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ASS 2 > Finals > Flashcards

Finals Flashcards

1
Q

It describes learning objectives that
emphasize a feeling tone, an emotion, or a
degree of acceptance or rejection.

A

Affective Domain

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2
Q

This domain includes objectives relating to
interest, attitude, and values relating to
learning the information.

A

Affective Domain

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3
Q

Designed to change an individual’s attitude,
choices, and relationships

A

Affective Domain

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4
Q

Specific, measurable, short-term, observable
student behaviors

A

Instructional Objectives

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5
Q

Foundation upon which you can build lessons
and assessments that you can prove to meet
your over-all course or lesson goals.

A

Instructional Objectives

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6
Q

Ensures that learning is focused clearly
enough that both students and teachers know
what is going on, and so learning can be
objectively measure

A

Instructional Objectives

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7
Q

a mental predisposition to act that is
expressed by evaluating a particular entity
with some degree of favor or disfavor

A

Attitudes

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8
Q

generally refers to mental orientations
towards concepts.

A

Values

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9
Q

This can influence the way person acts and
think in a social communities we belong. This
can function as frameworks and references for
forming conclusions and interpreting or acting
for or against an individual, a concept or an
idea. It influences behavior. People will behave
in ways consistent with this.

A

Attitudes

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10
Q

4 Affective Components of
Attitudes

A

Cognitions

Affect

Behavioral Intentions

Evaluation

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11
Q

A mental action or process of
acquiring knowledge and understanding
through thought, experience, and the senses

A

Cognitions

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12
Q

Refers to feelings with respect to the
focal object.

A

Affect

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13
Q

Our goals,
aspirations, and our expected responses to
the attitude object.

A

Behavioral Intentions

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14
Q

Central component of attitude.

A

Evaluation

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15
Q

A reason or set of reasons for engaging in a
particular behavior. The reasons include basic
needs, object, goal, state of being, ideal that is
desirable.

A

Motivation

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16
Q

refers to initiation,
direction, intensity and persistence of human
behavior.

A

Motivation

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17
Q

Why Motivate Students?

A

❖ It can direct behavior toward particular goals;

❖ It leads to increase effort and energy;

❖ It increases initiation of, and persistence in
activities;

❖ It enhances cognitive processing.

❖ It determines what consequences are
reinforcing;

❖ It leads to improve performance

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18
Q

3 Theories of Motivation

A

❖ Hierarchy of Human Needs Theory

❖Herzberg’s Two Factor Theory

❖ERG Theory

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19
Q

the most
widely discussed theory
of motivation.

A

Abraham Maslow’s
hierarchy of human
needs theory

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20
Q

Herzberg’s Two Factor Theory

MOTIVATORS

A

WAARRA

Work itself
Autonomy
Authority
Responsibility
Recognition
Achievement

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21
Q

Herzberg’s Two Factor Theory

HYGIENE FACTORS

A

ReJoWoSa

Relationship
Job Security
Work Conditions
Salary/Wages

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22
Q

brings pleasure, or
make people feel what they are learning is
morally significant.

A

Intrinsic motivation

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23
Q

comes when
a student compelled to do something
because of factors external to him.

A

Extrinsic motivation

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24
Q

an impression that one is capable of
performing in a certain manner or attaining
certain goals.

A

Self-efficacy

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25
Q

relates to a person’s
perception of their ability to reach a
goal.

A

Efficacy

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26
Q

relates to a person’s selfworth.

A

Esteem

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27
Q

Most commonly used, essentially
requires an individual to provide an account of his
attitude or feelings toward a concept or idea or
people.

A

Self report

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28
Q

refers to a set of categories designed to
elicit information about a quantitative attribute in social science.

A

Rating Scales

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29
Q

tries to access
an individual’s reaction to specific words, ideas or
concepts in terms of ratings on bipolar scales defined
with contrasting adjectives at each end

A

Semantic Differential (SD) Scales

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30
Q

He developed an attitude
continuum to determine the position of favorability on
the issue.

A

Thurstone Scale

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31
Q

He is considered as the father of
attitude measurement and addressed the issue of how
favorable an individual is with regard to a given issue.

A

Thurstone Scale

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32
Q

This requires an individual to tick on
a box to report whether they “strongly agree”, “agree”, “undecided”, “disagree” or “strongly disagree” in
response to a large number of items concerning attitude
object or stimulus

A

Likert Scale

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33
Q

Likert developed the method of
summated ratings (or Likert scale) in what year?

