Assessment of Learning

1. Reference: Measuring and Evaluating
Learning Outcomes in AL 1 and 2
Carlito D. Garcia Ed D
Niel Richard C. Lopez
BSED-III

2. Approaches to the Assessment of
Affective Outcomes.
 1. Money
The amount of money an individual
spends on certain activities and
courses of action is the direct
manifestation of his attitude and
interest. In both elementary and high
school, simulation exercises involving
purchases can be very revealing.

3. Approaches to the Assessment of
Affective Outcomes.
 2. Time
The amount of time an individual uses
in certain activities is to some extent, a
reflection of his attitude toward them.
Surveying the time can definitely reveal
their interests and values.

4. Approaches to the Assessment of
Affective Outcomes.
 3. Verbal Expressions
A number of assessment methods
utilize verbal expressions of attitudes.
Likert, Semantic, Differential and
Opinionnaire are illustrative of methods
for assessing verbal expressions of
attitudes.

5. Approaches to the Assessment of
Affective Outcomes.
 4. Fund of Information
The amount or type of information an
individual has about the certain
object, person or issue is, to some
extent, indicative of his attitude.

6. Approaches to the Assessment of
Affective Outcomes.
 5. Speed Of Decision Or Reaction
Time
Normally, an individual makes a quick
decision on areas or issues where he
has the strongest conventions.

7. Approaches to the Assessment of
Affective Outcomes.
 5. Written Expressions or Personal
Documents
Analysis of such documents such as
biographies, diaries, records, letters,
autobiographies, journals and
exposition can reveal a lot an
individual’s attitude.

8. Approaches to the Assessment of
Affective Outcomes.
 6. Sociometric Measures
Analysis of choice of friends, social
distances preferences and general
structure of a classroom can be very
informative about a students’
predispositions and values.

9. Approaches to the Assessment of
Affective Outcomes.
 7. Activity Level Methods
There are number of measures of an
individuals’ general excitement level in
response to stimulus. Notable among
these are fluency or amount written,
speed of reading and work endurance.

10. Approaches to the Assessment of
Affective Outcomes.
 8. Observations
The use of standardized reports
systematically gathered by trained
recorders operating withing the limits of
an explicitly stated frame of reference
has provided very useful data on
attitudes and on the operations of these
attitudes between individuals.

11. Approaches to the Assessment of
Affective Outcomes.
 9. Specific Performances and
Behaviors
An individuals behavior ca illustrate his/
her attitudes and their influences.

12. Approaches to the Assessment of
Affective Outcomes.
 10. Memory Measures
Instructing an individual to learn a given
material, varying the controversial
nature of the content, introducing an
unrelated activity to distract the subject,
and then asking hi to recall all or part of
original material is one approach to the
use of memory as an instrument of an
instrument of attitude assessment

13. Approaches to the Assessment of
Affective Outcomes.
 11. Simulations
Contrived structures or unstructured
activities can be used in stimulating
and simulating affective responses.
The use of role playing, for instance is
useful both as an assessment as well
as an instructional technique.

15. Writing Items for Self-Report Affective
Measures
 Refer to the past or future rather than the
present
 Are factual or capable of being interpreted as
factual
 May be interpreted in more than 1 way
 Are irrelevant to the psychological object
under consideration

16. Writing Items for Self-Report Affective
Measures
 Are likely to be endorsed by almost everyone
or by almost no one
 Do not reflect the entire range of effectivity;
 Use language that is complex, ambiguous
and indirect;
 Are too long (more than 20 words);
 Contain more than one complete thought;

17. Writing Items for Self-Report Affective
Measures
 Contain universals such as
only, just, merely, none and others
 Are formed with compound words and
complex sentences;
 Use words that may not be understood by
those who are to be given the completed
scales; and
 Use double negatives.