant relevant skills and improved employability.
- Preparing students for technological innovation in the workplace.

4. Alignment with the Development Goals.

- National and local development plans.
- (e.g. sustainability, economic growth.)
- Contribute to societal objectives and national progress.
- Promoting innovation and sustainability in community projects.

5. Global Trends and Developments

- Prepare learners to compete internationally.
- Intercultural communication, adaptation to technology, lifelong learning.
- Thriving and diverse, fast-changing environments.
6. Integration of General 21st Century Skills
1. Oral and Written Communication
2. Quantitative and Scientific Reasoning
3. Critical thinking and Creativity
4. Technological Proficiency
 5. Information Literacy

L2 – Characteristics of Good SLOs

Why define learning outcomes clearly?

- Emphasizes the application and integration of knowledge and skills.

- Reflect on essential contents of the course activity, or programs.

Key Characteristics of Good SLOs

1. Learner-Centered Outcomes
- Outcomes focus on what the learners can do.
- Empowers learners by prioritizing their achievements.
- Guide teaching methods to support desired competencies.
- Instead of “teach basic Algebra” use “Students will solve linear equations”.
2. Aligning Outcomes with Mission and Standards
- Outcomes reflect the programs mission.
- Incorporate guidance from regulatory agencies (e.g. DepEd, CHED) and industry standards.
- Faculty, alumni, and industry input shape relevant and practical outcomes.
3. Building Mutual Understanding
- Teachers and learners must understand and agree on competencies.
- Create a shared commitment to success.
- Encourages active engagement in learning.

Monitoring Progress Collaboratively

Steps to Monitor Progress

1. Hook Learners to outcomes
2. Explore supporting activities
3. Apply ideas in real life situations
4. Refine Skills Through Practice
5. Evaluate outcomes
6. Create actions/projects.

4. The Spectrum of Thinking Skills

- From simple to complex
Identify, Explain, Apply, Analyze, Synthesize, Judge, Create.

Why it Matters?
1. Encourages higher-order thinking skills.
2. Fosters critical and creative skills.

5. Measurable and Realistic Outcomes

- Use observable action words.

6. Time-Bound Outcomes
- Provides clear Milestones for achieving outcomes.
 - Tracs progress and ensures completion
- Example: “By the end of Week2 students will draft a research proposal.

L3 – Classification of SLOs

1. Cognitive Domain of Learning

- Development of knowledge and intellectual skills.
- “what do I want the learners to know”
- Originally, it was devised by Bloom, Engelhart, Furst, Jill and Krathwohl in 1956 and was revised
by Anderson and Krathwohl in 2001.

Remembering

- Recall of previously learned information

- Define, describe, identify, label, list, match, name, recall, recognize, select, state.

Example
1. State Newton’s Laws of Motion
2. Match the parts of the sewing machine and its name.

Understanding
- Comprehending the meaning, translation and interpretation of instructions and stating a problem
in one’s own words.
- Distinguish, classify, compare, estimate, exemplify, explain, infer, interpret, organize,
paraphrase, summarize.

Example:

1. Distinguish among the list of objects that is rhombus but not square.
2. Explain the climax if Romeo and Juliet in 3-5 sentences.

Applying
- Using what was learned in the classroom in a similar new situation.
- Apply, change, compute, demonstrate, discover, execute, implement, modify, prepare, show,
solve, use.

Example:

1. Prepare a daily menu for one week using the Canva App
2. Use the Pythagorean Theorem to solve distance problems.

Analyzing

- Separating materials or concepts into components parts to understand the whole

- Analyze, compare, contrast, differentiate, draw a diagram, illustrate, organize, outline, select.

Example:

1. Differentiate prose and poetry

2. Illustrate how to do the 3Rs at home.
 Evaluating

- Judging the value of an idea, object or material.

- Conclude, criticize, defend, evaluate, justify, relate select, support.

Example

1. Justify the theory of Charles Darwin using various examples.

2. Defend a research proposal

Creating

- Building a structure or pattern; putting parts together to convey a thought

- Combine, complete, compose, devise, design, generate, modify, organize, plan, produce, revise,
rearrange.

