UNIT III There are two kinds of motivation:

ATTITUDE. Is define as a mental 1. INTRINSIC MOTIVATION which

predisposition to act that is expressed by occurs when people are internally
evaluating particular entity with some motivate to do something because it
degree of favor and disfavor. Generally, either brings them pleasure, they think
Individuals have their own attitude that focus it is important, or they feel that what
on subjects or any instructions. they are learning is morally significant.
2. EXTRINSIC MOTIVATION comes into
Attitudes is attached to Mental categories,
play when a student is compelled to
and mental categories are generally referred
do something or act a certain way
as values.
because of factors external to him
Four Components of Attitude (e.g. money or good grades).

1. COGNITION - these are the beliefs,

theories, cause-and-effect of beliefs VALUES. Is defined as a principle, standard
and perceptions. Cognition is not or quality considered inherently worthwhile
related to the "feelings" as it is a or desirable. Individuals, groups and whole
statement of belief that may vary to societies hold values. Values are what
one individual context in the next. motivate and fulfill you.
2. AFFECTIVE - it refers to the feelings
and emotions such as fear, likes and
anger. SELF – CONCEPT. The term self-concept is
3. BEHAVIORAL INTENTION - these are used in psychology as a means of identifying
our goals and aspirations and our the thoughts and beliefs that a person has
expected response towards the about them and how they perceive
attitude. themselves. Is usually called a mental image
4. EVALUATION - It is the degree of of who you are as a person,
goodness and badness towards the
IDEAL SELF: The ideal self is the person you
attitude.
want to be. This person has the attributes or
qualities you are either working toward or
want to possess. It's who you envision
INTEREST. Interest in the affective target is
yourself to be if you were exactly the person
the personal preference for certain kinds of
you wanted to be.
activities. It is a powerful motivational
process that energizes learning, guides SELF-IMAGE: Self-image refers to how you
academic and career trajectories, and is see yourself at this moment in time. Physical
essential to academic success. An interest characteristics, personality traits, and social
can be an individual experience which they roles affect your self-image.
find it more enjoyable which involves lasting
SELF-ESTEEM: How much you like, accept,
feelings, it can be a psychological state of
and value yourself contributes to your self-
mind which can increased the learner's
concept. Self-esteem can be affected by a
attention, effort and excitement toward a
number of factors, including how others see
specific situation.
you, how you think you compare to others,
The Four-phase of Interest Development and your role in society.
1. Interest develops gradually and that
external support - from lecture
LOCUS OF CONTROL. The locus of control
participations and school field trips.
is an individual's perception about the
2. Students at different stages of interest
underlying main causes of events in his/her
development may benefit from
life.
different types of external support
3. Triggered and maintained situational Two Types of Locus of Control
interest
4. Emerging and well-developed 1. INTERNAL LOCUS OF CONTROL -
individual interest Students generally believe that their
success or failure is a result of the
effort and hard work they invest in
MOTIVATION. Motivation is a reason or set their education. Individual believes
of reasons for engaging in a particular that his/her behaviour is guided by
behavior, especially human behavior as his/her personal decisions and efforts.
studied in psychology and neuropsychology. 2. EXTERNAL LOCUS OF CONTROL -
Students generally believe that their
 successes or failures result from
external factors beyond their control,
ANXIETY is directly related to feelings of
such as luck, fate, circumstance,
uneasiness, frustration, self-doubt, fear, or
injustice, bias, or teachers who are
worry. Anxiety can be defined by levels:
unfair, prejudiced, or unskilled.
Some people can be anxious for many