A

1932

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34
Q

are the most common and perhaps the
easiest instrument in the affective domain. It consist
of simple items that the student or teacher marks as
“absent” or “present”

A

Checklist

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35
Q

Willingness or ability to receive
information and to be attentive

A

Receiving

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36
Q

three sublevels of Receiving

A

Awareness

Willingness

Controlled or selected attention

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37
Q

conscious recognition of
problem or situation

A

Awareness

RECEIVING

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38
Q

Ability to acknowledge
the problem or situation instead of
avoiding or ignoring it.

A

Willingness

RECEIVING

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39
Q

it
involves the learner selecting or choosing
to pay attention to the situation.

A

Controlled or selected attention

RECEIVING

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40
Q

The student asks questions during the
lecture because they want to understand the
material better, showing their eagerness to
learn.

A

Receiving

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41
Q

The student chooses to engage in group
discussions, demonstrating a willingness to
learn from peers.

A

Receiving

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42
Q

Responding

3 learning outcomes to be emphasized

A

❖ Compliance in responding

❖ Willingness to respond

❖ Satisfaction the learner attains when
responds to a learning activity

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43
Q
  • It involves obedience and compliance
A

Compliance in responding

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44
Q

Voluntary responses to a given situation

A

Willingness to respond

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45
Q

The student answers questions posed by the
teacher with confidence, demonstrating their
understanding of the lesson and their
readiness to engage

A

Responding

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46
Q

The student assists a classmate struggling
with a math problem, showing empathy and a
willingness to help others in their learning
journey

A

Responding

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47
Q

Individuals set guidelines for controlling
their own behaviours

A

Valuing

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48
Q

Value a learner attaches to a particular
object or situation.

A

Valuing

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49
Q

three sublevels of valuing

A

Acceptance

Preference

Commitment

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50
Q

Learner believes
tentatively in a condition or situation

A

Acceptance

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51
Q

Deliberately looks for
other peoples view on controversial issues

A

Preference

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52
Q

Learner fully
committed to doctrine

A

Commitment

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53
Q

The student joins the environmental club,
demonstrating their commitment to sustainability and
a desire to contribute to community efforts

A

VALUING

Commitment

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54
Q

The student justifies their stance on a controversial
topic during a class debate, showing a thoughtful
consideration of different perspectives and a
willingness to defend their values.

A

VALUING

Preference

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55
Q

Reading about various social issues indicates a
tentative acceptance of the importance of
understanding different perspectives and valuing
diverse opinions

A

VALUING

Acceptance

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56
Q

Learners’ internalization of values and
beliefs

A

Organization

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57
Q

Starts to bring together different values as
an organized system

A

Organization

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58
Q

Determines the interrelationships by
comparing relating and synthesizing the
values

A

Organization

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59
Q

Sublevels of Organization

A

Conceptualization of a Value

Organization of Value System

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60
Q

Conceptualization of a Value

A
  • It involves the understanding of the relationship of
    abstract elements of a value.
  • Acceptance of new value
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61
Q

Organization of Value System

A
  • Development of a complex value system
  • Leads the individual to develop a philosophy of life
  • Recognizes the need to balance between freedom
    and responsible behaviour.
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62
Q

The student alters their behavior based on new
insights gained from discussions, demonstrating a
willingness to adjust their value system as they learn.

A

Organization

63
Q

The student arranges their values in order of
importance, creating a visual representation that helps
clarify their priorities and how they relate to one
another.

A

Organization

64
Q

The student adheres to the value of honesty by
exploring its deeper significance in relationships and
the consequences of dishonesty, demonstrating an
understanding of its importance.

A

Organization

65
Q

❖ Highest level in attitude formation

❖ Acts consistently in accordance with his
values

❖ A lifestyle that reflects these belief is
developed

❖ Behaviour is controlled by the value system

❖ Possible to predict how an individual would
behave or respond

A

Characterization

66
Q

Two Levels of Characterization

A

Generalized Set

Characterization

67
Q

Sublevels of Organization

A

Conceptualization of a Value

Organization of Value System

68
Q
  • Act consistently and effectively in complex
    environment
  • Revises his judgment and changes his
    behaviour
A

Generalized Set

Characterization

69
Q

A code of behaviour based on ethical issues

A

Characterization

70
Q

A student consistently demonstrates integrity by
choosing not to copy from others during exams.