Example:

1. Design a Landscape considering all its principles and properties

2. Generate important components in evaluating an argumentative essay.

Psychomotor Domain of Learning

- Physical and mechanical skills involving coordination of the brain and muscular activity.
- “What actions do I want the learners to be able to perform?”
- Is a combined taxonomies built by Simpson, Dave, and Harrow.

Levels of Psychomotor Domain of Learning

1. Observing
- Working the mental attention actively to a physical activity
- Watch, detect, distinguish, differentiate, describe, select, relate, identify.

Examples:
1. Identify non-verbal communication cues.
2. Describe how the tallying of data is done.

2. Imitating
- Attempting to copy a physical behavior
- Begin, explain, move, display, proceed, react, show, state, volunteer, initiate.

Example:
1. State the processes done in deboning a bangus.
2. Initiate a conversation using idiomatic expressions.

3. Practicing
- Performing a specific activity repeatedly.
- Bend, calibrate, construct, differentiate, dismantle, display, fasten, fix, grasp, grind, handle,
measure, mix, operate, manipulate, mend
 Example:

1. Perform a chemical experiment involving emulsifiers.

2. Measure the dimensions of the classroom.

4. Adapting
- Fine tuning of the skill and making minor adjustments to attain perfection.
- Organize, relax, shorten, sketch, write, rearrange, compose, create, design, originate.

Example:

1. Write the reasons why the plants did not grow using some fertilizers.
2. Create a new recipe of cooking chicken intestines.

Psychomotor Domain of Learning Mathematics

Observing – The students watches the teacher demonstrate how to construct a perfect circle using a
compass and how to draw perpendicular bisector using a straightedge.
Imitating – The student mimics the teacher’s actions, practicing basic constructions such as drawing
a circle and bisecting a line, step-by-step as instructed.

Practicing – The students repeatedly practices constructing geometric shapes (e.g., triangles,
polygons) and bisectors, ensuring precision in measurements and alignment of tools.

Adapting – The students apply their skills to solve more complex problems, such as designing a pattern
or solving a real-life task (e.g., dividing a plot of land into equal sections) using geometric constructions.

Affective Domain of Learning

- Emphasizes emotional knowledge

- “What actions do I want learners to think or care about?”
- Includes factors such learner’s motivation, attitudes, appreciation and values. Developed by
Krathwohl, Bloom and Masia in 1964.

Level of Affective Domain of Learning.

1. Receiving
- Being aware of or attention to something in the environment and being willing to listen or pay
attention.
- Ask, choose, describe, follow, give, hold, identify, locate, name, point to, select, sit, reply, use.

Examples:

1. Identify the values being exhibited in the story, “Si Pagong at si Matsing”

2. Responding
- Showing commitment to respond in some measure to the idea or phenomenon.
- Answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read,
recite, report, select, tell, write.
 Examples:

1. Present ways to develop creativity in recycling garbage.

3. Valuing
- Showing willingness to be perceived as valuing or favoring certain ideas.
- Complete, demonstrate, describe, differentiate, explain, follow, form, initiate, invite, join, justify,
perform, propose, read, report, select, share, study.

Examples:

1. Demonstrate resourcefulness in budgeting a dinner for four.

4. Organizing
- Arranging values into priorities, creating a unique value system by comparing, relating and
synthesizing values.
- Adhere, alter, arrange, combine, compare, complete, defend, explain, generalize, identify,
integrate, modify, order, organize, prepare, relate, synthesize.

Example:

1. Prepare a list of imoirtant practices in maintaining a clean and healthy garden.

5. Internalizing
- Practicing value system that controls one’s behavior, and also, exhibiting behavior that is
pervasive, predictable and characterizes other person’s behavior. In some sources, internalizing
is equated to characterization.
- Act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question,
revise, serve, solve, use, verify.

