Developing an Effective Assessment Tools for Affective Domain
Summary
TLDRThis educational video discusses the development of effective assessment tools for the affective domain, focusing on attitudes, interests, motivations, and self-efficacy. It outlines three primary assessment methods: teacher observation, student self-report, and peer ratings. The video emphasizes the importance of considering emotions, using varied approaches, and determining the type of data needed. It also explains different types of observations, the benefits of student interviews and surveys, and the challenges of peer ratings. Examples of assessment tools, such as checklists, rating scales, and Likert scales, are provided to illustrate practical applications.
Takeaways
- 📚 The discussion focuses on developing effective assessment tools for the affective domain, specifically for assessing attitudes, interests, motivations, and self-efficacy.
- 🔍 Three main methods for assessing the affective domain are identified: teacher observation, student self-report, and peer ratings.
- 👀 Teacher observation involves both unstructured (open-ended) and structured (checklist or rating forms) approaches to observe student behaviors.
- 🗣️ Student self-report tools include interviews, surveys, and questionnaires, which can be constructed or selected responses, allowing for direct teacher involvement or anonymity.
- 👥 Peer ratings, though less common due to potential biases, can be used for assessing the affective domain, with teachers observing the process to ensure accuracy.
- 🌟 It's crucial to consider the rapidly changing emotions and feelings of students, especially younger ones and those in early adolescence, when assessing the affective domain.
- 📊 Using varied approaches is recommended to measure the same affective traits to ensure a comprehensive understanding of the student's affective domain.
- 📈 The decision on the type of data needed (individual or group) should be made based on the assessment goals and context.
- 📋 Examples of assessment tools include checklists, rating scales, and Likert scales, which can be used to observe and measure student behaviors and attitudes.
- 📝 Semantic differential scales and sentence completion tasks are also mentioned as tools to assess affective domain traits, providing a range of options for gathering data.
Q & A
What are the three main methods for assessing the affective domain?
-The three main methods for assessing the affective domain are teacher observation, student self-report, and peer ratings.
What are the two types of teacher observation mentioned in the script?
-The two types of teacher observation are unstructured observation and structured observation.
How does unstructured observation differ from structured observation?
-Unstructured observation is open-ended without a checklist or rating scale, where everything observed is simply recorded. Structured observation uses a checklist or rating forms to check the student's behavior against a predefined list.
What are the two types of student self-report mentioned in the script?
-The two types of student self-report are student interviews and surveys/questionnaires.
What is the difference between constructed and selected responses in surveys and questionnaires?
-Constructed responses involve straightforward questions asking students about their affect, while selected responses allow students to choose from options, often in a multiple-choice format.
Why is peer rating considered the least common method for assessing the affective domain?
-Peer rating is considered the least common method because students may not take it seriously, and it can sometimes be biased due to personal relationships affecting the ratings.
What are the three considerations when assessing the affective domain of students?
-The three considerations are: 1) emotions and feelings change quickly, especially in young children and early adolescents, 2) use varied approaches in measuring the same affective traits, and 3) decide what type of data or results are needed, whether individual or group data.
What is the purpose of using different approaches when measuring affective traits?
-Using different approaches helps to ensure a more comprehensive and accurate assessment of affective traits by capturing various aspects and behaviors of the students.
What are the examples of assessment tools mentioned in the script?
-The examples of assessment tools mentioned are checklist, rating scale, Likert scale, semantic differential scale, and sentence completion scale.
How does the Likert scale work in the context of assessing the affective domain?
-The Likert scale provides a series of statements with a scale (typically from 1 to 5) where respondents indicate their level of agreement or disagreement, allowing for quantifiable data on attitudes, interests, and self-efficacy.
What is the semantic differential scale and how is it used?
-The semantic differential scale is a type of rating scale that presents a series of bipolar adjectives, with respondents indicating their perception on a scale between the two extremes, which helps in measuring attitudes and feelings.
