Lesson 4:

Affective Assessment
Desired Learning Outcomes:

In this lesson you are expected

to:
• develop an assessment tool to
measure affective outcomes of
learning.
 Performance Task and Success Indicators
Tasks Success Indicators
1. Define the affective factors that are important 1. Present at least an experiential sample situation
in students' learning to illustrate how feelings and emotions can
influence learning.
2. Identify the taxonomy of affective behaviors in 2. Present a list of affective qualities that students
students' learning should demonstrate in a course or subject vis-à-
vis the defined taxonomy in the affective
domain.
3. Demonstrate knowledge and understanding of 3. Present and explain the affective factors
the affective traits articulated in the Basic contained in the K to 12 Basic Education
Education Curriculum Framework in one's field Curriculum Framework in the chosen field of
of specialization. teaching
4. Develop understanding on the various 4. Develop the behavioral indicators in at least one
assessment methods and tools that could aspect of affective domain in students' learning.
measure affective outcomes of learning.
5. Review literature or research studies that deal 5. Present a sample research instrument used to
with assessment of affective traits. assess students' affective behavior.
6. Develop an assessment tool to measure 6. Present and discuss the constructed assessment
affective outcomes of students' learning tool to measure affective outcome of learning
What is affective assessment?

It is the measurement of feelings,

attitude, or interest.
This type of assessment deals with
the affect dimension of students'
learning.
What is affective assessment?

Beliefs

Opinions
Motivation

Interests
What is affective assessment?

They are the non-cognitive outcomes of

learning that are not easily seen or explicitly
demonstrated.
It looks into how students feel while they are
learning, how their learning experiences have
influenced their emotions and future
behavior.
 Purpose of Affective Assessment

For Teachers For Students

• It is essential to know the feeling of
• Self-awareness of feelings,
pleasure, enjoyment, or even
emotions, and attitudes can make
anxiety that learners experience
them reflect on how they are in
because these feelings will have
the process of learning.
bearing on their attitudes,
• Student attainment is a result of
motivation, and beliefs that will
the functioning of his or her
eventually be manifested in their
whole personality. Cognitive and
future behavior.
affective assessment should work
• With information about the in tandem as what empirical
students' affective characteristics, studies have proven.
teachers will be able to individualize
their approaches to students and
reshape the lesson plan based on
the identified needs of students.
Purpose of Affective Assessment

For Teachers
• It rather helps teachers determine what steps
need to be taken to help students achieve
academic success.
• It will guide teachers to improve their teaching
strategies and enhance learning.
• Affective assessment can provide supplemental
information about a learning difficulty or
behavior problem that affects learning.
Taxonomy of Affective Domain in Learning
Taxonomy of Affective Domain in Learning
Affective Variables in Learning

