CHARACTERISTICS

OF AUTHENTIC
ASSESSMENT

Prepared by: Juryl Ken Bucoy

 WHAT IS AUTHENTIC
ASSESSMENT?

“A form of assessment in which students are

asked to perform real-world task that demonstrate
meaningful application of essential knowledge
and skills..” -Jon Mueller (2005).
 Performance (authentic)
assessments call upon the
examinee to demonstrate specific
skills and competencies; that is, to
apply of their weaknesses.
From teacher-centered activities, authentic
assessment encourages a learner-centered
class where the teacher’s major role is to
help students accept responsibility for their
learning and become self-evaluators.
 CHARACTERISTICS OF
AUTHENTIC ASSESSMENT
1. Starts with clear definite criteria of
performance made known to the
students.
 2. Is a criterion- referenced rather than
norm-referenced and so it identifies
strengths and weaknesses, but does not
compare students nor rank their levels of
performance.
 3. Requires students to make their own
answer to questions rather than select from
given options as in multiple choice items,
and requires them to use a range of higher
order thinking skills (HOTS).
4. Often emphasizes performance and
therefore students are required to
demonstrate their knowledge, skills or
competencies in appropriate situations.
5. Encourages both teacher and students to
determine their rate of progress in
cooperatively attaining the desired student
learning outcomes.
6. Does not encourage rote learning
and passive taking of test.
7. Changes the role of students as
passive test takers into become
active and involve participants in
assessment activities that emphasize
what they are capable of doing.
Thank
You
PRODUCT - ORIENTED
ASSESSMENT
REPORTER: ELCIL JEAN D. CABITAY
Product- Oriented
Assessment
Students' performance may
lead to concrete product. It is
concerned more on the
product and not on the
process.
 BEGINNER'S
01. LEVEL
Learning
Competencies SKILLED
the learning competencies
02. LEVEL
associated with products or
outputs are linked with an
assessment with three levels of
EXPERT
performance manifested by the
product, namely: 03. LEVEL
EXAMPLE
Create an original or derivative ICT
content using online creation tools,
platforms, and applications to effectively
communicate messages related to
specific professional tracks
Empowerment Technologies - Grade 12
EXAMPLE
Create a scrapbook illustrating the
historical event EDSA I PEOPLE'S
POWER
THANK YOU
MWA
 Process-Oriented Assessment
Is concerned with the actual task performance rather than the output or product of the
activity. It assesses and observes the procedures and experiences of the students in
achieving the learning outcomes.

It requires a step-by-step interaction between the student and the teacher. Thus, it is
expected between the student and the teacher. Thus, it is expected that during the
process, the student can commit mistakes and the teacher corrects the errors of the
learners. With the use of this type of assessment, the student will help them achieve
best output.

This assessment aims to know what process a learner undergoes when given a task, it
is also associated with how and what skill they need in order to perform a performance.
The process-oriented assessment evaluates how a skill is performed, whereas the
product-oriented assessment evaluates the outcome of the skill performance.

Examples of Process-Oriented:
● Cooking
● Dancing
● Gardening
● Performing first-aid
● Reciting a poem
Lenjean C. Latiban
EdE2A
Educ 108
Written Report

RATING SCALE

What is a rating scale?

According to Garrett, "rating scale is a device for obtaining judgments of the

degree to which an individual possesses certain behavior traits and attributes not
readily detectable by objective tests. A tool used to measure a learner's performance,
providing a quantifiable result. They allow teachers to indicate the frequency of a
learner's behaviors, skills, and strategies. These scales provide criteria and response
selections to describe the quality or frequency of student work. They can be used by
teachers to record observations, students for self-assessment, and for setting goals
and improving performance. In a rating scale, the descriptive word has more
significance than the corresponding number.

