ASSESSMENT LEARNING II
EDUC 3110 – SC 1091
Name: ERWIN M . YSUG Course/Year: BSED- SCIENCE 3
Assessment Task No. 6
1. What is your understanding of this statement below? Explain. (10 points)
On Assessment: Measure what you value instead of valuing only what you can
measure.”- Andy Hargreaves
Andy Hargreaves' statement, "On assessment: measure what you value instead
of valuing only what you can measure," challenges the traditional approach to
educational evaluation. This approach relies heavily on standardized tests and
quantitative indicators. Hargreaves suggests that assessment should be driven by
something other than what is easy or convenient to measure but by what is significant
and critical to the learners and society. He implies that the evaluation should reflect the
values and objectives of education, such as creativity, critical thinking, collaboration,
and citizenship, rather than just acquiring factual knowledge and skills.
Hargreaves' statement advocates for a more comprehensive and authentic form
of assessment that captures the complexity and diversity of learning outcomes and
processes. It also recognizes that assessment has a powerful influence on teaching and
learning. Therefore, it should align with the curriculum and the pedagogy that promotes
more profound and richer learning experiences. This statement calls for a shift from a
narrow and standardized view of assessment to a broader and more flexible one that
allows for multiple sources and methods of evidence, such as portfolios, projects,
performances, and peer feedback. It also encourages the involvement of various
stakeholders, such as teachers, students, parents, and community members, in the
design, implementation, and interpretation of assessment.
By measuring what we value, we can ensure that the assessment is valid,
reliable, relevant, and meaningful. We can also avoid the negative consequences of
valuing only what we can measure, such as teaching to the test, narrowing the
curriculum, reducing the motivation and engagement of learners, and creating inequities
and disparities among learners. By measuring what we value, we can enhance the
quality and equity of education and foster the development of lifelong learners who can
contribute to society and the world.
2. Why we need to measure the 3 domains (KSA) among our students? Explain (10
points)
The learning process comprises three domains - knowledge, skill, and attitude.
These domains represent different aspects of human development that educators must
consider when designing and delivering instruction. Evaluating each of these domains
among students can help teachers assess the effectiveness of their teaching methods
and monitor student progress.
ASSESSMENT LEARNING II
EDUC 3110 – SC 1091
The knowledge domain involves the mental processes of acquiring, storing, and
applying knowledge. It includes skills such as remembering, understanding, analyzing,
evaluating, and creating. Assessing the cognitive domain can help teachers determine
how healthy students comprehend the subject matter. Furthermore, it can aid in
identifying the strengths and weaknesses of students at different cognitive levels,
enabling teachers to provide tailored feedback and guidance. For instance, teachers
can use Bloom's Taxonomy to design questions and tasks that match the students'
cognitive level and measure their performance accordingly.
The attitude domain involves the emotional, social, and attitudinal aspects of
learning. It includes receiving, responding, valuing, organizing, and characterizing skills.
Measuring the affective domain can help teachers understand how students feel about
the learning process and the subject matter. It can also help teachers foster positive
attitudes and values among students and promote their motivation and engagement.
For example, teachers can use surveys, interviews, observations, and self-reports to
measure the affective domain and provide feedback and support to students based on
their emotional and social needs.
The skill domain involves the physical and kinesthetic aspects of learning. It
includes imitation, manipulation, precision, articulation, and naturalization skills.
Assessing the psychomotor domain can help teachers evaluate how well students
perform the physical actions required by the subject matter. It can also help teachers
develop students' motor skills and coordination and enhance their physical fitness and
health. For example, teachers can use demonstrations, simulations, practice, and
performance to measure the psychomotor domain and provide feedback and
reinforcement to students based on their physical abilities and goals.
In conclusion, evaluating the three domains of learning among students can help
teachers create instruction that addresses their students' diverse needs and
preferences. It can also help teachers monitor and improve their students' learning
outcomes and experiences and foster their holistic development. By assessing the three
learning domains, teachers can create a more effective and engaging learning
environment for their students.
3. Reflect on this statement below. What is/are the implications of this to you as soon
facilitators of learning? How important is this to you? Explain (10 points)
Change in attitude, values, and habits is the end result of effective teaching-
learning in the affective domain.
Teaching and learning can be classified into three domains: cognitive,
psychomotor, and affective. The affective domain encompasses learners' emotions,
attitudes, values, interests, and motivations. It is crucial to effective teaching and
learning as it aims to change the learners' perspective, habits, and values. The ultimate
goal of effective education is to achieve a high level of internalization, where learners
are not only aware of and responsive to stimuli but also value and act consistently with
them.
ASSESSMENT LEARNING II
EDUC 3110 – SC 1091
As future facilitators of learning, it is essential to understand the significance and
challenge of teaching in the affective domain. Teachers must create learning
experiences that engage the learners' affective domain by arousing their curiosity,
stimulating their interests, and appealing to their values. It is also necessary to assess
students' progress in the affective field by observing their behavior, attitude, and
participation and using self-report measures such as surveys, interviews, and
reflections.
Teaching and learning in the affective domain is essential for the holistic
education of learners as it can enhance their cognitive and psychomotor performance
and their personal and social well-being. Preparing them to become responsible and
compassionate citizens who can contribute positively to society is also crucial.
Therefore, the goal of teaching and learning in the affective domain should be to change
the learners' attitudes, values, and habits.
4. Reflection Making: Based on the lesson discussed on Module 8 - Assessment in
the Affective domain, I learned that... (10 points)
Based on the lesson discussed on Module 8 - Assessment in the Affective
domain, I learned that in the affective domain, assessment refers to measuring and
evaluating learners' emotions, attitudes, values, interests, and motivations related to the
learning objectives. It's an essential aspect of the learning process, as it provides
feedback to learners and teachers about the practical outcomes of learning. Feedback
may include engagement, satisfaction, self-confidence, and ethical awareness. For
instance, teachers can use assessment to determine learners' attitudes toward a
particular subject or topic. This will help them understand whether learners are
interested or bored and indifferent. By assessing learners' values and motivations,
teachers can determine what drives them to learn and their goals.
Assessment in the affective domain helps teachers to improve their instructional
strategies and to address learners' affective needs and challenges. Using assessment
results, teachers can design learning activities that stimulate learners' interest and
curiosity, enhance their self-confidence and self-esteem, foster positive attitudes and
values, and reduce negative emotions and feelings. They can also provide appropriate
guidance and support, such as feedback, encouragement, praise, and recognition, to
learners struggling with affective issues.
However, assessment in the affective domain is challenging because it involves
subjective and complex aspects of human behavior that are not readily observable and
quantifiable. Therefore, multiple and varied methods and tools are required to capture
the different levels and dimensions of the affective domain. Direct and indirect
measures, qualitative and quantitative data, and formative and summative assessments
can all be used. Assessment methods and tools in the affective domain include
observation, self-report, peer-report, portfolio, reflection, rubric, checklist, rating scale,
and questionnaire. Teachers should select and use these methods and tools according
to the purpose, context, and characteristics of the assessment in the affective domain.
ASSESSMENT LEARNING II
EDUC 3110 – SC 1091
In conclusion, assessment in the affective domain is a crucial yet challenging
component of the teaching-learning process. It helps learners and teachers monitor and
enhance the affective aspects of learning, such as feelings, emotions, attitudes, values,
interests, and motivations. It also enables teachers to provide a holistic and learner-
centered education that fosters learners' cognitive, psychomotor, and affective
development. Therefore, teachers should be familiar with the principles and practices of
assessment in the affective domain and be able to apply them in their future teaching.
