AFFECTIVE

ASSESSMENT
LESSON 4
 LESSON FLOW
1. Recitation/discussion
a. affective assessment?
b. the taxonomy of affective domain in learning
c. the affective variables in learning
d. assessment tools used to measure affective learning
2. Activities ( activities in the module)
3. Short quiz (10 items)
LEARNING OBJECTIVES
At the end of the lesson, the students should be able
to:
a. demonstrate an understanding about the affective
outcomes.
b. develop an assessment tools to measure affective
outcomes of learning.
AFFECTIVE ASSESSMENT

Affective assessment deal with measurement of

feelings, attitude, or interest.
This type of assessment deals with the affect
dimension of student's learning.
Affective domain from Latin affectus, meaning
“feelings”.
AFFECTIVE ASSESSMENT
Assessment on the the affective domain is not
only on the part of teachers to know information
about students. It is also useful for students
themselves. Self-awareness of feelings,
emotions, and attitudes can make students
reflect on how they are in the process of
learning.
TAXONOMY OF AFFECTIVE DOMAIN IN
LEARNING:
1. To Receive
(Kratwohl et al. (1964)
2. To Respond
developed a taxonomy of
3. To Value
affective qualities that
4. To Organize
can serve as guide in
5. To Characterize
doing affective
assessment. These include
the following behavior:
1. TO RECEIVE
– in this level of behavior, the learner
demonstrate in an activity that is happening
such that he/she gives attention to the
activity. This level involves willingness to
receive the stimulus. Listening and paying
attention indicate willingness in receiving
that stimulus.
2. TO RESPOND

– in this case, the learners reacts to a given

stimulus or information that has been
received. If the learner participates in a
class discussion, and not merely listening,
then the learner is in this level of behavior.
3. TO VALUE
– this is the level where the learner
demonstrate commitment to the object,
knowledge, or activity. Here, the learners has
internalized a set of specific values such
thatb these values are manifested through
overt behaviors.
4. TO ORGANIZE

– this is the level where the learner has

internalize and integrated his feelings,
emotion, beliefs, opinions, etc…resulting to
actions where new values and traits emerged.
5. TO CHARACTERIZE

– in this level of affective trait, the learner

demonstrates his or her beliefs and attitudes
not only in a single event or situation but in
multiple events, showing consistency of the
behavior that establishes an image or
character of the learner.
AFFECTIVE VARIABLES IN
LEARNING:
A number of variables can be investigated
using affective assessment and these basically
deal how the students feel or think about a
lesson, a person, or an activity. In the education
field the most common variables for affective
assessment are the following:
 ATTITUDES
- this is the most talked about affective factor in a
students learning. This means we are referring to a
person’s reaction whether negative or positive, favorable
or unfavorable toward an object, activity, person, or
environment.
- It is important to note that attitude cannot be taken as
solely affective. It also has a cognitivecomponent where
the learner has the content knowledge that defines the
worth of value of the object or situation.
 VALUES AND BELIEFS
- values are characteristics or traits that a person
holds in high importance. These includes principles
that one considers to be right and consequently which
guides the person’s future actions and decision
– beliefs emanate from multiple sources, from what
one hears, sees, reads, and experiences. Values are
developed from beliefs. Beliefs, as well as values, can
change over time from learned experiences.
 INTEREST
– interest is a psychological state that draws a
person’s attention to an object, idea, or event. In a
classroom setting, it is what students are “into” or
the learner’s disposition about topic.
 MOTIVATION
Brown (1987) defines motivation as an inner drive,
impulse, emotion, or desire that moves one to a
particular action. It arouses and sustain behavior. It
can lead to increase effort and energy to pursue a
goal.
 SELF- CONFIDENCE
– this refers to how a person feels about his or her
abilities to accomplish a task or reach a goal. It is
the person’s perception of himself/herself and his or
her capabilities to perform successfully the task given
to him/her.
 WHAT ASSESSMENT TOOLS ARE USED TO
MEASURE AFFECTIVE LEARNING?
Measurement of affective traits is more challenging
compared to measuring cognitive and psychomotor
dimension of learning. Such measurement may be
direct or indirect.
The direct assessment of affective learning outcomes
is more attainable at the lower levels in the affective
learning Taxonomy of Krathwohl et al. (1964).
 WHAT ASSESSMENT TOOLS ARE USED TO
MEASURE AFFECTIVE LEARNING?
However, in this stage of globalization, where
character and morals of citizen are becoming more
critical, educators are giving more attention to higher
levels of affective taxonomy.
Because of these, indirect measurement are thought
to be less reliable.
SOME OF THE MOST COMMON
ASSESSMENTS INCLUDE:
Self-report inventory
Questionnaire
Opinionnaire
Semantic Differential
Observation
Interview
1. SELF-REPORT QUESTIONNAIRE
One limitation of this
Type of assessment
method is the honesty of
where the respondents
the person his or her
is asked to answer a
tendency not to write the
question about
truth of what he/she feels
himself/herself, his or
1. Likert Scale
her behavior, emotions, 2. Semantic Difference
feelings, or views. 3. Checklist
A.LIKERT SCALE
Invented by Rensis Likert
Series of questions or items that requires the
respondent to select on a scale a rating
reflecting level of agreement or disagreement
on items that are related to particular topic,
experience or issue.
This kind of scaling gives deeper insight into
what the students are thinking and feeling.
Rating Scale on Views About Mathematics and Mathematics Learning
A.LIKERT SCALE
From your review of research literature, you must
have noted that most of Likert scale instruments
indicate the numeric scale value.
(5) Strongly Agree
(4) Agree
(3) Slightly Agree
(2) Disagree
(1) Strongly
 One danger of having the numeric scale values
of 5, 4, 3, 2, 1 is the possibility than an option
with higher value will be more attractive to the
respondents. You have the choice to omit the
numeric scale and just indicate the actual scale
labels in the instrument. Likewise descriptive
labels and numeric scale value can vary to be
more congruent with the Likert items.
 “I like reading books by myself”
“I save my money to buy extra books I like”
Descriptive Scale Labels:

