|Part 3: Alternative Assessment Techniques
|Year Level / Subject Area (Course Name)
||3rd year/Assessment of Learning 2
|Time allotted for lesson
| 50mins. Per session
|Students' present level of performance and skills
||The students are all 3rd year in college, age ranges from 18 - 20 years old. With regard to the students' affective aspect, according to Erikson's affective stages the students' present age is under Intimacy vs. Isolation in which the most important events are love relationships.
|Short Description of Lesson
||The lesson generally tackles on the assessment of affective traits and learning of the students that will serve as an important tool in increasing and improving instruction and students' cognitive learning. Furthermore, the students' positive traits and skills play a crucial role in their motivation, involvement and as well as to their cognitive learning.
||Methods of Assessing Affective Targets:
General Guidelines for developing a Set of Items:
- Given a topic, the students are able to create at least one out of three different scales used in affective assessments
Blooms' Affective Taxonomy
- Given a presentation, the students are able to critique and revise the incorrect errors using the ' 5 General guidelines for developing a set of items.'
- At the end of the lesson, the students are able to:
- Correctly classify 7 out of 10 instructional objectives according to Bloom's Affective Taxonomy.
- Construct an instructional objective given a level of the of the Bloom's Affective Taxonomy.
|Materials, Resources and Technology Needed
Book: Assessment and Evaluation of Students Learning : Concepts and applications ( 2nd Edition) - Ester L. Raagas, 2007, 1399 Zone 2, Kauswagan Cagayan de Oro City.
- Manila papers
- PowerPoint presentation Reference
|Anticipatory Set or Focus Entry
The students will be divided into 4 respective groups. The group will be asked by the teacher to choose one representative to write their group's feelings towards the assigned word presented on the board.
In how many years as students, do the following activities help in motivating you in the learning process?
- GROUP WORK (Group 1)
- FIELD TRIP (Group 2)
- FILM SHOWING (Group 3)
- ROLE PLAY (Group 4)
- Introduction of the methods in assessing affective traits.
Presentation of the Blooms' Affective Taxonomy of Educational Objectives
- After the sharing of ideas, we will give a short recap about the topic affective from the previous discussions: applying affective domain in making instructional objectives and the importance of affective traits in constructing affective assessments( overview).
Methods of assessing affective traits
- Discussion of the different categories of Blooms' Affective Taxonomy ( receiving , responding, valuing, organization, characterization).
- Giving of examples of the different objectives for each of the categories.
- INDIVIDUAL ACTIVITY
- Classification of the instructional objectives according to Bloom's Affective Taxonomy
- GROUP ACTIVITY
- The class will be divided into groups of 5 members
- Each group will be given 3 levels of Bloom's Affective Taxonomy. They will make an instructional objective for each of the levels.
- Each group will present their output to the class.
General Guidelines for developing a Set of Items
- Presentation and giving of examples of the different scales used in affective assessments.
- Using the PowerPoint presentation we will discuss the different attitude scales with their corresponding illustrations.
- GROUP ACTIVITY
- The class will be divided into three groups.
- Each group will be given the following areas: Essay, Speech, Declamation. Given these areas they will pick a particular scale to create.
- Each group will be given 15 minutes to do the activity. Each group will present the output to the class.
- Presentation of the guidelines to be followed in developing a set of items.
- Discussion of the guidelines to be followed in developing a set of items.
- GROUP ACTIVITY- The class will divided into 5 groups.
- Each group will be given a scale which they will critique by identifying the errors and revising them based on the 6 general guidelines for developing a set of items.
- Each group will present the output to the class.
|Guided Practice /Instructional Strategies
||The strategies to be used in the facilitation are the following:
- Student centered- the class will be given the chance to discover their significant learning provided with the activities.
- Inductive method- the students are provided with examples and specific details for a given topic. The teacher will generalize the presented outputs.
- Collaborative learning- provided with different group activities the students are able to collaborate their ideas.
For the reflection part of the lesson, the students will be asked the following questions:
- Why is it important for the teachers to gain insight on the affective traits of the students?
- As a future teacher, why is it important for us to consider the attitudes, opinions, interests and preferences of our future students?
||For the closure, there will be a short wrap-up of the lesson. Important points to remember will be communicated to the students. The following questions will be answered:
- What are affective traits?
- What are the levels of the Bloom's Affective Taxonomy?
- What are the methods of assessing affective targets?
- What are the general guidelines for developing a set of items?
- Why is it important to assess affective traits of the students?
|Reinforcement or Assignment
- The students will study in advance the topics to be discussed.
For the topics under affective assessments (Affective Traits and Learning Targets, Classification of Educational Objectives Related to Affective Domain, Methods of Assessing Affective Targets) the formal assessment will be used.
- Paper-pencil test
- Group Activities
- Oral Recitation/ Reporting
Different attitude scales
- Presentation of the output/group activity∑
This is one of the affective traits of the students which is not directly observable.
Hayley chose mango shake over the mocha and chocolate shake. What component does the scenario illustrates?
- This refers to the students' preferences, academic self-concept and locus of control.
Kattie had a problem with her schedule, she doubts if she could finish her term paper on time.
In this category of the Blooms' Affective Taxonomy, the students themselves see the value of the subject and the topic which they are learning.
- Affective/Liking Component