A

Characterization

71
Q

A student consistently displays patience by working with
others calmly, even in challenging situations, reflecting
their personal commitment to fostering a positive
environment

A

Characterization

72
Q

The student displays empathy by actively listening to a
classmate’s concerns and offering support, reflecting
their understanding of the importance of compassion in
relationships.

A

Characterization

73
Q

Tips in Writing Affective Domains

A

❖ Determine the underlying values or attitudes
integrated in the lesson

❖ Choose the level of difficulty in the affective
domain along with the appropriate
behavioral verbs

❖ Support the affective behavior verb with an
observable activity that is grounded on
deepening of the values, not the main topic
of the lesson.

74
Q

Purposeful collection of student work that
exhibits the students efforts, progress and
achievement in one or more areas

A

Portfolio

75
Q

The collection must include student
participation in selecting contents, the
criteria for selection, the criteria for judging
merit and evidence of student self reflection

A

Portfolio

76
Q

It is a collection of student works that are
associated with standards you are required
to learn. This collection of work is often
gathered over a long period of time to reflect
what you have been taught as well as what
you have learned.

A

Portfolio Assessment

77
Q

Each piece in the portfolio is selected
because it is an authentic representation of
what you have learned and is meant to
demonstrate your current knowledge and
skills

A

Portfolio Assessment

78
Q

by nature, it is a storybook
capturing a student’s progression of learning
as they move through the year

A

Portfolio

79
Q

can include classwork, artistic pieces, photographs, and a variety of other
media all demonstrating the concepts that
you have mastered.

A

Portfolio Assessment

80
Q

Each item that is
selected to go in the portfolio is chosen
within the parameters of the purpose of the
portfolio itself.

True or False?

A

True

81
Q

Many teachers require their students to write
a _______ that correlates with each piece in
the portfolio. This practice is advantageous
for the student as they self-assess their work
and may set goals to improve.

A

reflection

82
Q

the ______ helps reinforce the
concept for the student and it provides some
clarity for anyone reviewing the portfolio.

A

reflection

83
Q

the most __________ are
built when the teacher and student work
collaboratively to decide which pieces should
be included to demonstrate mastery of a
specific learning objective

A

authentic portfolios

84
Q

A portfolio is a form of assessment that
students do together with their teachers. The
teachers guide the students in planning,
execution and evaluation of contents of the
portfolio. Together they formulate the
overall objectives for constructing portfolio.
As such students and teachers interact in
every step of the process in developing a
portfolio.

A

Features of Portfolio Assessment

85
Q

A portfolio represent a selection of what the
students believe are best included among the
possible collection of things related to the
concept being studied. It is the teachers
responsibility to assist the students in
actually choosing from among a possible set
of choices. However the final selection
should be done by the __________

A

students themselves.

86
Q

A portfolio provides samples of the students
work which show growth overtime. By
reflecting on their own learning (self
assessment) students begin to identify the
__________ in their work.
These weakness then become improvement
goals.

A

strengths and weaknesses

87
Q

The ____ for selecting and assessing the
portfolio contents must be clear to the
teacher and the students. The students need
to refer to the agreed _____ for the
construction and development of portfolio

A

criteria

set of criteria

88
Q

“About the author” and “What my portfolio
shows about my progress as a learner

A

Cover letter

89
Q

Last process in the portfolio assessment but
placed in the beginning

A

Cover letter

90
Q

It summarizes the evidence of student’s
learning and progress

A

Cover letter

91
Q

Shows the pages of all the content of the
students portfolio

A

Table of Contents

92
Q

It is composed of both core and optional
elements. Core items are required for each
student and optional items allow the folder
to represent student’s uniqueness.

A

Entries

93
Q

Facilitate proof of growth overtime

A

Date of All Entries

94
Q

It is composed of first drafts and corrected/revised versions.

A

Drafts of Oral/Written Products

95
Q

Essential Elements of Portfolio

A

❖ Cover Letter

❖ Table of Contents with numbered pages

❖ Entries

❖ Dates on all entries

❖ Draft of oral and written products

❖ Reflections

96
Q

It can appear at different stages in the learning
process for a formative or summative purposes

A

Reflections

97
Q

Reflections

Students can reflect on the following questions

A

a. What did I learn from it?

b. What did I do well?

c. Why did I choose this item?

d. What do I want to improve in the item?

e. How do I feel about my performance?

f. What were the problem areas?

