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    Assessment Learning Tools

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    Matthew
    This document discusses methods for assessing affective traits in students. It identifies teacher observation, student self-report, and peer ratings as three feasible assessment methods. Teacher observation is emphasized, with lists of behaviors provided to indicate positive and negative attitudes toward learning. Factors like the changing nature of emotions over time and using varied assessment approaches are also covered. Guidelines are presented for conducting both unstructured and structured teacher observations to systematically record student behaviors related to targeted affective traits.

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    Assessment Learning Tools

    Uploaded by

    Matthew
    5 views17 pages
    This document discusses methods for assessing affective traits in students. It identifies teacher observation, student self-report, and peer ratings as three feasible assessment methods. Teacher observation is emphasized, with lists of behaviors provided to indicate positive and negative attitudes toward learning. Factors like the changing nature of emotions over time and using varied assessment approaches are also covered. Guidelines are presented for conducting both unstructured and structured teacher observations to systematically record student behaviors related to targeted affective traits.

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    This document discusses methods for assessing affective traits in students. It identifies teacher observation, student self-report, and peer ratings as three feasible assessment methods. Teacher observation is emphasized, with lists of behaviors provided to indicate positive and negative attitudes toward learning. Factors like the changing nature of emotions over time and using varied assessment approaches are also covered. Guidelines are presented for conducting both unstructured and structured teacher observations to systematically record student behaviors related to targeted affective traits.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    5 views17 pages

    Assessment Learning Tools

    Uploaded by

    Matthew
    This document discusses methods for assessing affective traits in students. It identifies teacher observation, student self-report, and peer ratings as three feasible assessment methods. Teacher observation is emphasized, with lists of behaviors provided to indicate positive and negative attitudes toward learning. Factors like the changing nature of emotions over time and using varied assessment approaches are also covered. Guidelines are presented for conducting both unstructured and structured teacher observations to systematically record student behaviors related to targeted affective traits.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 17

    Development of Affective

    Assessment Tools
    Methods of Assessing
    Affective Targets
    • There are three feasible methods of assessing
    affective traits and dispositions. These are: teacher
    observation, student self - report, and peer ratings.
    ( McMillan, 2007) Since affective traits are not
    directly observable, they must be deduced from
    behavior or what students say about themselves
    and others.
    There are three considerations in assessing
    affect. These are:
    • Emotions and feelings change quickly most
    especially for young children and during early
    adolescence. Which means to obtain a valid
    indication of an individual student's emotion or
    feeling, it is neccessary to conduct several
    assessments over a period of time.
    • Use varied approaches in measuring the same
    affective trait as possible. It is better not to rely on
    a single method because of limitations inherent in
    that method. For example, student's self-report
    maybe faked hence may significantly meddle in the
    results.
    • Decide what type of data or results are needed, is
    it individual or group data? Consideration of what
    the purpose of assessment is will influence the
    method that must be used. For reporting or giving
    feedback to parents or interested individuals about
    the learner, individual student information is
    necessary.
    Teacher Observation
    • Teacher observation is one of the essential tools for
    formative assessment. However, in this chapter, the
    emphasis is on how to use this method so that
    teachers can make more systematic observations to
    record student behavior that indicates the presence
    of targeted affective traits.
    Student Behavior Indicating Positive
    and Negative Attitudes Toward Learning
    Positive Attitudes Toward
    Learning
    • Rarely misses class
    • Rarely late to class
    • Asks lot of questions
    • Helps other students
    • Works well independently without supervision
    • Is involved in extracurricular activities
    • He or she likes school
    • Comes to class early
    Positive Attitudes Toward
    Learning
    • Stays after school
    • Volunteers to help
    • Completes homework
    • Tries hard to do well
    • Completes credit work
    • Comoletes assignments before they are due
    • Rarely complains
    • Is rarely off-task
    • Rarely bothers other students
    Negative Attitudes Toward
    Learning
    • Is frequently absent
    • Is frequently tardy
    • Rarely ask question
    • Rarely help other students
    • Needs constant supervision
    • Is not involved in extracurricular activities
    • Say he or she doesn't like school
    • Rarely comes to class early
    • Rarely stays after school
    Negative Attitudes Toward
    Learning
    • Doesn't volunteer
    • Often does not complete homework
    • Doesn't care about bad grades
    • Never does extra credit work
    • Never completes assignment before the due date
    • Complains
    • Sleep in class
    • Bother other students
    • Stares out window
    • These behaviors provide foundation in developing
    guidelines, checklist or rating scales. The behaviors
    are called approach behaviors while the negative
    ones are termed avoidance behaviors. Approach
    behaviors results in direct, frequent, and intense
    contact.
    Unstructured Observation
    • 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
    observedis just simply recorded. In using
    unstructured observation, it is necessary to have at
    least some guidelines and examples of behavior
    that indicate affective trait.
    Structured Observation
    • 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 observation.
    The things that should be considered if teacher
    observation method will be used to assess affect:

    • Determine behaviors to be observed in advance


    • Record student's important data such as time, data,
    and place
    • If unstructured, record brief descriptions of
    relevant behavior
    • Keep interpretationsn separate from description
    • Record both positive and negative behavior
    • Have as much observations of each student as
    necessary
    • Avoid personal bias
    • Record immediately the observations
    • Apply a simple and efficient procedure
    Thank you!

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