Types of rating scale

1. Numerical Rating Scale- describes the things on a numerical rating scale that
are identified by numbers. Nevertheless, not all digits must have a
corresponding property. For example, utilizing a 5-point scale to assess the
degree to which the student participates in the discussion, with 1 being
unsatisfactory and 5 representing outstanding.
2. Descriptive Rating Scale- The descriptive rating scale does not require
numbers, instead offering raters the choice of descriptive statements. For
example, in public speaking, the characteristic “makes eye contact” - is it done
frequently, occasionally, seldom, or never?

Similarities of rubric, checklist, and rating scale

 Rubrics, checklists, and rating scales all have criteria

 Provide tools for systematic recording of observations
 Provide tools for self-assessment
 Provide samples of criteria for students prior to collecting and evaluating data on
their work
 Record the development of specific skills, strategies, attitudes and behaviors
necessary for demonstrating learning
 Clarify students' instructional needs by presenting a record of current
accomplishments.

Differences of rubric, checklist, and rating scale

 Checklists ask for dichotomous decisions (typically has/doesn't have or yes/no)

for each criterion.
 Rating scales ask for decisions across a scale that does not describe the
performance. Common rating scales include numerical scales (e.g., 1–5),
evaluative scales (e.g., Excellent-Good-Fair-Poor), and frequency scales (e.g.,
 Always, Usually-Sometimes-Never). Frequency scales are sometimes useful for
ratings of behavior.
 A rubric articulates expectations for student work by listing criteria for the work
and performance level descriptions across a continuum of quality (Andrade,
2000; Arter and Chappuis, 2006). Thus, a rubric has two parts: criteria that
express what to look for in the work and performance level descriptions that
describe what instantiates of those criteria look like in work at varying quality
levels, from low to high which offer students a description of the quality of their
performance they can easily use to envision their next steps in learning.

References:

Checklists, Rating Scales and Rubrics (Assessment). (n.d.).

https://www.learnalberta.ca/content/mewa/html/assessment/checklists.html

Brookhart, S. M. (2018, April 10). Appropriate Criteria: Key to Effective Rubrics.

Frontiers in Education. https://doi.org/10.3389/feduc.2018.00022

J. P. (2020, November 15). Rating Scales in Assessment - PELAGIO. YouTube.

https://www.youtube.com/watch?v=566uwr3CEDA
Yomar John Lim February 23, 2024
BSED-EDE2A
Written Report in EDUC 108 ASSESSMENT IN LEARNING 2
COMPARISON OF RUBRIC, CHECKLIST, AND RATING SCALE

The three main types of performance assessment scoring includes the checklist,
rating scales, and the rubrics, these three are examples of tools that can be used to
assess criteria and gather data so that teachers and students can observe how well
they can understand and can achieve specific objectives. They have a number of
mechanism in place to collect data about individual behaviors, abilities, and skills of
students (Kubiszyn & Borich, 2003).

Checklists contain a list of behaviors or specific steps, which can be marked as

Present/Absent, Complete/Incomplete, Yes /No, etc. In some cases, a teacher will use a
checklist to observe the students. In other cases, students use checklists to ensure that
they have completed all of the steps and considered all of the possibilities.
EXAMPLES:

 A checklist for evaluating the skills in writing.

 When you have ten things to do for work and you make a list of all of them
and you check them off as you accomplish each of them

A rubric is a scoring guide used to evaluate the quality of a performance or

product across multiple characteristics or dimensions. Often used for assessing
projects, papers, and presentations, rubrics contain the following three key components:

 Criteria required to complete the assignment.

 Descriptive markers for quality across each criterion.
 Capacity for scoring.

Choosing the right assessment tool is an essential part of designing an assessment.