98
Q

Stages in Implementing Portfolio Assessment

A

IISGID

Stage 1: Identify teaching goals to assess
through portfolio

Stage 2: Introducing the idea of Portfolio
assessment to your class

Stage 3: Specification of Portfolio Content

Stage 4: Giving clear and detailed guidelines
for portfolio presentation

Stage 5: Informing key school official parents
and other stake holders.

Stage 6: Development of the portfolio

99
Q

Stage 1: Identify teaching goals to
assess through portfolio

A

❖ Organizing portfolio assessment is to
establish the teaching goals

❖ To be clear about the teachers hopes to
achieve in teaching

❖ Guide the selection and assessment of the
students.

100
Q

Stage 2: Introducing the idea of Portfolio assessment to your class

A

❖ Introduce the concept to the class

❖ Explain the meaning of the word portfolio

❖ The portfolio assessment will assess the
learners in a much fairer way than the
traditional testing method

101
Q

Stage 3: Specification of Portfolio Content

A

❖ Specify how much to be included in the
portfolio. Both core and optional elements.

❖ Portfolio entries can take many form like
written, audio, video recorded, items,
artifacts

102
Q

Stage 4: Giving clear and detailed guidelines for portfolio presentation

A

❖ Present as many evidence of learning as the
students left on their own.

❖ Explain the need for:
a. Clear and attractive presentation
b. Dated drafts
c. Attached reflections or comment cards

103
Q

Stage 5: Informing key school official, parents, and other stake holders.

A

❖ Make sure that the school principal is aware of your new assessment procedures

❖ It is also a good idea to inform parents about
the portfolio assessment and allow them to
comment on the work.

104
Q

Stage 6: Development of the portfolio

A

❖ Support and encouragement are required
both teacher and students in this stage.

❖ Devote class time to student-teacher
conference to practice reflection and self
assessment and to portfolio preparation

❖ Give a guiding feedback

❖ OWNERSHIP: To ensure that the portfolio
represents the students’ own work

105
Q

Guide for Self Reflections and Self Assessment

A

❖ What did I learn from that activity?

❖ Which is my best piece?

❖ How can I improve this?
a. Brainstorming
b. Portfolio Partners

106
Q

❖ This approach involves a collection of work
overtime showing growth and improvement
reflecting students learning of identified
outcomes.

A

Documentary Portfolio

107
Q

Documentary Portfolio is also called

A

growth portfolio in literature

108
Q

The collection becomes meaningful when
specific items are selected out to focus on
particular educational experiences or goals

A

Documentary Portfolio

109
Q

Collection of a student’s day-to-day works
that reflect his/her learning.

A

Working Portfolio

110
Q

It contains extensive number of reflective
journals think logs and other related forms
of metacognitive processing.

A

Working Portfolio

111
Q

It only shows the best of students outputs
and products.

A

Showcase Portfolio

112
Q

According to them, portfolios
offer a way of assessing students’ learning
that is different from the traditional
methods.

A

Paulson and Meyer

113
Q

It provides the teacher and students an
opportunity to observe students in a
broader context taking risk developing
creative solution and learning to make
judgment about their own performances

A

Portfolio

114
Q

Portfolios includes the following;

A

❖ Thoughtfulness – includes evidences of
students monitoring of his own
comprehension.

❖ Growth and development in a relationship to
key curriculum expectancies and indicators

❖ Understanding and application of key
processes.

❖ Completeness, correctness and
appropriateness of products and processes
presented in the portfolio.

Diversity of entries – use of
multiple formats to demonstrate achievement
of designated performance standards

115
Q

includes evidences of
students monitoring of his own comprehension

A

Thoughtfulness

116
Q

use of
multiple formats to demonstrate achievement
of designated performance standards.

A

Diversity of entries

117
Q

Assessment Tools

A

❖ Self/peer assessment with rating scales

❖ Checklist with criteria such as clear
presentation, relevant vocabulary, correct
spelling/pronunciation, depending on the
task

❖ Teacher/peer observation

❖ Learning log

❖ Answer key

❖ Guided reflection on the task

118
Q

The system that a school has developed to
guide how teachers assess and grade student
work

A

Grading System

119
Q

The system that a school has developed for
the organization of assignment scores in
gradebooks (either online or paper), and the
determination of final grades for report
cards and transcripts.

