Dimalibot, Kathleen R.
May 30,2020
BEED-II
APPLICATION AND ASSESSMENT:
Intended Outcome 1: A comparative and contrasting analysis of the key
characteristics of
the different forms of Teacher Observation
Instruction: Fill up the matrix below to compare and contrast the assessment method
based on the specified aspects:
Teacher Observation
Aspects Unstructured
Preparation/Actual Size  It can use for summative
judgements
 it is normally open-ended.
 Everything observe is
recorded.
 Un-planned observation.
 Very expensive on time
 Participant observation
Advantage  Provide detailed
information
 Provide qualitative data
 More detailed result
 Includes unexpected
behavior
Disadvantage  Difficult to analyze
 It can’t miss the behavior
without recording
equipment
 Observers have capability
to record most eye-
catching behavior.
 Some records are not
relevant.
Observer can be bias.
Structured
 It is not open-ended.
 Uses checklist or rating
scale to record
observation.
 It easy and convenient
in recording.
 Data is easily to
summarize
 Appropriate in
descriptive studies.
 Provide reliable data
 It’s provided quantitative
data
 It produces quickly data
 Its directly compared the
result
 it easy to replicate
 simple to carry the
information
 Only useful in small
interaction
 Loss of validity
 Result are not detailed
 Some record may be not
important
 Small scale interaction

Dimalibot, Kathleen R. May 30,2020
BEED-II

Intended Outcome 2: To develop an individual observation checklist for assessing

affective learning

Instruction: Customize the template based on your own preference on what you
need to measure or assess
Observation Checklist
Student: Subject: Date
Type of Assignment:
Not Sometimes Frequently
Yet
Work Habits
 Accomplish the work on time. ____ _____ _____
____ _____ _____
 Focus on the Task or work. ____ _____ _____

 Work independently.

Study Habits

 Never miss a single work. ____ _____ _____

____ _____ _____
 Get organized work. ____ _____ _____

 Taking notes.

Social Skills
____ _____ _____
 Help others. ____ _____ _____
____ _____ _____
 Work cooperates with others.

 Communicate with others.

Comments:
Dimalibot, Kathleen R. May 30,2020
BEED-II

Intended Outcome 3: To develop a Likert scale for assessing affective learning

Instruction: Create a Likert Scale using the template provided to measure

students’ affective learning outcome

Rating Scale to measure: Attitude towards Assessment of Learning Subject

Directions: Read the following statements and put a √ (check) on the column that best
suit to your answer.

Legend: 5 - Strongly Agree (SA)

4 – Agree (A)
3 – Undecided (U)
2 – Disagree (D)
1 – Strongly Disagree (SD)

Attitude toward Assessment of Learning subject (SA) (A) (U) (D) (SD)
5 4 3 2 1
1. I am interesting to learn more about Assessment of
learning subject.
2. I like participating activity during Assessment of Learning
subject.
3. It’s easy to understand the lesson in Assessment of
learning subject
4. This subject helps me to develop my professional skills.

5. I learn a lot from Assessment of learning subject.

6. I feel comfortable with Assessment of learning subject

that will help me in the future.
7. This subject can help students demonstrate their
competence and skills.
8. I get accurate learning base on the variety of context in
this subject.
9. I enjoy studying assessment of learning subject than the
other subject.
10. I make my self-prepared for Assessment of learning
subject.