While your learning architect or instructional designer will be able to assist you, the
chart, below, outlines and compares the basic features of each tool.
 CHECKLIST RUBRIC
Easy to construct ✓ -
and use.
Easy to align with ✓ ✓
performance and
learning objectives.
Establish - ✓
expectations for
students before the
assignment is
completed.
Provide clear and × ✓
comprehensive
feedback in a
systematic fashion.
Clearly - ✓
communicate a
student’s current
status and what
they need to do in
order to improve.
Identify areas for × ✓
remediation and
enrichment for
student cohorts and
individuals.
Useful for sharing ✓ ✓
information with
other stakeholders.
Useful in peer and ✓ ✓
self-assessment.
 Meaning of Portfolio Assessment

What is a portfolio?
The word “portfolio” comes from portare (carry) and foglio (sheet of paper). Imagine
a lawyer going to court carrying his porfolio. The lawyer’s portfolio contains a lot of
documents. But a portfolio in portfolio assessment is more than a collection of
documents. It is a “systematic and organized collection of a student’s work that
demonstrates the student’s skills and accomplishments. It is a purposeful collection of
work that tell the story of the student’s progress and achievements in relation to a
purpose, (Belgrad, 2008). A portfolio is NOT a mere collection or compilation of student
work that exhibits t student’s efforts, progress and achievements in one or more areas.
Clearly, a portfolio is much more than a compilation of student papers placed in a folder
era collection of memorabilia pastes intro a scrapbook, Paulson et al (1991) asserts,
as cited by Navarro et al (2013) that a portfolio must include student participation in
selecting contents, the criteria for selection, the criteria for judging merit and evidence
of self-reflection.
What a Portfolio Includes?

It includes different types of work such as “writing samples journal entries, videotapes,
art, teacher comments, posters, interviews, poetry, test results, problem solutions,
recordings of foreign language communication, self-assessments and any other
expression of the student that the teacher believes demonstrates the student’s skills
and accomplishments” (Kingore, 2008) Portfolios can be collected on paper, in
photographs and on audiotape, videotape, computer disk. Thus, we have what we all
an e-portfolio which will be discussed more lengthily in the next Chapter

What classes of evidence of learning can be put in students portfolios?

These can be 1) artifacts 2) reproductions, 3) attestations and 4) productions. (Barton,
1997)
1. Artifacts are documents or products that are produced as a result of academic
classroom work. Examples are student papers and homework.
2. Attestations are the teacher’s or other responsible persons documentation to
attest to the student’s progress. A teacher, for example, may write evaluative
notes about student’s oral defense of a research paper and place them in the
student’s portfolio.
3. Reproductions are documentations of a student’s work outside the classroom.
Examples are special projects like Capstone and a student’s description of an
interview with the Chairman of the Education Committee in the Municipal
Council.
4. Productions are the documents that the student himself/herself prepares.
These productions include statements (What does the student want to do with
 his 1) goal her portfolio?); 2) reflections (What are the student’s reflections
about his/her works and 3) captions (These are the student’s description and
explanation of each piece of work contained in the portfolio.

Essential Elements of a Portfolio

Every portfolio must contain the following essential elements:

1. Cover letter- this element tells about the author of the portfolio and what the
portfolio shows about the author’s progress a learner.
“About the author” and “What my portfolio shows about my progress as a
learner” (written ate the end, but put at the beginning).

2. Table of Contents with numbered pages- in this element the detailed

contents are shown in portfolio.
3. Entries- can be both core (items students have to include) and optional (items
of student’s choice). The core items will be required for each student and will
provide a common base from which to make decisions on assessment. The
optional items will allow the folder to represent the uniqueness of each student.

Guidelines for portfolio entries:

• Purpose of the portfolio

• Time period that it should span
• Name people who will have access to it
• Description/list of types of work to include
• If applicable, what criteria will be used to evaluate portfolio

4. Dates. Specific dates have to be included for all entries to facilitate evidence
of growth overtime.
5. Drafts. Drafts of oral, aural, and written products and revised versions have to
be included in the portfolio.
6. Reflections. It can appear in the different stages in the learning process.
Through reflections students can express their feelings regarding their
progress and or themselves as learners.

Questions that student have to consider in making reflections for each item in
the portfolio follows.