Example:

1. Display credibility in gathering data for statistical analyses.

Affective Domain of Learning in Mathematics

Receiving – the students listens attentively as the teacher explains how to break down a word problem
into steps, using real-life examples like budgeting for groceries.

Responding – students actively participates in solving a word problem during class, raising their hand
to share their solution or asking questions when they don’t understand.

Valuing – students starts to see the importance of math in real life by expressing interest in using
problem-solving techniques to manage their weekly allowance or plan a small event.

Organizing - The student integrates problem-solving as part of their approach to decision-making by

applying math concepts, such as percentages or ratios, when analyzing and comparing prices during
shopping.
Internalizing - The student demonstrates a consistent habit of applying math skills in everyday life,
such as tracking expenses or calculating discounts. They also encourage peers to appreciate the
practical use of math in decision-making.

ABCD Method

Highly precise learning outcome can be written using a simplified basic formula, the ABCD method.

Audience - It answers the question, “Who will achieve the learning outcome?”. Mostly, his is a
description of the learners who are expected to perform or demonstrate the behavior of a specific grade
level.

Behavior - It answers the question, “What do you want them to be able to do?”. Specific behavior
is indicated by behavioral action verbs to write observable and measurable behavior that shows
mastery of the objective.

Condition - It answers the question, “How will the activity be done?”. This is the circumstances,
equipment, or materials used when demonstrating the behavior, such as with or without the use of a
calculator, an open book, or a dictionary. Also, it may also answer the question, “What is the content
and context of the activity?”. This is done by providing the sense and idea of the activity.

Degree - It answers the question, “How much should be done?”. This is a description of the criteria
used to indicate whether the behavior has been demonstrated.

Structure of Observed Learning Outcomes (SOLO) Taxonomy

What is SOLO Taxonomy?

- SOLO (Structure of Observed Learning Outcomes) offers a structured outline for the
learners to use to build their learning and thinking. It motivates students to ponder where they
are presently in terms of their level of understanding, and what they must do to progress.

- SOLO Taxonomy was developed by these two educational researchers who were interested
in creating a framework that could help teachers design more effective learning experiences.

- The framework is based on the idea that there are different levels of understanding, and that
students can move through these levels by engaging with increasingly complex tasks and ideas.

- SOLO Taxonomy is often used in conjunction with the concept of constructive alignment,
which is the idea that learning outcomes, teaching activities, and assessment tasks should
all be aligned with one another. By aligning these three elements, teachers can ensure that
their students are learning in a way that is both meaningful and effective.
SOLO Taxonomy for Enhancing Student Learning

- SOLO Taxonomy is a systematic way that describes how learners' understanding build from
easy to difficult while learning different tasks or subjects.

- The Solo Taxonomy can be used to enhance the quality of learning within the classroom teaching
and provide a systematic way of developing deep understanding (Damopolii, 2020). Student
learning can be guided in ways that promote deep learning.

- SOLO Taxonomy is a valuable tool for assessing the depth of

knowledge that students have achieved in a particular subject or task. It allows teachers to
identify where students are in their learning journey and determine what steps need to be
taken to move them to a deeper level of understanding.

SOLO TAXONOMY LEVELS

Prestructural Level

- At this stage, students exhibit a lack of understanding, often missing the point entirely.
The level of thinking is minimal, with a focus more on lower-order verbs such as identify,
memorize, and recall. It's the first stepping stone, a difficulty level that needs overcoming before
progressing.

Unistructural Level

- At this stage, students can identify singular aspects of knowledge, and their understanding
is limited to isolated disciplinary knowledge. For instance, a student might identify that water
boils at 100 degrees Celsius but may not understand why this happens.

Multistructural Level
- The quantity of knowledge increases at this level. Students begin to gather multiple pieces
of information, but they struggle to relate them coherently. For example, a student in this
stage might know the boiling point of water and that heat energy is involved, yet fail to link these
facts.
Relational Level

- Students begin to connect the multistructural elements into a coherent whole. Their level
of thinking becomes more complex, and they start to understand the relationships between
facts. For instance, a student at this level would understand that water boils at 100 degrees
Celsius due to the increased kinetic energy of water molecules.
Extended Abstract Level

- The zenith of the SOLO taxonomy. Here, students not only connect facts but extrapolate and
hypothesize beyond the given context. The attainment level is high, and students exhibit the
ability to apply their coherent knowledge to new, abstract scenarios. For example, a student at
this stage might predict the behavior of other fluids based on their understanding of water's
boiling point.