things, or just by situations. Others are
anxious for particular events or acts.
SELF – EFFICACY. Self -efficacy is an
impression that one is capable of performing
in a certain manner in attaining certain
CREATIVITY. Creativity is defined as the
goals. It is a belief that one has the
tendency to generate or recognize ideas,
capabilities to execute the courses of actions
alternatives, or possibilities that may be
required to manage prospective situations.
useful in solving problems, communicating
There are four sources of self-efficacy with others, and entertaining ourselves and
teachers can use strategies to build self- others.
efficacy in various ways.
1. MASTERY EXPERIENCES
Epistemological Beliefs. Epistemological
(PERFORMANCE OUTCOMES)
beliefs are individuals’ fundamental
- This is the most influential
assumptions about knowledge, its nature,
source among the four sources
and appropriate ways to create it (Hofer and
of self-efficacy. Mastery
Pintrich 2002; Schommer 1994).
experiences refers to the
experiences of one person that
she/he had gained when they
do new challenges and they Selecting Appropriate Assessment Methods
successfully do this challenge OBSERVATION. Effective teachers observe
ortask. their students from the time they enter the
2. VICARIOUS EXPERIENCES (SOCIAL classroom. During instruction, teachers
ROLE MODELS) observe students’ behavior to gain
- Vicarious experiences involve information about students’ level of interest
observing other people and understanding of the material or activity.
successfully completing a task.
By observing other people in QUESTIONING. Teachers ask questions for
doing a task and they doing it many instructional reasons including keeping
successfully you become more students’ attention on the lesson,
confident because you see highlighting important points and ideas,
someone else doing the task promoting critical thinking, allowing
successfully. then you may students’ to learn from each others answers,
come to believe that you will and providing information about students’
succeed as well. learning
3. SOCIAL PERSUASION
- Social persuasion is one of ways
to build and gain self-efficacy. SELF – REPORT. Self-report is the most
Receiving positive and common measurement tool in the affective
encouraging feedback from domain. It essentially requires an individual
others is a huge help to gain to provide an account of his attitude or
self efficacy because you feeling toward a concept or idea or people.
become confident and they Self-report are also sometimes called
convince you to believe that <written reflection=. In using this
you have the skills and you are measurement tool, the teacher requires the
capable of being successful. students to write his thoughts on a subject
Also discouraging messages matter, like, “Why I like or Dislike Physics”.
from others.
4. EMOTIONAL AND PHYSIOLOGICAL
STATES RATING SCALE. A rating scale is a set of
- The emotional, physical, and categories designed to elicit information
psychological well-being of a about a quantitative attribute in social
person can influence how they science. Common examples are the Likert
feel about their personal scale 1-10 rating scales for which a person
abilities in a particular situation. selects the number which is considered to
reflect the perceived quality of a product.
The basic feature of any rating scale is that it
consists of a number of categories. These are
TRANSVERSAL COMPETENCIES.
usually assigned integers.
Transversal competencies are competencies
transferable between jobs. They are the ones
that people used to call experience, some
SEMANTIC DIFFERENTIAL SCALES. The
people have called them “soft skills” or
Semantic Differential (SD) tries to assess an
“emotional intelligence”.
individual’s reaction to specific words, ideas,
or concepts in terms of ratings on bipolar
scales defined with contrasting adjectives at
21ST CENTURY SKILLS. The term 21st
each end.
century skills refers to a broad set of
knowledge, skills, work habits, and character
traits that are believed 3 by educators,
school reformers, and others 3 to be critically
important to success in today’s world,
particularly in collegiate programs and
contemporary careers and workplaces.