• What did I learn from it?

 • What did I do well?
• Why did I choose this item?
• What do I want to improve in the item?
• How do I feel about my performance?
• What were the problem areas or difficulties encountered?

Portfolios are collections of students’ work overtime. A portfolio often

documents a student’s best work and may include other types of process
information, such as drafts of the student’s work, the student self-assessment of the
work, and the parent’s assessment. Portfolio may be used for evaluation of the
student’s abilities and improvement.

Stages in Implementing Portfolio Assessment Effectively

Navarro, et al (2013) enumerate the following stages in the implementation of

portfolio assessment in the classroom:

Stage 1: Identifying learning outcomes to assess through portfolio.

The usual first step or organizing portfolio assessment is to establish the learning
outcomes. This is very important at this stage to be very clear about what the
students are expected to demonstrate at the end of a lesson, chapter or unit. These
learning outcomes will guide the selection and assessment of the students’ work for
the portfolio. In order to do this, the teacher should ask himself/herself the question,
“What do I want the students to learn?” and chose several goals to focus on; general
goals such as improvement in fluency of speech or independent reading, and
specific goals such as scanning a text or telling a story. It is often suggested that this
stage be done together with the students asking them what they want and what they
need to learn in the particular subject matter.

Stage 2: Introducing the idea of portfolio assessment to your class.

Portfolio assessment is a new thing for many students who are used to traditional
testing. For this reason, it is important for the teacher to introduce the concept to the
class. Perhaps, he/she can start by the explaining the meaning of the word
“portfolio” from portare (carry) and 8foglio (sheet of paper). It is also a good idea to
show the students examples of existing portfolios prepared by other classes or by
other students. If you have your own portfolio, then this will also help in conveying
the information to the students (exemplar method).

In order to convince students that portfolio assessment is worth a try, ask them to
enumerate their problems with traditional testing. Tell them that portfolio assessment
will assess them in a much fairer way than traditional testing would. It is also
important to inform the students how much weight the portfolio will have in the
computation of their final grades and just what is going to replaced by the portfolio.

Stage 3. Specification of Portfolio Content

Specify what and how much have to be included in the portfolio –both core and
options (it is important to include options as these enable self-expression and
independence). Specify for each entry how it will be assessed. The students should
be acquainted with the scoring guides/rating scales that will be used before
performing the task. Portfolio entries can take many forms – written, audio, and
video-recorded items, artifacts (e.g., a T-shirt, an annotated drawing, a model),
dialogue journals, etc.

Stage 4. Giving clear and detailed guidelines for portfolio presentation.

There is a tendency for students to present as many evidence of learning as they

can when left on their own. The teacher must therefore set clear guidelines and
detailed Information on how the portfolio will be presented. Explain the need for clear
and attractive presentation, dated drafts, attached reflections or comment cards.
Teacher should explain how the portfolio will be graded and when it needs to be
ready (final and mid-way dates).

Stage 5. Informing key school officials, parents and other stakeholders.

Do not attempt to use the portfolio assessment method without notifying your
department head, dean or principal, This will serve as a precaution in case students
will later complain about your new assessment procedure.

Stage 6. Development of the Portfolio

Both students and teacher need support and encouragement at this stage in the
process of portfolio development. The students particularly should get this from an
understanding a patient teacher.

Below are essential questions that the teachers can use to guide students in
reflections and self-assessment.

✓ What did I learn from that activity?

✓ Which is my best piece?

✓ How can I improve this?

– This can be done by class brainstorming (what are some possible reasons for
including an item in your portfolio?) or in pairs- portfolio partners- who help each
other select samples of their works (written comments on their work from a peer can
also be included in the portfolio). Initially, we advise teachers to begin with more
guided and closed forms of reflection and slowly proceed. To more open reflective
comments. Writing reflections is a life-skill which is very essential for the students
and is, therefore, time well spent for the teacher.