Comparing SOLO Taxonomy to Bloom's Taxonomy

- Biggs & Collis and Biggs & Tang, the architects of the SOLO Taxonomy, designed it as a
measure of the quality of learning, while Bloom's Taxonomy was developed as a hierarchy
of learning objectives.
- Bloom argues that his taxonomy does not only relate complexity but also relates a sequence
of difficulty; whereas, there is no such requirement of increasing difficulty in case of the
SOLO method.

Classroom Examples of SOLO Taxonomy

Mathematics: In a lesson on fractions, a teacher could start with the unistructural level by asking
students to identify fractions in a group of shapes. Moving to the Mult structural level, students could
be asked to compare and order different fractions. At the relational level, students could be tasked with
finding equivalent fractions, and finally, at the extended abstract level, students could apply their
understanding of fractions to solve real-world problems, such as dividing a pizza or a bar of chocolate
into equal parts.
MODULE 2

Authentic Assessment

L1 – Meaning, Characteristics, and Phases of Authentic Assessment

\Jon Mueller (2011)

Authentic Assessment

- Authentic assessment is a form of assessment in which students are asked to perform real-world
tasks that demonstrate meaningful application of essential knowledge and skill.
\Grant Wiggins (1987)

- Engaging and worthy problems or questions of importance, in which students must use
knowledge to fashion performances effectively and creatively. The tasks are either
replicas of or analogous to the kind of problems faced by adult citizens and consumers or
professionals in the field.
AUTHENTIC ASSESSMENT

- Based on the definitions, you can see that authentic assessment shifts from teacher-
centered activities to student-centered. You, as teacher, design activities and evaluate results
which provide information needed for monitoring your learners’ progress and evaluating your
instructional strategies.

CHARACTERISTICS OF AUTHENTIC ASSESSMENT

1. CLEAR AND DEFINITE CRITERAI OF PERFORMANCE

- Authentic assessment begins with transparent and specific performance criteria.
- These criteria are share with students beforehand to guide their preparation and ensure
fairness in evaluation.

2. CRITERION-REFERENCED APPROACH
- Unlike norm-referenced assessments, AA evaluates students against fixed standards.
- It focuses on identifying individual strengths and weaknesses rather than ranking students.

3. HIGHER ORDER THINKING SKILLS (HOTS)

- AA demands that learners generate their own responses to questions.
- It encourages the use of critical thinking, problem solving, and analytical skills.

4. EMPHASIS ON PERFORMANCE
- Students must demonstrate their knowledge, skills, or competencies in realistic and relevant
contexts.
- This approach links learning outcomes to practical applications.

5. COLLABORATIVE PROGRESS MONITORING

- AA fosters collaboration between teachers and students to assess progress.
- Both parties work together to achieve learning objectives.
 6. ACTIVE STUDDENTS PARTICIPATION
- Shifts students form being passive test-takers to active participants.
- Encourages engagement in meaningful assessment activities that showcase their abilities.

PHASES OF AUTHENTIC ASSESSMENT

PHASE 1: IDENTIFY LEARNER OUTCOME

- Clearly define what learners are expected to achieve.
- Focus on outcomes that encompass knowledge, skills and values.

PHASE 2: DETERMINE CRITERIA AND ACCEPTABLE EVIDENCE OF PERFORMANCE

- Establish benchmarks and standards for success.
- Identify specific evidence that demonstrates learner competency.

PHASE 3: IMPLEMENT SUPPORT EXPERIENCES AND INSTRUCTIONAL ACTIVITIES

- Design activities that align with outcomes and criteria.

- Provide learners with opportunities to practice and apply skills.

