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Assessing Affective Learning Outcomes: Leading Innovations, Transforming Lives

The document discusses assessing affective learning outcomes in 3 parts: 1. It defines affective domains as varieties of traits like attitudes, values, motivation, and social skills. It lists different affective traits and levels from receiving to characterizing values. 2. It describes three methods to assess affective outcomes: teacher observation using structured or unstructured methods, student self-reports through interviews or questionnaires, and peer ratings of interpersonal traits. 3. It provides examples of affective objectives and considerations for assessing affect given students' development stages and potential to hide true feelings.

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Jeramel Teofilo Manalo
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267 views

Assessing Affective Learning Outcomes: Leading Innovations, Transforming Lives

The document discusses assessing affective learning outcomes in 3 parts: 1. It defines affective domains as varieties of traits like attitudes, values, motivation, and social skills. It lists different affective traits and levels from receiving to characterizing values. 2. It describes three methods to assess affective outcomes: teacher observation using structured or unstructured methods, student self-reports through interviews or questionnaires, and peer ratings of interpersonal traits. 3. It provides examples of affective objectives and considerations for assessing affect given students' development stages and potential to hide true feelings.

Uploaded by

Jeramel Teofilo Manalo
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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MODULE IV:

ASSESSING AFFECTIVE
LEARNING OUTCOMES

Leading Innovations, Transforming Lives


Affective Traits and Learning Outcomes
AFFECTIVE – variety(mixture) of traits and dispositions that are
different from knowledge, reasoning and skills
• Affective traits
• Attitude to respond favorably or unfavorably
• Interest personal preference
• Value importance, worth
• Opinions beliefs
• Preference desire to select one object over another

Leading Innovations, Transforming Lives


Affective Traits and Learning Outcomes
• Affective traits
• Motivation desire and willingness to be engaged
• Academic self-concept self-perception of competence in school
• Self-esteem attitude toward oneself
• Locus of control self-perception whether success or failure
• Emotional devt.growth, change of emotions
• Social relationship interpersonal interactions in group setting

Leading Innovations, Transforming Lives


Affective Traits and Learning Outcomes
• Altruism
• Moral devt
• Classroom environment
• Willingness to help others
• Attainment of ethical principles
• Interpersonal relationships in a class

Leading Innovations, Transforming Lives


Affective domain describes learning objectives that
emphasize:
• Feeling
• Tone
• Emotion
Levels of Affective Domain
• Level 1- Receiving (Attention)
• Level 2- Responding (Interest)
• Level 3 – Valuing (Preference/Appreciation)
• Level 4 – Organization (Philosophy of Life)
• Level 5 - Characterization by a Value (Lifestyle)

Leading Innovations, Transforming Lives


Concerned with getting, holding, • Example:
directing student’s attention – Listening to the ideas of
others with respect
Can be assessed through interest
inventories using the Likert scale

Concerns the students willingness


to attend to a classroom activity

Leading Innovations, Transforming Lives


Concerned with the active • Example:
participation of the learners by – Participating in class
showing interest on what they discussions actively
are doing

Can be assessed through


observation

Leading Innovations, Transforming Lives


Willingness to be perceived by • Examples:
the others as valuing certain – Demonstrating belief in the
ideas, materials or behavior democratic process
– Showing the ability to solve
problems
Can be shown on the general
reaction to a series of questions

Can be assessed through Likert


scale such as SA, A, U, D, SD

Leading Innovations, Transforming Lives


Concerned with the • Examples:
development of philosophy of – Explaining the role of
life bringing out the values of systematic planning in
the students together to form a solving problems
value system – Prioritizing time effectively
to meet the needs of the
organization, family and self
Can be assessed whether the
learner has developed a
concept of value or belief

Leading Innovations, Transforming Lives


Concerned with how the • Examples:
students act consistently with – Showing self-
values internalized(adopted) reliance(independence)
– Valuing people for what
they are, not how they look
like

Leading Innovations, Transforming Lives


Methods of assessing Affective Learning
Outcomes

Affective Learning Outcomes


1. Teacher Observation
2. Student self-report
3. Peer-rating

Leading Innovations, Transforming Lives


Considerations when assessing affect:
1. emotions and feelings
2. use of different approaches
3. result

Leading Innovations, Transforming Lives


What kind of assessing affect the ffg tells:
• Not stable attitudes of young children
• Early adolescents are unpredictable
• It has limitations
• Students can hide their true feelings
• Students can fake the results
• Use group result when the purpose is for
improvement of classroom instruction

Leading Innovations, Transforming Lives


1. Teacher-Observation
To make a systematic record on the observation about the
presence or absence of affective outcomes
A. Steps in using teacher’s observation
1. advance the specific behavior related to the targets
2. develop a list of positive & negative behaviors
3. decide the type of observation you want to use

Leading Innovations, Transforming Lives


Two-methods of Teacher’s Observation
• Unstructured Observation • Structured Observation

• The teacher does not use ant • More time is needed for the
preparation of the materials and
rating scale or checklist to
the process of recording the
record observations
observation

• Allows the teacher more • Involves the utilization of


freedom to record what checklist, rating scale, & the use
information is to be observed of rubrics

Leading Innovations, Transforming Lives


2. Student self-report
Allows students to express their feelings or attitudes towards a
given specific classroom activity
It limits the response of the students to what they can only do
or say
Teacher must motivate the students to respond properly &
seriously
1. Interview method
2. Questionnaire or survey methods
A. Constructed response
B. Selected-response Format
Leading Innovations, Transforming Lives
Selected-response Format
1. Rating Scale
2. Semantic Differential Scale
3. Checklist

Leading Innovations, Transforming Lives


3. Peer Rating
Students are asked to assess or judge their classmates’ behavior
Can be used to assess interpersonal traits
Frequency nomination or sociogram, used to analyze its results

Approaches of peer- rating:


1. Guess-who approach - students are asked to write the names of
their classmates
2. Sociometric approach - assess social structure of the class

Leading Innovations, Transforming Lives

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