Finally, since portfolios are essentially done by the students outside of the regular
class-time, we need to ensure that indeed the portfolio represents the students’ work
and accomplishment. In order to do this, require that some items be done completely
in class. You might also decide to have a test (preferably with corrected version)
included as a core item together with reflection on what the student learned from
doing the test and revising it. Furthermore, you may ask the students to explain n
their reflections who helped them to improve their work (a peer, a parent, a spell-
checker) and what they learned from revising their work.
An E – Portfolio :
How it differs from an ordinary Portfolio?

Presented by: Sheila Marie M. Patrocenio

E- Portfolio
  A digital collection of course related work
like essays, posters, photographs, videos,
and artworks created by students.
 An e- Portfolio documents and makes
visible student learning.
E- Portfolio
 A good e-portfolio is both a product (
digital collection of artifacts) and process (
reflecting on those digital collection of
artifacts)
 Students is in charge.
 STUDENT – CENTERED E-
Types of E- PORTFOLIOS
Portfolio
- serve the formative purpose of assessment for
learning
- according to
the purpose of
the e-portfolio SCHOOL – CENTERED E-PORTFOLIOS
for the students - Administered by the school for summative
assessment purposes
 ASSESSMENT E-PORTFOLIOS
- are meant to support institutional learning
outcomes
Types of E-
Portfolio
LEARNING E-PORTFOLIOS
- according to -are meant for learners to help them examine and
reflect on their own learning.
the purpose of
the e-portfolio
for the students CAREER/TRANSFER E-PORTFOLIOS
- are meant to provide students with a tool for
showcasing their achievements to employers or
transfer institution.
Ordinary/
Traditional
Portfolio
 It is a collection of physical artifacts
that reflects students development
and progress.
Ordinary/ Are tangible and often project based.
Traditional Prepared by students and evaluated
Portfolio by the faculty to demonstrate mastery,
comprehension, application of a given
set of concept.
Example
 Ordinary
E- Portfolio
Portfolio

Ordinary vs. Cost

Will cost a lot of
money in supplies and
Low cost monthly for
E- Portfolio materials
internet

Can’t be accessed right Can be accessed

Availability away anywhere and anytime
 Ordinary
Portfolio
E- Portfolio

Ordinary vs. Does not allow you Does not allow you

E- Portfolio
Variation to upload whatever to upload whatever
you want you want

Does not allow for

social media sharing Allow user to expand
Seamless
and seamless their reach online in
integration integration to a just few clicks.
broader audience
 Ordinary Portfolio E- Portfolio

Ordinary vs
E- Portfolio
Can deteriorate over time Will not deteriorate over time

Tangible Digital
Effective Uses
of an
E-Portfolio
Reporter: Rivi Grace A. Pepito
 Demonstrating
1. Demonstrate Student
Learning
2. Facilitate