PHASE 4: IMPLEMENT ASSESSMENT STRATEGIES

- Use diverse and appropriate methods to gather evidence of learning.

- Ensure alignment between assessment strategies and learner outcomes.

PHASE 5: EVALUATE RESULTS

- Analyze assessment data to determine if outcomes are achieved.

- Use results to refine instruction and support continuous development.

L2 – TRADITIONAL ASSESSMENT VS. AUTHENTIC ASSESSMENT

Traditional Assessment

- is commonly associated with pre-determined choice measures of assessment such as multiple-

choice, fill-in-the-blanks, true-or-false, matching type and other tasks. Basically, learners
typically recall or select answers.

Principles of Traditional Assessment

1. A school’s mission is to develop useful citizens;

2. To be a useful citizen, one must possess a certain body of knowledge and skills;

3. The school is entrusted to teach this body of knowledge and skills;

4. To determine if the students have acquired these knowledge and skills, the school must test
the students on these knowledge and skills.

Principle of Authentic Assessment

1. A school’s mission is to develop useful citizens;

2. To be useful citizen, one has to be capable of performing useful tasks in the real-world;
 3. The school’s duty is to help students develop proficiency in performing the tasks that they will
be required to perform after graduation in the workplace;

4. The school must then require students to perform tasks that duplicate or imitate real-world
situations.

L3 - Authentic Assessment Tool

Why Evaluate Authentic Assessment?

- To ensure alignment with learning outcomes.

- To provide meaningful feedback for learner growth.
- To improve the assessment process itself.

Moods of Authentic Assessment

➢ OBSERVATIONS
- Monitoring learners’ progress through daily interactions.
- Provides real-time data on learning and progress.

Example

1. Noting participation in group activities.

2. Recording behavioral changes overtime.
OBSEREVATION-BASED ASSESSMENT TOOLS

- You have to ensure that the observation-based assessment is systematic and objective. Hart
(2004).
1. Observe not only one but all students.
2. Observations must be as frequent an as regular as possible.
3. Observations must be recorded in writing
4. Observations should cover both routine and exceptional occurrences.
5. Reliability of observation records is improved if multiple observations are combined.
Developmental Checklist
- is an observational tool which requires you to describe the traits or learning being assessed by
your learners. When regularly used, it gives a moving picture of your learners’ progress towards
the desired competencies.

Interview Sheet

- is an observational tool which is also called the conference recording form. It consists of a list of
questions that you intend to ask and space for recording your learners’ answers.

➢ PERFORMANCE SAMPLES
- Tangible results demonstrating learners’ achievements.
- Shows evidence of learning over time.

Example:

1. Written essays or reports.

2. Completed projects or portfolios.
 Performance Samples Assessment Tools

- are arranged by the learners to form a portfolio. A portfolio is a compilation of pieces of

evidence of a learner's skills, ideas, interests, and accomplishments. It can be a simple
folder of these pieces of evidence, a fancy scrapbook of learner’s accomplishments, or even a
high-tech laser disk containing stored descriptions and pictures of the learner’s activities.

The following may be the performance samples included for a portfolio.

• essays
• video tapes
• audio tapes
• conference note
• pictures
• graphs/charts
• artwork
• group reports
• compact disk
• field reports
• journals
• quizzes
.
➢ ACTUAL PERFORMANCES
- Tests or measures of learners in a specific context.
- Evaluates specific skills or competencies in action.

Examples:

1. Oral Presentations.
2. Practical exams or demonstrations.

Performance Assessment Tools

- With the implementation of the Outcome-Based Education (OBE) across the country, greater
emphasis is given in assessing student outcomes through real life which requires
learners to work and carry on tasks to perform and do something. Assessment in which
learners carry out activities or produce product in demonstrating their meta-cognitive knowledge,
understanding and skills is called performance-based assessment.

- The main objective of performance tasks of the learners is to capture all the learning targets
which shall be aligned to the teaching and learning objectives, activities, and assessment.
Thus, the focus of performance-based assessment is the final output that must be
developed or completed.