Outlines
📚 Development of Effective Assessment Tools
This paragraph introduces the topic of developing effective assessment tools, specifically for the affective domain which includes attitudes, interests, motivations, and self-efficacy. It builds upon previous discussions on learning competencies and the taxonomy of the affective domain. Three primary methods for assessing the affective domain are outlined: teacher observation, student self-report, and peer ratings. The paragraph emphasizes the importance of considering the rapidly changing emotions and feelings of young children and early adolescents when assessing the affective domain. It also stresses the need for varied approaches in measuring the same traits and deciding on the type of data required, whether individual or group.
👨🏫 Methods of Affective Domain Assessment
The second paragraph delves into the specifics of each assessment method. Teacher observation is described, highlighting the difference between unstructured and structured observations. Unstructured observation involves open-ended recording without a checklist or rating scale, while structured observation uses these tools to systematically record student behaviors. Student self-report is the second method, which includes interviews and surveys/questionnaires. The paragraph explains the difference between constructed and selected responses in surveys, with the former being a direct approach and the latter offering multiple-choice options for anonymity. Peer ratings are the least common method due to potential biases and lack of seriousness from students, but they can be辅以 teacher observation for accuracy. The paragraph concludes with examples of assessment tools such as checklists, rating scales, and Likert scales, and briefly mentions semantic differential scales and sentence completion as additional tools.
🎓 Conclusion and Well Wishes
The final paragraph serves as a conclusion to the discussion on the development of effective assessment tools. It acknowledges the completion of the topic for the midterms and extends well wishes to the audience, encouraging them to have a great day. The paragraph is brief and serves as a closing remark, signaling the end of the module.
Mindmap
Keywords
💡Assessment Tools
💡Affective Domain
💡Teacher Observation
💡Student Self-Report
💡Peer Ratings
💡Emotions and Feelings
💡Varied Approaches
💡Data Types
💡Unstructured Observation
💡Structured Observation
💡Likert Scale
Highlights
Discussion on development of effective assessment tools for attitudes, interest, motivations, and self-efficacy.
Three feasible methods for assessing the affective domain: teacher observation, student self-report, and peer ratings.
Three considerations in assessing the affective domain: emotions and feelings, varied approaches, and deciding on data type.
Teacher observation includes unstructured and structured observation to assess behaviors.
Unstructured observation is open-ended without checklists or rating scales.
Structured observation uses checklists or rating forms to assess student behavior.
Student self-report involves interviews and surveys to gauge attitudes and interests.
Interviews allow direct teacher-student interaction for probing and understanding.
Surveys and questionnaires can be constructed or selected response types.
Constructed response surveys ask students to respond directly to statements.
Selected response surveys offer multiple-choice options for student answers.
Peer ratings are the least common method due to potential bias and lack of seriousness.
Peer ratings can be checked for accuracy through teacher observation.
Examples of assessment tools: checklist, rating scale, and Likert scale.
Semantic differential scale and sentence completion scale as additional assessment tools.
The importance of adapting assessment tools to the developmental stage of students.
The necessity of using varied approaches to measure the same affective traits.
The conclusion of the module with a summary of the discussed assessment tools.