3. Support

4. Foster

5. Promote
 Facilitating
1. Demonstrate
Reflection and
2. Facilitate

3. Support
Metacognition
4. Foster

5. Promote
 Supporting
1. Demonstrate Assessment and
2. Facilitate

3. Support
Feedback
4. Foster

5. Promote
 Fostering
1. Demonstrate Collaboration and
Peer Learning
2. Facilitate

3. Support

4. Foster

5. Promote
 Promoting
Lifelong Learning
and Career
1. Demonstrate

2. Facilitate

3. Support
Readiness
4. Foster

5. Promote
 Thank you!
Wazi Content

Miming University Objective

reallygreatsite.com Assessment

123-456-7890 Documentation
Kaye O. Pleños EDE2A
EDUC 108
Affective Assessment Tools
(Written Report)
The affective domain is one of the three domains in Bloom's Taxonomy. It
involves feelings, attitudes, and emotions. It includes the ways in which people deal
with external and internal phenomenon emotionally, such as values, enthusiasms,
and motivations.
Teachers can use this kind of assessment to discover what students care
most about and what values they hold in the educational process. For example, a
teacher might give an affective assessment in the form of a questionnaire to a
student who refuses to pay attention in class.
The purpose of affective assessment tools is to measure students' emotional
and social skills, attitudes, and beliefs. These Affective assessment tools can
provide insight into students' motivation, engagement, and well-being, which are all
important factors in academic success.
The different methods of assessing learning or development in the affective
domain was already discussed. These are the observation, student self-report and
peer ratings. Now, let’s talk about the tools that used in these methods. These
methods make use of assessment tools such as Likert Scale, Semantic Differential,
Checklist, Sentence Completion, and Student's Written Reflections.
Likert Scale
A Likert scale is a common approach in survey research, invented by
American social scientist Rensis Likert. It uses a 5 or 7-point answer range to gauge
respondents' opinions or feelings. Respondents can choose a negative, neutral, or
positive response to a statement.
A Likert scale is a type of rating scale, often found on survey forms or
questionnaires, that measures how people feel and levels of agreement which can
be useful in many different situations.
A Likert Scale is one example of a Rating Scale. It makes use of a five-point
scale from Strongly Disagree (1), Disagree (2), Undecided (3), Agree (4) to Strongly
Agree (5).
Here is an example: Assessing student's attitude toward teaching as a
profession to determine each student's attitude toward teaching after a lesson on
teaching as a profession.
Legend:
5- Strongly Agrees
4- Agree
3-Undecided
2 - Disagree
1- Strongly Disagree
Sentence completion
As the name implies, the student is asked to complete a given incomplete
sentence related to the intended learning outcome. This method is based on the idea
that sentence completion will reveal more about thoughts, fantasies, and emotional
conflicts than testing with direct questions (Weiner & Greene, 2008).
Example:
If the intended learning outcome for a lesson on assessment is "to
demonstrate a positive attitude toward assessment this may be given for each
student to complete:
a) Assessment is ...
Here are some sentence stems that can serve as scaffolding to help students
get started in for sentence completion:
In my opinion... I assume ...
From my point of view ... If you ask me...
As far as I can tell.. To my mind..
The way I see things is that.. It seems to me that...
I believe... I would say....
I consider... Its my belief that...
I honestly believe that. To my thinking… I feel….
Semantic Differential
The semantic differential was introduced and mainly developed by the US
psychologist Charles E. Osgood. It is a type of semantic rating scale measuring the
connotative meaning of concepts like terms, objects, events, activities, ideas, etc.k
Semantic Differential Scale is used to measure the attitudes and opinions of
respondents toward an object, person, event, or idea. It uses a set of bipolar
adjectives, such as "good-bad," "happy-sad," "strong-weak," etc., placed at opposite
ends of a continuum.
Example:
A student is asked to assess his math class as a whole by way of a
Semantic Differential scale as shown below. The scales are pairs of adjectives on
feelings or beliefs that are opposite.
 Direction. Which item is true of your Math class? Check the item that applies
to you. Mark X the item that does not apply to you.