Musial (2009) gives you the type of performance-based assessment tasks that you can utilize
in your class.
1. Solving a Problem
- Complex authentic problems or issues to be solved by learners enhances their independent
thinking to be learners for life, and help them meet the challenges of the 21st century. Examples
of this include applying mathematical concepts and solving real-world problems.

2. Completing an Inquiry
- It asks learners to collect and present data in order to develop understanding on the topic.
Examples of this include research-based activities and investigatory projects.

3. Determining a Position
- This requires learners to make decisions by clarifying positions. Examples of this include debate
and case analysis.

4. Demonstration Task
- This task shows how learners use knowledge and skills to complete well-defined complex tasks.
It enhances accuracy of the learners as well as careful reasoning concerning the rationale of the
process. Examples of this include cooking demonstrations and using microscopes.

5. Developing Exhibits
- It enhances creativity and knowledge of the subject as learners present visual displays of
something accompanied by explanation of its essence. Classroom applications include exhibits
of best works and paintings.

6. Presentation task
- As learners perform in front of the audience, their performing skills are improved. Examples of
this include theatrical plays and storytelling presentations.

7. Capstone Performances
- These tasks are conducted at the end of a program of study which showcases learners’
knowledge and skills in the context that matches the world of practicing professionals. Examples
of this include internship programs and practice teaching.
MODULE 3 – ASSESSMENT IN AFFECTIVE DOMAIN

LESSON 1 – The Taxonomy of Affective Domain

- In 1964, David R. Krathwohl, together with his colleagues, extended Bloom’s Taxonomy of
Educational Objectives by publishing the second taxonomy of objectives, this time giving
emphasis on the affective domain. The affective domain refers to the way in which we deal with
situations emotionally such as feelings, appreciation, enthusiasm, motivation, values, and
attitudes.
AFFECTIVE DOMAIN OF LEARNING

1. Receiving
2. Responding
3. Valuing
4. Organizing
5. Internalizing

The Overlooked Domain

- Least studied and often overlooked in educational literature.

- Hardest to evaluate among Bloom’s domains.

Why the Affective Domain Matters

Tapping Potential for Authentic Learning

- Enhances real understanding and meaningful application

Students Affective Roadblocks

- Students face emotional barriers that cognitive methods can’t solve.

Lesson 2 – Affective Learning Competencies

- AFL competencies are often expressed as instructional objectives.
➢ Specific, measurable, short-term, and observable behaviors.
➢ Provide a foundation for lessons and assessments to achieve learning goals.

AFL Competencies

- In the affective domain, and in particular, when we consider learning competencies, we also
consider the following concepts:
➢ Attitude
➢ Motivation
➢ Self-Efficacy

Importance of Attitudes

- A mental predisposition to act, evaluating entities with favor or disfavor.

Four Components
 1. Cognition
- Beliefs, theories, and cause-effect perceptions (not equivalent to feelings).
2. Affect
- Refers to our feelings with respect to the focal such as fear, likings, or anger.
3. Behavioral Intentions
- Refers to goals, aspirations, and our expected response to the attitude object.
4. Evaluation
- Judging the goodness or badness of an object, based on cognitions, affect, and intentions.

Why Study Attitudes?

➢ Influence thoughts and actions in social contexts.
➢ Serve as frameworks for forming conclusions and guiding behaviors.

Motivation in the Affective Domain

➢ Reasons for engaging in specific behaviors
➢ Involves initiation, direction, intensity, and persistence of actions.
Theories of Human Motivation

1. Maslow’s Hierarchy of Needs (Need Theory)

- Human behavior is influenced by unsatisfied needs only.
- The person advances to the next level of needs only after the lower need is at least minimally
satisfied.
- The further the progress up the hierarchy, the more individuality, humanness, and psychological
health a person will show.
- Lower needs must be minimally satisfied before advancing.
- Higher levels reflect individuality and psychological health.