Beliefs

Opinions
Motivation

Interests
Tools to Measure Affective Learning
1. Self-Report Questionnaires
a type of assessment where the respondent is asked to answer a
question about himself/herself, his or her behavior, emotions,
feelings, or views.
It serves many purposes to include diagnosis of students' mental
and emotional state.
This is also popular in a pre-test and post-test design when the
teacher wants to assess change (e.g., in attitude, interest,
motivation) before and after instructional period.
This assessment tool is easy to administer to get immediate
results and information directly from the person who is most
knowledgeable about himself/herself.
Tools to Measure Affective Learning
1. Self-Report Questionnaires
One limitation of this method: is the honesty of the person-his
or her tendency not to write the truth of what he/she feels.
Instead, the student may choose a response that can satisfy the
teacher, rather than actually writing the truth.
The respondent can also be personally biased because he/she is
responding to a nonfactual or subjective statement from his or
her own point of view only.
To prevent this possibility, the one handling the assessment
should try to ensure setting the right environment for getting
the most truthful data.
Tools to Measure Affective Learning
Self-report inventories use a variety of formats, like
a. Likert scale
This measuring tool, invented by Rensis Likert, is a series of
questions or items that requires the respondent to select on a
scale a rating reflecting the level of agreement or
disagreement on items that are related to a particular topic,
experience, or issue.
The responses, both in descriptive and numeric form, range
from one extreme to another, such as "strongly agree" to
"strongly disagree", where "5" is the numerical value of the
extreme positive feeling and "1" for the extreme negative.
This kind of scaling gives deeper insight into what the students
are thinking and feeling.
Tools to Measure Affective Learning
1. Self-Report Questionnaires
a. Likert scale
Tools to Measure Affective Learning
1. Self-Report Questionnaires
a. Likert scale
Writing Statements for Rating Scale for Self-Report
Guidelines:
1. Statements should refer to the present conditions rather than past or
future situations.
2. The statement should be relevant to the psychological construct being
measured.
3. Avoid factual statement since the nature of what is assessed are affective
traits.
4. Statement should elicit a response that lends itself to one interpretation.
5. Statements should be clear and simple sentences using precise and direct
language.
6. Considering that responses in the instrument reflect gradation, statements
should no longer contain always, nearly, only, never, and just. These words
are ambiguous.
7. Use vocabulary appropriate for the level of understanding of the
respondents.
8. Avoid double negative sentences.
Steps in the Construction of the Rating Scale
1. Select the affective trait you want to assess which you find relevant
to teaching-learning situation. Make sure that you or your school is
going to benefit from it and use the data to improve the present
situation.
2. Construct items that are clear, definite, and focused on the trait you
want to measure. Consider the different levels of affective taxonomy
in constructing the items. In addition, since what you are assessing
is on emotion or affect, items should include positive and negative
positions that will make the respondent think carefully the answer
to the item.
Steps in the Construction of the Rating Scale
3. Pilot test or field try the inventory and revise the parts that appear
to be unclear. This is advised when you want to measure more
encompassing and long term affective learning outcomes. The
purpose of field testing the instrument is to detect unclear
questions and statements and procedural difficulties the intended
respondents can experience with the questionnaire. It is preferred
that field test be given to comparable set of students.
4. Administer the self-report inventory to your target respondents. It is
advised that adequate time like on power test is provided for
completion of the inventory.
Steps in the Construction of the Rating Scale
5. Analyze the results and consider the findings and draw the
implication. The most common scale is 1 to 5, with 1 as the extreme
negative option, followed by the less negative, and mid-range
ratings indicating a level of neutrality through 5 being the highest
positive or favorable response. For the negative items, the
numerical values are reversed.
Tools to Measure Affective Learning
Self-report inventories use a variety of formats, like
b. Semantic Differential
This is a widely used scale that employs ratings of concepts
with contrasting adjectives placed at opposite ends of the
number scale.
Tools to Measure Affective Learning
Self-report inventories use a variety of formats, like
b. Semantic Differential
For example, the concept of "Problem Solving" can be
assessed using the following semantic differential scale:
Problem Solving
Difficult ____ ____ ____ _____ _____ Easy
1 2 3 4 5
Interesting ____ ____ ____ _____ _____ Boring
1 2 3 4 5
Useful ____ ____ ____ _____ _____ Useless
1 2 3 4 5
Realistic ____ ____ ____ _____ _____ Unrealistic
1 2 3 4 5
Rigid ____ ____ ____ _____ _____ Loose
1 2 3 4 5
Tools to Measure Affective Learning
1. Self-Report Questionnaires
b. Semantic Differential
Tools to Measure Affective Learning
1. Self-Report Questionnaires
b. Semantic Differential
Tools to Measure Affective Learning
Self-report inventories use a variety of formats, like
c. Checklist
A form of self-report that asks persons to indicate whether they
demonstrate a set of qualities or behaviors.
It is a tool for identifying the presence or absence of a feeling,
attitude, or behavior. The behaviors that are checked will reflect
what values and beliefs learners hold.
For example, attitude toward environment may be measured by
giving students a checklist that enumerates different actions
related to environment awareness and commitment in one
column and space in another column where students will put a
check or a cross, indicating whether those actions are being done
or not.
 Tools to Measure Affective Learning
Example of Checklist
Name________________________ Grade ________________________ Date ___________________

Put a check (V) on the options that correspond to your answer to each item.
1. How would you like to be part of environmental program activities?
_______I do volunteer to be part of the crusade
________I give donations
________I just let my parents pay their taxes
______Iam not interested
2. Do you follow any of the television shows about environmental issues
and programs?
_______Yes, always
_______Not regularly
______No
3. Which of the following waste materials do you segregate at home?
_______Papers, newspapers
_______Glass and bottles
_______Plastics
______Food leftovers
 Tools to Measure Affective Learning
Example of Checklist

5. What is your reaction on the signing of Executive Order 26 on Providing

for the Establishment of Smoke-Free Environments in Public and Enclosed Places?
______I support the Executive Order to protect the health of people
______I find the Executive Order as anti-poor
_____It is not my concern
______I do not know what it is all about

6. What is your reaction to environmental polluters?

______I will report them to the concerned officials
______I will call their attention when I see them doing the act.
______I will tell others not to imitate them It is their concern, they are responsible for their own action