THURSTONE SCALES. Thurstone is

considered the father of attitude TEACHER OBSERVATION. This method is
measurement. He addresses the issue on one of the necessary tools for formative
how favorable an individual is with regard to assessment. In using observation, the
a given issue. He developed an attitude primary thing to do is determine in advance
continuum to determine the position of how particular behaviors relate to the target.
favorability on the issue.

UNSTRUCTURED OBSERVATION. Can also

be used for the reason of making summative
judgements. In using Unstructured
Observation, it is essential to have at least
some guidelines and examples of behaviors
that demonstrate affective trait.
Unstructured Observation is more practical,
which suggests teachers can record
everything they have observed and are not
LIKERT SCALE. In 1932, Likert developed
limited by what is contained in a checklist or
the method of summated ratings, called the
rating scale.
Likert’s scale, which is still widely used. The
Likert scale required that individuals tick on a
box to report whether they “strongly agree”,
<agree=, are “undecided”, “disagree”, or STRUCTURED OBSERVATION. Is different
“strongly disagree”, in response to a large from unstructured observation with regard to
number of items concerning an attitude preparation needed as well as in the way
object or stimulus. observation is recorded.

CHECKLISTS. The most common and The Taxonomy of Affective domain

perhaps the easiest instrument to construct 1. RECEIVING
in the affective domain is the checklist. A The first level, Receiving, is the
checklist consists of simple items that the foundational stage in affective
students or marks as “absent” or “present”. learning, where individuals become
aware of or sensitive to certain ideas,
topics, or phenomena. In this stage,
NON – TEST INDICATORS. Non-test the learner’s primary role is to pay
instruments are instruments other than the attention and recognize the
learning achievement tests. Assessment importance of what is presented.
tools that can be used in compiling these non Activities or behaviors associated with
3 test instruments include observation or this level include listening,
observation sheets (such as diaries, differentiating, and noticing.
portfolios, life skills) and attitude, interest Examples include: to differentiate, to
and other test instruments. accept, to listen (for), to respond to.
 A PORTFOLIO contains a purposefully
2. RESPONDING selected subset of student work, designed to
The second level, Responding, tell a specific story or achieve a particular
involves active participation. At this purpose.
stage, learners not only acknowledge
an idea but also engage in actions that
show a commitment to it. Responding CHARACTERISTICS OF A PORTFOLIO:
is marked by a willingness to
volunteer, participate, or comply with  Focus on self-evaluation skills.
specific actions or behaviors.  Teachers and students meet to discuss
Example are: to comply with, to follow, evaluations.
to commend, to volunteer, to spend  Aims to improve instruction and
leisure time in. to acclaim. internalize excellence criteria.
 Used for student-directed conferences
3. VALUING with parents.
In the third level, Valuing, individuals
begin to see the importance of an idea
or action and attach personal KEY COMPONENTS OF A PORTFOLIO:
significance to it. At this stage,
 Cover Letter: Introduces the author
learners internalize the value and
and summarizes their progress.
demonstrate their commitment
 Table of Contents: Lists detailed
through behaviors that reflect personal
portfolio contents.
beliefs.
 Entries: Core entries (required) and
Examples include: to increase
optional entries (chosen by the
measured proficiency in, to relinquish,
student).
to subsidize, to support, to debate
 Dates: Shows evidence of progress
over time.
4. ORGANIZATION
 Drafts: Includes original and revised
is the fourth level and involves
versions of work.
coordinating different values,
 Reflections: Encourages self-
integrating them with existing beliefs,
assessment with guiding questions
and creating a consistent value
like:
system. Learners at this stage
harmonize new values with pre-
existing ones, organizing their beliefs
in a structured manner. EPORTFOLIO
Examples are: to discuss, to theorize, A collection of evidence in electronic format
to formulate, to balance, to examine showcasing learning over time.
5. CHARACTERIZATION
The final level, Characterization, is
when values have been fully TYPES OF EPORTFOLIOS:
internalized and become part of the
individual’s character. At this stage, SHOWCASE: Highlights significant
the individual’s actions are achievements.
consistently guided by these
LEARNING: Demonstrates the learning
internalized values.
process and includes formative feedback.
Examples include: to revise, to require,
to be rated high in the value, to avoid, Assigning Grades
to resist, to manage, to resolve
Nature of Assigning Grades:
Absolute grading measures evaluation
A. Effective Communication performance, guiding students towards
mastery of teaching and learning strategies.
EFFECTIVE COMMUNICATION is not just
about trading information but understanding
the feeling and expectations behind the
information. It involves clear messaging and Types of Grading Systems:
active listening to ensure understanding. Percentage Grading
Letter Grading
Portfolio as a Communication Medium Norm-Referenced Grading
Mastery Grading
Pass/Fail
Standards Grading
Narrative Grading

Contents of a Narrative Report:

Introduction: Summarizes the subject and
key argument.
Knowledge: Describes details learned
throughout the term.
Observations: Lists findings through
observation.
Recommendations: Reflects on ways to
improve events or activities.
Parent-Teacher Conferences