2. Herzberg’s Two-Factor Theory

-
 - Workplace motivation is influenced by two factors:
1. Motivators: Lead to satisfaction (e.g., challenging work, recognition)
2. Hygiene Factors: Prevent dissatisfaction but do not motivate (e.g., salary, job security).
- Focus on motivators for job satisfaction while addressing hygiene factors to avoid demotivation.

3. Alderfer’s ERG Theory

- Expanded on Maslow’s hierarchy into three core needs:
➢ Existence: Basic Material and physiological needs.
➢ Relatedness: Social relationships and connections.
➢ Growth: Personal development and self-fulfillment.

~ Navigating Self-Efficacy

- An impression that one is capable of performing in a certain manner or attaining certain goals.
It is a belief that one has the capabilities to execute that course of actions required to manage
prospective situations.

Affective Traits and Learning Targets

 - The word affective refers to a variety of traits and dispositions that are different from knowledge,
reasoning, and skills. This term means the emotions or feelings that one has toward someone
or something.

Different Affective Traits

1. Attitude
- Predisposition to respond favorably or unfavorably to specific situations, concepts, objects,
institutions, or persons.
2. Interests
- Personal preference for certain kinds of activities.
3. Values
- Importance, worth, or usefulness of modes or conduct and end states of existence.
4. Opinion
- Beliefs about specific occurrences and situations
5. Preference
- Desire to select one object over another
6. Motivation
- Desire and willingness to be engaged in behavior including intensity of involvement.
7. Academic Self-Concept
- Self-perception of competence in school and learning
8. Self-Esteem
- Attitudes toward oneself; degree of self-respect, worthiness, or desirability of self-concept
9. Locus of Control
- Self-perception of whether success and failure is controlled by the student or by external
influences
10. Emotional Development
- Growth, change, and awareness of emotions and ability to regulate emotional expression.
11. Social Relationships
- Nature of interpersonal interactions and functioning in group setting
12. Altruism
- Willingness and propensity

Lesson 3 – Development of Affective Assessment Tools\

Affective Assessment Tools

Three considerations in assessing affect:

1. Emotions and feelings change quickly most especially for young children and during early
adolescence.
2. Used varied approaches in measuring the same affective trait as possible.
3. Decide what type of data or results are needed: individual or group data.

Feasible Affective Assessment Tools

1. Teacher Observation
- This is often used when the teacher wants to observe the approach behaviors (positive) and
avoidance behaviors (negative). There are two types of this king of observation: the unstructured
and structured observation.
➢ Unstructured Observation
- Normally open-ended, no checklists or rating scale is used. Everything that is observed is just
simply recorded.
➢ Structured Observation
- Checklist or rating forms are to be made sense it will be use to record observations.

2. Student Self Report

➢ Student Interview
- There is an opportunity that teacher may have direct involvement with the students wherein
teachers can probe and respond for better understanding.
➢ Surveys and Questionnaires
a. Constructed Response – Straightforward approach asking the students about
their effect by responding to a simple statement of question.
b. Selected Response – Students can choose from options and this assures
anonymity.
3. Peer Rating
- Least common method in assessing affect because students may not take this seriously.
However, the teachers can accurately observe what is being assessed in peer ratings since
teacher also engage with the students.
➢ Checklist
- Contain criteria that focus on the intended outcome or target. It helps students in organizing the
tasks assigned to them into logically sequenced steps that will lead to successful completion of
task.
➢ Rating Scale
- Helps students understand the learning target/outcomes and to focus students’ attention to
performance. It gives feedback to students as far as their strengths and weaknesses with respect
to the target to which they are measured. Students not only learn the standards but also may
internalize the set standards. In addition, rating help to show each student’s growth and
progress.
➢ Likert Scale
- It is a list of clearly favorable and unfavorable attitude statements. The students are tasked to
respond to each of the statements that usually use a five-point scale: SA, A, U, D, SD.
➢ Semantic Differential Scale
- This uses adjective pairs that proved anchors for feelings or beliefs that are opposite in direction
and intensity. Students would place a check between each pair of adjectives that describes
positive or negative aspects of the trait.
➢ Sentence Completion
- It captures whatever comes to mind from each student.