Topic: Attitude Towards Assessment of Learning Subject

1. Receiving/Attending - Identify the different types of embroidery stitches.

Enumerate the types of recycling.

2. Responding- Perform the different types of embroidery stitches.

Produce recyclable product using throw away materials.

3. Valuing – Explain the importance of using throw away materials.

Select among the types of stitches and explain its uses.

4. Organizations - Classify the different types of eggs and its uses.

Differentiate the types of recycling through providing
examples on it.

5. Internalizing value- Perform a scenario that shows the important value of

parenting.
Formulate a poem that shows the importance of love and
friendship.
A.

1. Affective targets or domain – is the attitudinal based domain consisting of five levels
encompassing attitudes and values. It is the product of the brain that produce the sense
of feelings and emotions that are “ complex “but internally consistent qualities of character
and conscience. Affective is the most valuable target that in every discussion must be
present. The purpose of this is for the students to internalize and feels the greatest value
of every lessons. There are instance that affective are missing and cant observe used in
throughout the teaching process.

Feeling and Associations:

2. In teaching, the presence of affective domain is essential towards the success and
the outcomes of learning target towards your students. As students, it is important that
we have integrated the good values and learned a good character in the daily lesson.
There’s no clear understanding if the lesson didn’t create a positive behaviour that
correspond to attitudes and values. The relevance of the lesson will defer in the target
and the learning outcomes that should be attain.

Summary:

In series of discussions, learning target is the pathways in order to achieve good

learning. It is also the basis if your students attain the level of learning that a teacher was
set. The domain compose of 3 and it has a greater value in order to put up a better and
understandable lesson. Through the domain the affective, target is minimal to be used
and show to the students. It is the reason that the students didn’t integrate values and
doesn’t learn from the lesson well. This domain has its purpose to uplift the emotional
perspective of the students that creates a higher learning towards the lesson.
CLASSROOM
SITUATION
Carlos is an intelligent kid
but never makes it to the
top ten if his class
because of his attitude
towards some of his
teacher.
Angel is a consistent
honour student since
grade school and active
too in extra curricular
activities. Then all of the
sudden, in high school she fact she must be in section The thing that she need to
became an average
performing students, it
result when she found out
that there was favouritism.
Grades were adjusted in
order for some of her
classmate not be
disqualified in being part of
the top ten section( due to
technicalities of grade
requirements)
CHARACTETISTIC OF
CLASSROOM
In this situation, there is a
difference between his
academic learning
throughout his attitude in
different subjects. There
are instance that students
may not comfortable of the be a good and
lesson activity or the
presence of his classmate
who makes his more
misbehave. Learning
towards behaviour might
be the difficulty of the
students.
In this situation, she will be Angel should take it as a
going to adopt the
environment especially
she belong to the average
group of students where in
1. The changes of
environment also might be
affect her. But the level of
his competitors can beat
her if she will seriously
cope up her classmates
and be good.
ACTION TO IMPOROVE
Carlos should taught a
good behaviour especially
he is an intelligent
students. He must know
how to limit and discipline
himself in order for his to
responsible students.
It must be a consideration
that the learning with
values and makes a right
actions with the used of
knowledge learning can
attain quality achievement.
challenge and she must
prove to them that where
ever she belong ,she can
adjust and adopt on it.
do is to make difference
that will show a good
character and be a
responsible students.
 PERFORMACE BASED ASSESSMENT
PROCESS
The learning objectives
in the process-oriented
performance based
assessment are stated
in directly observable
behaviours which
exemplify a best practice
for the particular task.
Learning task need to be
carefully planned a.
identifying an activity
that would highlight the
competencies to be
evaluated b. identifying
an activity that entails
more or less the same
competencies c. Finding
task that would be
interesting and
enjoyable for the
students.
A determined by
matching students
performance against a
set of criterion to
determine the degree to
which students
performance meets the
criteria for the task.
PRODUCT
Students performance
can be defined as
targeted task that lead to
COMPETENCIES a product or overall
outcomes. Product can
include a wide range of
students works with that
target specific skills.
The project needs to be
within the range ability of
the students while the
TASK DESIGNING
projects that are to
complicated will most
likely frustrated them
Descriptive scoring
scheme that are
SCORING SCHEME developed by teachers
or other evaluators to
guide the analysis of the
product or process of
the students
(Brookhart,1999)
FIELD OF STUDY: Technology and Livelihood Education

GRADE/YEAR LEVEL: GRADE 7

TOPIC: PRODUCE RECYCLED PROJECT

Step 1: Defining the Purpose of Assessment

GENERAL COMPETENCY: Create Recycled Project

SPECIFIC COMPETENCY:

a. Identify the different types of recycling

b. Collect different throw away materials that can be used for recycling.
c. Create a product using those recyclable materials.

Step 2: Identifying Performance Task

Students will be going to identify the types of recycling, then they will going
to move around the campus to look for those materials that can be used for recycling.
They collect those materials in order to create a product, they will think an article that
will used those things as their raw materials. Their output will be evaluated after they
come up an output.

GENERAL COMPETENCY: EMBROIDERY STITCHES

SPECIFIC COMPETENCIES:

a. Enumerate the different types of embroidery stitches

b. Familiarize the steps given of the different stitches.
c. Perform the proper stitches steps of the different embroidery types.

PROCESS INVOLVED:

Students must follow the proper procedure in making the stitches of

embroidery. They should memorize the proper steps given, as well as to name those
stitches they are being demonstrated. This assessment shows the mastery and
familiarization of the students in following specific tasks.

PRODUCT EXPECTED:

Students should produce a final output of all the stitches with proper
stitching and labelling of those types.