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Educator's Guide to Assessing Affect

This document discusses different methods for assessing student affect, including student self-reports, teacher observations, and peer ratings. It considers factors like the type of affect being assessed, whether individual or group responses are needed, and how the information will be used. Key methods mentioned are selected-response assessments, constructed-response, teacher observations, student self-assessments, performance checklists, oral questioning, and informal observation and questioning. The document recommends using multiple assessment approaches and being aware of potential biases when using assessments for grading purposes.

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Jasmine Gonzaga Mangon
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2K views3 pages

Educator's Guide to Assessing Affect

This document discusses different methods for assessing student affect, including student self-reports, teacher observations, and peer ratings. It considers factors like the type of affect being assessed, whether individual or group responses are needed, and how the information will be used. Key methods mentioned are selected-response assessments, constructed-response, teacher observations, student self-assessments, performance checklists, oral questioning, and informal observation and questioning. The document recommends using multiple assessment approaches and being aware of potential biases when using assessments for grading purposes.

Uploaded by

Jasmine Gonzaga Mangon
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Interpreting and Utilizing the Different Methods or Combination of Methods in

Assessing Affect
Each of the three feasible methods (Student Self Report, Teacher Observation and Peer
Rating) has its own advantages and disadvantages. In choosing for which method or
methods to utilize, consider the following factors:

1. Establish Performances
This type of technique is a way to determine strength and weaknesses of the
students. If they really understand or achieved the target learning outcome.

2. Improve Communication
Developing communication is one way to connect and reconnect. Specially
between students and teachers is really important, it helps them to engage more in a
lesson.
Also shows a realistic outcome by giving their own perspective or what they have
learned.
-Reporting
-Oral recitation
-Giving feedback
3. Examination and Field experiences
Examination and Field experience communication are constructed to show their
abilities, to think critically, and work in pressure.

By this activities teachers can now evaluate the results. If the given activities can
help and improve them to embedded the lesson.

-Collaborative activity
-Exam, summative, pre/post test
-Research

 Type of affect that needs to be assessed;


A common response to something or someone can best be gathered through
observation. Nevertheless, if an attitude component is to be diagnosed, a self-report will
give a better knowledge.

 If the information needed is from grouped or individual responses; and


If grouped response and tendencies are required, selected response self-report method
is suitable, because it guarantees anonymity and is easily scored.

 The use of information


If the intention of the affective assessment is to utilize the outcomes as supporting input
to grading, then multiple approaches is essential and be mindful of the plausibility of
having fake comes from self-report and even from peer judgment

KEY TAKEAWAYS
 Once learning targets are clearly set, you can easily determine the appropriate
assessment method. ... McMillan (2007) identified four major categories: selected-
response, constructed -response, teacher observation, and student self-assessment.
 Objective tests are appropriate for assessing the various levels of hierarchy of
educational objectives. 
 Rating scale is defined as a closed-ended survey question used to represent respondent
feedback in a comparative form for specific particular features/products/services.
 These is the performance checklist which consists of the list of behaviors that makes up
a certain type of performance.
 An oral questioning as a method of assessment is a direct means of assessing students'
learning outcomes by questioning them orally.
 These are useful supplementary assessment methods when used in conjunction with
oral questioning and oral test.
 The informal assessment methods that teachers most often use during instruction are
observation and questioning.
 During teaching, teachers not only have to communicate the information they planned
but also continuously monitor students’ learning and motivation in order to determine
whether modifications have to be made.
 It Is a straight forward approach inquiring students about their affect by reacting to
statement or to a question.
 It is one of the essential tools for formative evaluation. In using observation, the primary
thing is to determine.
References:
https://www.skidmore.edu/assessment/faq/techniques.php?
fbclid=IwAR2IIUKFq3o75yLiFQmKvaY2r7wgc5btBeRwZ0w3dORvo6Q4ps3Q9XIGgoY
https://pdfcoffee.com/unit3-authentic-assessment-abellax27s-group-pdf-free.html
https://www.elcomblus.com/appropriateness-of-assessment-methods-2/
https://www.slideshare.net/JannaMarieElpazCoron/appropriateness-of-assessment-
method

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