A

Reporting System

120
Q

Educational Evaluation

A

❖ Measurement and assessment of learning
- First two steps

❖ Grading and reporting
- Two terminal stages in the process

121
Q

Functions of Grading and Reporting System

A

❖ Showing students’ strength and weaknesses

❖ Providing information on personal-social
development

❖ Enhancing students’ motivation

❖ Inform parents/guardians on the progress of
their child

❖ Communicate objectives to parents so they
can help promote learning

❖ Communicate how well objectives are met so
parent can plan better

❖ Helps to decide promotion, graduation,
honors and athletic eligibility

❖ Report achievement to other schools or to
employers

❖ Provide input for realistic, educational,
vocational, personal counselling

❖ Promote and enhance learning rather than
frustrate and discourage students

122
Q

Types of Grading and Report Systems

A

TPCLPP

❖ Traditional Letter-Grade System

❖ Pass-Fail System

❖ Checklist of Objectives

❖ Letter to Parents/Guardians

❖ Portfolios

❖ Parent Teacher Conferences

123
Q

❖ Student’s performance are summarized by
means of letters

❖ Easy to understand but is limited value when
used as the sole report

❖ Combination of achievement, effort, work
habits and behaviour

❖ Difficult to interpret

❖ Do not indicate patterns of strengths and
weaknesses.

A

Traditional Letter-Grade System

124
Q

❖ Utilizes dichotomous grade system

❖ Popular in some courses in college but not
very much practiced in basic education

A

Pass-Fail System

125
Q

❖ Does not provide much information

❖ Students tends to work minimum just to
pass

A

Pass-Fail System

126
Q

❖ Objectives of the courses are enumerated

❖ After each objective, students’ level of
achievement is indicated

A

Checklist of Objectives

127
Q

❖ Very detailed reporting system

❖ More informative for parents and students

❖ Time consuming to prepare

A

Checklist of Objectives

128
Q

Useful supplement to grade

A

Letters to Parents/Guardians

129
Q

Limited value as sole resort:

  • Time consuming to prepare
  • Accounts of weaknesses are often
    misinterpreted by parents and guardians
  • Not systematic nor cumulative
A

Letters to Parents/Guardians

130
Q

❖ A set purposely selected work, with
commentary by student and teacher

❖ Useful for;
- Showing students’ strength and weaknesses

  • Illustrating range of students’ work
  • Showing progress overtime or stages of a
    project
  • Teaching students about objectives
    /standards they are to meet.
A

Portfolios

131
Q

❖ Mainly use in elementary and secondary
schools

❖ Requires students’ parents to come for a
conference with the teacher to discuss the
students’ progress

❖ Useful for two way flow of information and
getting more information from parents

❖ Limited value as a report because most
parents do not come for such conferences

A

Parent Teacher Conference

132
Q

Grading and Reporting

A

❖ Based on clear statement of learning
objectives

❖ Consistent on school standards

❖ Based on adequate assessment

❖ Based on right level of detail

❖ Providing parent teacher conference as
needed

❖ Assigning letter grades and computing
grades

133
Q

❖ Must include only achievement

❖ If achievement and effort are combined in
some way, it would mean different
things for different individuals

A

Grades

134
Q

number
or numerical quantities arrived at after
several data on the students performance are
combined

A

Grades reflected on report cards

135
Q

The Department of Education (DepEd)
provides these _________ Templates free for use by all public
school teachers. The templates allow for
computation of grades consistent with
___________________

A

Electronic Class Record
(ECR)

DepEd Order No. 8, s. 2015, also known as
the Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education
Program

136
Q

To ensure sustainability and to minimize
technical difficulty, the designed templates
were simplified using basic features used in a
spreadsheet file. User manuals are also
provided to guide teachers on how to use the
ECR templates.

A

E-Class Record

137
Q

Basic Components of Grades

A

❖Written Works

❖Performance Tasks

❖Periodical Test

138
Q

❖ Properly weight each component to create a
composite.

❖ Normally agreed upon by school officials.

❖ For DepED, the guidelines is common to all
learning areas.

❖ Principal Component Analysis – more
scientific approach but hardly practiced in
schools because of difficulty.