7. Are you a member of any environmental organization?

_____Yes
_____No
_____ Planning to do so
Tools to Measure Affective Learning
c. Checklist
 Tools to Measure Affective Learning
c. Checklist
Tools to Measure Affective Learning
2. Interview
This is an oral assessment of student learning that is conducted through spoken
words and casual conversation.
This assessment tool allows the teacher to collect and explore more in-depth
information about the trait being assessed that cannot be captured by written
instrument nor even be observed.
The assessment data are not just answerable by "Yes" or "No" or other
predetermined responses. Through this assessment technique, the teacher is
able to probe responses that other forms of assessment tool cannot.
The students can qualify and expand their previous answers, which can be vague
at the earlier part of the conversation.
It provides students opportunity to open other thoughts and ideas, and the
teachers can be flexible to adapt questions as the need arises. It can provide a
powerful "moment of sharing" where the learner is able to express face-to-face
his or her feelings and emotions. Prerequisite to achieve all of these is the trust
you have to build with the interviewee by demonstrating care and respect.
Tools to Measure Affective Learning
2. Interview
Interviews may be structured or unstructured. In the structured interview, there
is a planned sequence of questions, which lead to open ended discussions
between the teacher and the student, either done individually or by group.
One limitation though of the structured interview is that predetermined
questions tend to limit flexibility.
Some important information about the learner on constructs you want to pursue
may be missed or ignored because you can be controlled by the list of questions
you need to complete.
On the other hand, informal interview will appear to be natural, and it can create
a more conversational environment for sharing, wherein the teacher will be able
to elicit more truthful information from students about themselves.
In many cases, even when trust has been established, students may not also be
comfortable talking about values and sharing feelings when he/she is in a one-to-
one conversation with the teacher.
Tools to Measure Affective Learning
General Steps in Developing and Conducting an Interview
1. Select the assessment objectives.
2. List the oral questions in sequence based on the objectives. However,
the sequence is not absolute, instead, there should be a room for
flexibility. Questions should start with general questions followed by
more specific ones.
3. Make a report sheet or any form to record responses.
4. Conduct the interview. Start with statements that will make the
learner be at comfort level with the teacher.
5. Record the responses, both elicited responses and responses that
were aided by prompts. Record as well the questions that were not
answered, and additional questions that were given during the
probing process. Record the wait time for the response. It will also be
worth noting to record the nonverbal behavior like body movements
during the interview process.
Tools to Measure Affective Learning
2. Interview
Tools to Measure Affective Learning
2. Interview
 Tools to Measure Affective Learning
3. Student Journal
• These are effective tools that can be used in assessing and monitoring student
thinking and attitudes.
• Journal writing gives students guided opportunities to "think aloud" through
writing.
• It is a special form of documentation that records personal experiences and
thoughts.
• It is a reflection of learners' own perception about a problem, a situation, or an
activity they are tasked with.
• A student who encountered a difficult problem and is asked to write about the
situation through a journal will reflect more deeply and think critically about
the problem or situation and what actions and decisions were made to hurdle
the difficulties.
• In journal writing, students are given opportunity to rewind previous
experiences that can give them new perspectives in facing future actions.
• Further, through journals, students are given the opportunity to open up and
express their thoughts and feelings, which can reveal their thinking both on the
cognitive and affective aspect of the problem task.
Tools to Measure Affective Learning
3. Student Journal
• Journal writing opens the door for a one-to-one dialogue between
the teacher and student.
• It creates an environment of partnership where teachers and
students resolve issues and conflicts of ideas and understanding in
confidential manner.
• The written journal provides information for teachers to give
feedback and ask questions to students that can develop different
ways of thinking.
• While the primary intention of journal writing is to capture
students' feelings and emotions, the discourse can lead to
improving the cognitive domain of learning.
Tools to Measure Affective Learning
Guide Questions to Consider in Journal Writing
• What is your purpose for the student journal writing (i.e., critical
thinking, reflection, self-awareness, goal review, developing self-
confidence, overcoming anxiety)?
• What is the format (.e., handwritten free form, typed, full
sentences)?
• What is the topic? What do you want the students to write about?
• How much do you want your student to write (.e., number of
pages, number of paragraphs, or number of words)?
• How will the students be given feedback (i.e., individual, with a
small group, with the teacher)?
• Who will read the journal (i.e., with teacher only, with other
teachers, with selected students)?
• How will the students be graded (i.e., Pass/Fail, Rubric, no scoring
needed)?
Tools to Measure Affective Learning
3. Student Journal
Tools to Measure Affective Learning
4. Observation
• It is an assessment tool that involves looking out for the
presence or absence of behaviors of learners in a natural
setting.
• Observation allows the teacher to assess student behavior in
the actual teaching and learning process unlike other forms of
assessment that require separate time with the student to
answer the measuring instrument.
• This method is a rich source of clues that can be both obtrusive
and unobtrusive measures of attitude, beliefs, disposition,
character, etc.
 Tools to Measure Affective Learning
4. Observation
• Observation may be structured or unstructured.
• An unstructured observation is open-ended, with no formal
recording of what is observed as assessment process is ongoing.
• his does not mean though that it does not require planning. You
have to be very clear of what to observe and list the behaviors and
actions that will indicate the possession of the trait.
• There is still the need to record observed data right after actual
observation time, Recall the more specific events, which can be
significant, and include both positive and negative actions.
Unstructured observation data had been criticized for being
subjective. Thus, be mindful of your personal interpretation of
observed data.
 Tools to Measure Affective Learning
4. Observation
• On the other hand, in the structured observation, you need to
prepare a checklist or rating form before the actual observation.
• This checklist defines the positive and negative behaviors indicative
of the trait you wish to measure.
• The recording is straightforward as it just requires a check on the
"Yes" and "No" column for the presence or absence of the
behavior, respectively, or a check on the appropriate numerical and
descriptive scale if rating scale is used.
Tools to Measure Affective Learning
4. Observation Checklist
Tools to Measure Affective Learning
4. Observation Checklist