2 1 0 -1 -2
Exciting Boring
Fulfilling Frustrating
Demanding Easy
By utilizing this affective assessment tools, teachers can gain a deeper insight
into people's attitudes and opinions towards different subjects or certain activities.
Checklist
In a checklist, as the name implies, the student simply checks an item that is
observed or present or possessed or that applies to him/her. A student is asked to
evaluate the extent to which he/she possesses a growth mindset.
Direction: Check the item which applies to you.
1. I believe that intelligence can be developed.
2. I do not easily give up.
3. I accept criticism.
4. I draw inspiration from the success of others.
5. I see challenges as opportunities to grow
6. I persist in the face of difficulties
7.I view effort as path to mastery.
8. I learn from criticism.
9. I believe that success is a matter of luck.
Student's Written Reflections
In using this measurement tool, the teacher asks the students, for example, to
write their personal thoughts and feelings on a subject or topic given by the teacher
like "Why I Like or Dislike Mathematics". A reflection paper allows students to take a
personal approach and express their thoughts on a given topic.
Example: Reflections paper.
Reflective writing helps students develop critical thinking skills and judgement.
Journal writing also promotes written language skills. Throughout the learning
experience, students maintain a narrative reflective log and collect and organize
artifacts that provide evidence of their learning.
 Now, what are the advantages and disadvantages of these affective
assessment tools?
Advantages
Affective assessment can provide insight into students' motivation,
engagement, and well-being, which are all important factors in academic success.
The assessment tools in the affective domain are those that are used to assess
attitudes, interests, motivations, and self-efficacy. I think this assessment tools are
also important to connect with the students in their emotional well-being. It also
important for the teachers for them to adjust with the students based on their
assessments. Like teachers will understand or will know how they feel about that
certain matter and he/she can find a way to resolve that problem or the teacher will
know how to deal or what are the things that he/she will implement. They can
provide a holistic approach of the student beyond their cognitive abilities or academic
performance.
Disadvantages
However, in the aspect of affective domain, the level of assessment is low
and not absolutely reliable because it deals with the feelings, interest and values that
learner attached to the subject matter.
Affective assessment tools, while valuable, do have some limitations. They include:
1. Potential biases in data collection: This can occur when using self-report
questionnaires, as individuals may respond in a way that they believe is expected or
socially acceptable rather than how they truly feel.
2. Different perceptions of responses based on scales used: The way
questions are asked and the scales used can greatly influence the responses. For
instance, a person might interpret a scale of 1-10 differently than a scale of 1-5.
3. Difficulty in accurately assessing affective learning outcomes: Implementing
and assessing affective learning domain outcomes can be challenging, as it requires
a deep understanding of the students' emotional state and their learning progress.
4. Issues with motivation and confidence: Affective assessment is particularly
crucial for students with low levels of motivation and confidence and with negative
attitudes toward schooling in general. However, it can be challenging to accurately
gauge and respond to these factors.
 METHODS OF ASSESSING
LEARNING IN THE AFFECTIVE
DOMAIN

Rayner M. Salvaña EDE2A

Change in attitude, values and habits is the end result of
effective teaching-learning in the affective domain.

These changes in our beliefs and values in turn have an impact

on our level of motivation and concept of self-efficacy.

The student himself/ herself knows the change/s that is/are

taking place or can be observed by a third party who is a witness
of the change like the teacher or parents or classmates.
 MCMILLAN (2007) GIVES THREE FEASIBLE METHODS OF ASSESSING
LEARNING OR LEARNER'S DEVELOPMENT IN THE AFFECTIVE DOMAIN.

1 TEACHER OBSERVATION

2 SELF-REPORT

3 PEER RATINGS
 TEACHER OBSERVATION
Teacher observation can be unstructured or
structured. It is unstructured when observation is
open-ended. Teacher's observation is not limited to
items in a checklist, or rating scale. Teacher
observation is structured when he/she is guided in
what to observe by a checklist or rating scale. To make
teacher observation work in relation to the
assessment of affective learning, the following should
be observed:
 2
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 interpretations separate from description.
Record both positive and negative behaviors.
Have as much observation of each student as necessary.
Avoid personal bias. Be objective.
Immediately record the observations.
Apply a simple and efficient procedure.
 STUDENT SELF-REPORT
A student self-report requires the student to provide an account of
his/her attitude or feelings toward a concept or idea or people. A self-
report is also referred to as "written reflection". A student self-report
can also be derived by way of a student interview or by way of a
questionnaire and survey. Another means to derive a student self-report
is by way of a survey and a questionnaire. Teacher may get a student self-
report by means of a selected-response format by means of assessment
tools such as a checklist, a rating scale (like a Likert Scale) or a semantic
differential scale.
 PEER RATINGS
Another way is to ask the student's peer to
rate him/her on affective items where
teacher wants to rate the student.
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