Transcripts
[Music]
hi and welcome again to our last topic
here in this module four
for our assessment of learning too so
this time let's have our discussion on
our lesson three development of
effective assessment tools
so assessment tools in effective domain
in particular
those which are used to assess attitudes
interest motivations and self-efficacy
have been developed so um previously on
our lesson one and two we have already
discussed the learning competencies um
the taxonomy of affective domain
now let's discuss in how to develop
an assessment tool for effective domain
so there are actually three feasible
methods of assessing effective domain
traits and disposition first is teacher
observation second is student self
report and lastly is the peer
ratings
okay so the three consideration in
assessing effect is one emotions and
feeling changed quickly and most
especially for young children and during
early adolescence it is important that
when we assess
the effective domain of a student we
need to make sure that we have these
three considerations so the first one is
we need to consider their emotions and
feelings that
it is actually like changing quickly um
especially if they are younger or they
are um in their early adolescence years
two use varied approaches in measuring
the same effective traits as possible so
it is important that we also um use
different approaches
uh and measuring tools when it whenever
we um you know measure effective trade
or
measure the same effective trait as
possible
and lastly decide what type of data or
results are needed
it may be individual or a group data
okay so in teacher of observation so
this is the first um
you know tool that we use when we have
our assessment in effective domain
teacher observation
so this is often used when the teacher
wants to observe the approach behaviors
may be positive and avoidance behaviors
the negative and then there are two
types of this kind of observation
unstructured and structured observation
so when we actually say um teacher
observation this is an observation made
by the teacher and this is actually um
being categorized into two the first one
is unstructured and the second one is
structured um unstructured this is
normally an open ended no checklist or
rating skill in use
and everything that is observed is just
simply recorded so this are normally
like
open-ended longshan um
um
rating scale nagina
this is merely like an observation that
the teacher recorded
then structure i mean structured
observation is a checklist or rating
forms the so these are actually um the
one that has rating scales or checklist
we are checking the behavior of the
student
for
the checklist that we have actually the
value
then the next one is the student student
self report um
student self report tool is when
we have like student interview or
surveys and questionnaires so student
interview there is an opportunity the
teacher may have direct involvement with
the students wherein teachers can probe
and respond for better understanding so
this is the time we're in um
we have like um an interview with the
student so meron
um direct involvement and then um survey
and questionnaires this are actually um
the two types of using survey and
questionnaires um the constructive
response i mean in survey and
questionnaire we actually have two types
this is deconstructed and then the other
one here
is the selected so um in the constructed
response in which it is straightforward
approach asking the student about their
effect by responding to simple statement
of question while the selected response
is which um student can choose from
options and this um this assures
anonymity so so
um
you know constructed
into young like straightforward approach
gate student well on the other hand the
um selected response into you
as a student you must select
response like a multiple choice question
then lastly is the peer rating so peer
ratings the less co i mean it is the
least common method in assessing effect
because students may not take this
seriously so however the teachers can
accurately observe what is being
assessed in peer readings since teachers
also engage with the students
and um
rating their peers or classmates
normally this is like least common
method used because i'm normally in
students
you know not really serious sometimes
it's biased because they confront
of course they will give you know good
ratings
but if they don't like that person then
they will have bad rating
um though honestly if ever they will do
that one we can still help
them or check that one out if it is like
um accurate or not by
um you know doing the observation also
so this is the
beer rating
so this are actually the sample of
effective assessment tools so check
checklist rating skill and likert skill
scale um well
i don't need to like elaborate but of
course um all of you or most of you
knows already what is tracklist
first table
like for example you will put
here um if you are observing the
development of a of a student
um like for example you will have here
before during and after what are the
differences what are actually
the
behavior that the student is showing
support
then rating scale
um if you would actually like
um i'm pretty sure you've already have
it and especially in doing like um
webinars
my webinars and then they will be like a
rating there and uh um
totally agree
um totally disagree humongous
it's one two three four or five
and um the same with like creating um
evaluation for teachers every
semester
um strongly disagree disagree and
decided agree strongly agree so at the
young lakers scale
so
yes this is the samples
and then this is the semantic
differential scale
so as you can see here this is minor
sentence complete completion scale so
like for example boring use useful
exciting comfortables
one two three four five in a scale then
um all you need to do is just like check
which one
is um
preferred or like for example
morning
the next is sentence completion um
sentence completion um from the word
itself um
is to complete the sentence so like for
example this one
[Music]
[Music]
so this is the sentence completion
all right i think that this is it this
is the last um part of our topic
so um welcome again um to our discussion
and congratulations also in finishing
our topic for midterms so
have a great day
[Music]
you
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