MIDTERM-ASSESSMENT- REVIEWER

74問 • 1年前

問題一覧

- Assessment in the affective domain involves evaluating learning objectives related to emotions, feelings and level of acceptance

affective domain

Affective Targets-Definition

emphasize emotions

Focus on objects, people, or institution and are linked to values

attitudes

4 COMPONENTS of Attitudes

cognition, affect, behavioral intentions, evaluation

___________ refers to belief and perceptions individual holds about the object of their attitude

cognition

Involves individuals emotional responses

affect

Individuals intentions and predisposition

behavioral intentions

Judgement of individuals make about object

evaluation

WHY STUDY ATTITUDES

can influence our actions and thoughts within social communities

A psychological state by increase attention, effort and affect actions

interests

Two Types of Interests

situational and individual

- A temporary interests by heightened attention, effort, and affect experienced in a specific moment

situational

________interest-A more enduring predisposition. Reflects a stable pattern of attraction

individual

Individuals perception of themselves

self-concept

Self-concept (Factors)

social, psychological, environmental

Self-Concept (Components) (CARL ROGERS)

ideal-self, self-image, self-esteem

Ideal-Self

desires to become

Self-Image

current view of themselves

Self-Esteem

feelings about their identiry

DEVELOPMENT OF SELF CONCEPT Childhood (Birth to 12)

sense of self awareness

DEVELOPMENT OF SELF CONCEPT Adolescence (13 to 18) -

self-concept becomes more abstract

DEVELOPMENT OF SELF CONCEPT Adulthood (18 - up)

self-concept continues

(JULIAN B. ROTTER) - Individuals belief regarding their level of control over their life

locus of control

Locus of Control (proponent₱ - Individuals belief regarding their level of control over their life

julian rotter

types of locus of control

internal and external

a person’s belief in their ability to attain a goal

self-efficacy

a person’s sense of worth

self-esteem

a state of uneasiness and fear

anxiety

Characteristics if High Self- Efficacy

confidence, persistence, adaptability, self regulation, resilience

Characteristics if Low Self Efficacy 1. 2. 3. 4. 5.

lack of confidence, negative self talk, dependence on others, limited goal setting, limited persistence

Reason for behaving that way ( in a particular way)

motivation

two types of motivation

intrinsic and extrinsic

Motivation: __________-you engage in a behavior because you find it rewarding

intrinsic

Motivation: _________- You engage for a reward or to avoid punishment

extrinsic

maslow’s hierarchy if needs

self-actualization, esteem, love/ belongingness, safety, psychological

Types of Appropriate Methods 1. 2. 3. 4. 5.

written-response instruments, product rating scale, performance test, oral questioning, observation and self report

TYPES OF APPROPRIATE METHODS _____________________ Objective tests, short answer test, essay and checklist - Appropriate for various levels of educational objectives

written-response instruments

TYPES OF APPROPRIATE METHODS ____________\ Measures the product: Books, Reports, notebooks

product rating scale

Product Rating Scale two types

rating scale and semantic differential scale

Product Rating Scale - Measures the product: Books, Reports, notebooks ⚫ ____________- Frequency/Degree

rating scale

Product Rating Scale - Measures the product: Books, Reports, notebooks ⚫ __________ - Measure person attitude and opinions

semantic differential scale

TYPES OF APPROPRIATE METHODS ___________- List of behavior

performance test

TYPES OF APPROPRIATE METHODS ________- Recitation or Q & A (Consider: State of mind, Feelings, Anxiety and nervousness)

oral questioning

TYPES OF APPROPRIATE METHODS . __________ Supplementary assessment (Likert Scale)

observation and self report

Selection of Appropriate Methods

observation and questioning

SELECTION OF APPROPRIATE METHODS ________ - To gain info about students level of interest

observation

SELECTION OF APPROPRIATE METHODS ________ - To keep students attention on lesson

questioning

- Process of designing and implementing methods to measure and evaluate individuals emotional and psychological skills.

development of affective assessment tools

3 Feasible Methods

student self report, teacher observation, peer rating

3 FEASIBLE METHODS _____________ - A type of data collection technique that involves students providing info of themselves - Students are asked to reflect and report it in structured format.

student self report

2 types of self report

constructed and selected response format

3 FEASIBLE METHODS ________- To determine how behavior is related to each target indicating positive and negative attitudes

teacher observation

3 FEASIBLE METHODS . _________-Assess and evaluate performance or behavior of individuals by their peers.

peer rating

INTERPRETING AND UTILIZING THE DIFFERENT METHODS IN AFFECTIVE ASSESSMENT (THINGS TO CONSIDER) 1. 2. 3.

types of affect that needs to be assessed, if the information needed from grouped or individual responses, the use of information

WHAT IS NON TEST INDICATORS/ -

another way to test the learnings of the students aside from test

TYPES OF NON - TEST INDICATORS 1. 2. 3. 4. 5. 6. 7. 8.

homework, projects, journal, games, debates, portfolios, observation, anecdotal record

TYPES OF NON - TEST INDICATORS ______ - Practice exercises that ca affect your grades

homework

TYPES OF NON - TEST INDICATORS _______ - Apply their skills to be developed

projects

TYPES OF NON - TEST INDICATORS ______Any narration about their day inside the class during discussion

journal

TYPES OF NON - TEST INDICATORS _______ - To practice students while having fun

games

TYPES OF NON - TEST INDICATORS ______- Collection of project and product

portfolios

_____________ also known as transferable skills or 21st century skills, are a broad range of skills and knowledge that can be applied across different jobs, academic disciplines, and situations. These skills are important because they allow individuals to adapt to change, learn new things, and be successful in a variety of settings.

transversal competencies

Transversal Competencies -. 2. 3. 4. 5. 6.

critical thinking and problem-solving, communication, collaboration, creativity and innovation, self-management, digital literacy

_______[ refer to a set of competencies and abilities deemed essential for success in the modern world. These skills encompass a range of cognitive, social, emotional, and interpersonal abilities that are relevant in various aspects of life and work.

21st-century skills

21st century skills: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

critical thinking, communication, collaboration, information literacy, digital literacy, cultural awareness, adaptability and flexibility, leadership, character/ compassion, creativity

5 C’s of 21st Century Skills

critical thinking, communication, collaboration, creativity, character/ compassion

self-concept (proponent)

carl rogers

_____________ assessment requires students to demonstrate or apply their knowledge, skills, and strategies by creating a response or product or doing a task.

Performance-based

PRINCIPLES OF PERFORMANCE-BASED ASSESSMENT

Validity, Fairness, Reliability, Transparency, Authenticity, Feedback, Practicality, Flexibility

The goal of the approach known as "_________________" is to assess students' learning by having them produce tangible goods. Product-based assessment, in contrast to traditional methods of assessment that rely on exams or quizzes, places more emphasis on applying knowledge and abilities to create real-world situations.

product-based assessment

______ assessment encourages students to demonstrate their understanding, creativity, and problem-solving abilities by producing authentic and tangible products.

Product-based

PRODUCT-BASED EXAMPLES

books, wall display, essay, computer games, board games, card games projects, research papers, multimedia presentation, portfolios, Poster

Through observation of an individual's abilities, _________serves as a tool for evaluating how well they have learned something. Performance evaluation comprises actions or activities that exhibit their skills, knowledge, or talents in a real-world setting as opposed to merely asking questions or testing them.

performance assessment

Performance-based assessments should be: ATOP

Authentic, Time bound, Open-ended, Process/Product, Oriented

KAKARONG-BONIFACIO

Luzzalyn Gonzales · 100問 · 1年前