A

Guidelines

139
Q

more
scientific approach but hardly practiced in
schools because of difficulty

A

Principal Component Analysis

140
Q

❖ Put all components on same scale to weight

  • Equate range of scores
  • Convert all to T-scores or other standard
    scores
A

Guidelines

141
Q

Grading Systems

A

❖ Norm Referenced Grading System
❖ Criterion Referenced Grading System
❖ Peer Evaluation
❖ Self-Evaluation by Students

142
Q

students are
evaluated in relationship to one another (e.g., the
top 10% of students receive an A, the next 30% a
B, etc.).

A

Norm Referenced Grading System

143
Q

This grading system rests on the
assumption that the level of student performance
will not vary much from class to class. In this
system the instructor usually determines the
percentage of students assigned each grade,
although this percentage may be determined (or
at least influenced) by departmental expectations
and policy

A

Norm Referenced Grading System

144
Q

❖ Grades may reflect relative performance
-Score compared to other students (rank)

❖ Grade depends on what group you are in, not
just your own performance

❖ Typical grade may be shifted up or down,
depending on group’s ability

A

Norm Referenced Grading System

145
Q

Widely used grading system

A

Norm Referenced Grading System

146
Q

students are
evaluated against an absolute scale (e.g. 95-
100 = A, 88-94 = B, etc.). Normally the
criteria are a set number of points or a
percentage of the total. Since the standard is
absolute, it is possible that all students could
get As or all students could get Ds.

A

Criterion-Referenced Grading System

147
Q

❖ Grades may reflect absolute performance

-Score compared to specified performance
standards (what you can do)

A

Criterion-Referenced Grading System

148
Q

❖ Grades does not depend on what group you
are in, but only on your own performance
compared to a set of performance standards

❖ Grading is a complex task

A

Criterion-Referenced Grading System

149
Q

Criterion-Referenced Grading System

A

❖ Grades must;
- Clearly define the domain
- Clearly define and justify performance
standards
- Be based on criterion-reference assessment

❖ Conditions are hard to meet except in
complete mastery learning settings

150
Q

often used in composition classes and
speech classes. It can also be a useful source of information for
evaluating group work; knowing that group members have the
opportunity to evaluate each other’s work can go a long way in
motivating peers to pull their weight on a project and to
reassure group members that their contributions will be
recognized. If used, this should always be done
anonymously

A

peer evaluation

151
Q

This method has educational value as learning to assess
one’s own progress contributes to the university’s goal of
preparing our students to be life-long learners. A research
analysis found that the percentages of self-assessors whose
grades agree with those of faculty graders vary from 33% to
99%. Experienced students tend to rate themselves quite
similarly to the faculty while less experienced students
generally give themselves higher grades than a faculty grader

A

Self-Evaluation by Students

152
Q

Guidelines on Effective Grading

A
  1. Describe grading procedures to students at
    the beginning of instruction
  2. Clarify the course grade will be based on
    achievement only
  3. Explain how other factors like effort, work
    habits, etc. will be reported
  4. Relate grading procedures to intended
    learning outcomes.
  5. Obtain valid evidence/tests for assigning
    grades
  6. Try to prevent cheating
  7. Return and review all test results as soon as
    possible
  8. Properly weigh the various types of
    achievements included in the grade
  9. Do not lower an achievement grade for
    tardiness, weak effort and misbehaviour
  10. Be fair. Avoid bias. When in doubt, review
    the evidence. If still in doubt, give the higher
    grade
153
Q

Conducting Parent-Teacher Conference

A

❖ Productive
- When carefully planned
- When the teacher is skilled in handling such
conference

❖ The teacher’s skill can be developed

154
Q

Guidelines for a Good Conference

A
  1. Make plans
    - Review your goals
    - Organize the information to present
    - Make a list of points to cover and questions
    to ask
    - If using portfolios, select and review
    carefully
  2. Start positive and maintain a positive focus
    - Present students’ strong points first
    - Be helpful to example of works to show
    needs
    - Compare early vs. late work to show learning
    process
  3. Encourage parents to participate and share
    ideas
    - Be willing to listen
    - Be willing to answer questions
  4. Plan actions cooperatively
    - What steps you can take
    - Summarize at the end
  5. End with the positive comment
    - Should not be a vague generally
    - Should be TRUE
  6. Use good human relationship skills

ASS 2 (3 decks)

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