Modng Teachers Through Modng Teachers Through Modng Teachers Through Modng Teachers Through

Effectve Affectve Effectve Affectve Effectve Affectve Effectve Affectve

Assessment: Lessons from Assessment: Lessons from Assessment: Lessons from Assessment: Lessons from
the Unversty of Baguo the Unversty of Baguo the Unversty of Baguo the Unversty of Baguo
Rhoda Basco-OaIangco
0nIvezsIty oI BaguIo
Too much premium is given
to quantitative measures of
quaIity such as passing rate
in the Iicensure
examinations, as dictated
by accrediting agencies or
any quaIity-determining
body.
Numerous reports on teachers'
muItipIe vioIations of the Code of
Ethics for ProfessionaI Teachers
serve as warning signs for
Teacher Education Institutions to
pay cIose attention to the kind of
teachers they produce
Teacher education
students in the University
of Baguio, just Iike students
of other courses, are not
100% sure they want to
become teachers
Semester InternaIIy
motivated
ExternaIIy
motivated
Not sure +
other reasons
1
st
semester SY
2008-2009 15% 30% 55%
1
st
semester SY
2009-2010 28% 28% 44%
1
st
semester
SY2010-2011 61% 35% 4%
1
st
semester SY
2011-2012 79% 17% 4%
MoLIvuLIon Ior LukIng up LeucIIng
Teacher education
students in the University
of Baguio, just Iike students
of other courses, show
IittIe interest in matters not
directIy reIated to the skiIIs
and knowIedge they are
supposed to acquire in
their course.
SemesLer Awure &
wouId
IIke Lo
muke u
cIunge
Awure
buL
IndIIIer
enL
Unuwu
re und
wouId
IIke Lo
know
more
Unuwu
re und
IndIIIer
enL
1
sL
semesLer SY
zoo8-zooq
% zo% o% 1%
1
sL
semesLer SY
zooq-zo1o
qz% 18% o% 1o%
1
sL
semesLer
SYzo1o-zo11
;8% % 1z% %
1
sL
semesLer SY
zo11-zo1z
q6% 1% % o%
Awureness und uLLILude on ssues
Sometimes referred to as dispositionaI
assessment, it is conducted in an effort
to discover students' usuaI or typicaI
incIinations. In contrast to cognitive
and performance assessment, affective
assessment does not measure the
content that Iearners know or the skiIIs
they are abIe to perform. What it
measures instead are students'
dispositions (Popham, 2011).
Motivation and desire represent the
very foundation of Iearning. If
students don't want to Iearn, there
wiII be no Iearning. If they feeI unabIe
to Iearn, there wiII be no Iearning.
Desire and motivation are not
academic achievement
characteristics. They are affective
characteristics (Stiggins, 2005).
1he reason such affecLlve varlables as
sLudenLs' aLLlLudes, lnLeresLs, and values
are lmporLanL Lo us ls LhaL Lhose varlables
Lyplcally lnfluence fuLure behavlor. 1he
reason we wanL Lo promoLe poslLlve
aLLlLudes Loward learnlng ls because
sLudenLs who have poslLlve aLLlLudes
Loward learnlng Loday wlll be lncllned Lo
pursue learnlng ln Lhe fuLure. 1he affecLlve
sLaLus of sLudenLs leLs us see how sLudenLs
are predlsposed Lo behave subsequenLly
(opham, 2011)
Affective TooIs and Strategies Proven
Effective
RefIection Writing
alms Lo make Lhe sLudenLs connecL wlLh Lhelr
feellngs and LhoughLs and dlscover who Lhey
are
Search feellngs
lssue
8eflecL
WrlLe LhoughLs
WrlLe feellngs
8eflec
L
Clarlfy LhoughLs
8e-wrlLe
llnal 8eflecLlon
lnLerculLural AcLlvlLles
1hls acLlvlLy alms Lo make sLudenLs appreclaLe
Lhelr own culLure and LhaL of oLhers and Lo
see who Lhey are ln Lhe eyes of oLhers Lhus,
clarlfylng some mlsconcepLlons.
AcLlvlLy
sharlng
demonsLraLlng
lnLeracLlon
8eflecLlon
WrlLlng
!ournal WrlLlng
!ournal wrlLlng ls a learnlng Lool based on Lhe ldeas
LhaL sLudenLs wrlLe Lo learn. SLudenLs use Lhe
[ournals Lo wrlLe abouL Loplcs of personal lnLeresL,
Lo noLe Lhelr observaLlons, Lo lmaglne, Lo wonder
and Lo connecL new lnformaLlon wlLh Lhlngs Lhey
already know. !ournals offer sLudenLs Lhe
opporLunlLy Lo reflecL on Lhelr world and expand
Lhelr awareness of whaL ls happenlng ln Lhelr llves
8eflecLlon wrlLlng
ConLenL lnLegraLlon
Codlng SAMLLCCuL.docx
CommenLlng
Clvlng speclflc lnsLrucLlons
ldenLlfylng a Lheme

AffecLlve assessmenL, frequenLly neglecLed ln pracLlce,

compleLes Lhe puzzle ln educaLlonal reform. no maLLer how
many Llmes Lhe currlculum ls changed lf Lhe manner of
assesslng lL ls one-slded Lhe deslred change wlll noL be
achleved. Clvlng Lhe sLudenLs Lhe opporLunlLy Lo wrlLe Lhelr
feellngs wlLhouL Lhe fear of belng glven low scores helps noL
only ln developlng Lhelr wrlLlng skllls buL more lmporLanLly ln
reflecLlng abouL Lhelr acLlons and Lhe consequences ln Lhelr
llfe. When pre-servlce Leachers are exposed Lo affecLlve
assessmenL acLlvlLles, Lhey become more carlng, more
undersLandlng, and more empowered lndlvlduals. 1helr
educaLlonal experlence becomes compleLe when Lhey go
Lhrough boLh cognlLlve and affecLlve assessmenL acLlvlLles.