(5) Always (5) Always

(4) Almost Always (4) Very Often
(3) Sometimes (3) Often
(2) Rarely (2) Not Very Often
(1) Never (1) Never
Rating Scale on Attitude Toward Science Lesson
 WRITING STATEMENTS FOR RATING
SCALE FOR SELF-REPORT
Some guidelines might be help in creating your self-
report assessment instrument.
1. Statement should refer to the present conditions.
2. Statement should be relevant to the psychological
construct being measured.
3. Avoid factual statement.
4. Statement should elicit a response that lends itself
to one interpretation.
 WRITING STATEMENTS FOR RATING
SCALE FOR SELF-REPORT
5. Statement should be clear and simple sentences
using precise and direct language.
6. Considering that responses in the instrument reflect
gradation.
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.
2. Construct items that are clear, definite, and focused
on the trait you want to measure.
3. Pilot test or field try the inventory and revise the
parts that appear to be unclear.
 STEPS IN THE CONSTRUCTION OF THE
RATING SCALE
4. Administer the self-report inventory to your target
respondents.
5. Analyze the result and consider the findings draw
the implication.
B. SEMANTIC DIFFERENTIAL

Widely used scale that employs ratings of concepts

with contrasting adjectives place at opposite ends
of the number scale.
Problem Solving
C. CHECKLIST
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
C. CHECKLIST

Another form of checklist also provides students

a list of adjectives for describing something or
making judgment about behavior and actions and
asks the respondents to check those that apply
to them.
 2. INTERVIEW
This tool is an oral assessment of students learning
conducted through spoken words and casual conversation.
This assessment tool allows the teacher to collect and
explore more in-depth information on the traits being
assessed that cannot be captured by a written instrument
nor even be observed.
It provides students the opportunity to open their thoughts
or ideas, as it enable teachers to be flexible in adapting
questions.
STRUCTURED INTERVIEW UNSTRUCTURED INTERVIEW

- there is a planned -a more conversational

sequence of questions, environment for sharing,
which lead tto open- wherein the teacher will
ended discussions be able to elicit more
between the teacher truthful information from
and the student. students about

themselves.
 GENERAL STEPS IN DEVELOPING AND
CONDUCTING AN INTERVIEW:
1. Select the assessment objectives.
2. List the oral questions in sequence based on the
objectives.
3. Make a report sheet or any form to record responses.
4. Conduct the interview.
5. Record the responses, both elicited responses and
responses that were aided by prompts.
 3. STUDENT JOURNALS
These are effective tools that can be used in assessing and
monitoring student thinking and attitudes.
It is a special form of documentation that records personal
experience and thoughts, giving students the opportunity to
rewind previous experiences that can give them a new
perspective in facing future actions.
Written journal provides information for teachers to give
feedback and ask questions to students that can develop
different ways of thinking.
In choosing journal writing as an assessment tool
for affective learning outcomes, here are some
guide questions to consider:
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 (i.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
(i.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)?
 4. OBSERVATION
It is an assessment tool that involves looking out for
the presence or absence of behaviors of learners in a
natural setting.
It allows the teacher to assess student behavior in the
actual teaching and learning.
This method is a rich source of clues that can be both
obtrusive and unobtrusive measures of attitude,
beliefs, disposition, character, etc.
STRUCTURED UNSTRUCTURED
OBSERVATION OBSERBATION

an open-ended observation
there is a need to
with no formal recording
prepare a checklist
of what is observed as
or rating form
assessment process is
before the actual
ongoing.
observation.

The measures obtained from observation approach

can be more valid and reliable with the following
guidelines:
1. Set a clear definition of the affective trait you
want to observe.
2. Prepare a checklist or rating scale that will
define the more specific affective behavior you
want to capture.
3. Consult with a colleague or expert about the
behavior listed as doable for observation or not.
4. Have a colleague/s to work with you in the
actual observation time.
5. Be clear on ethical issues.
6.Record the observation immediately. Use the
checklist, supplemented by anecdotal records. Record
factual observation and be cautious on personal
interpretation and biased statements.
7. Review data. Reflect on outcomes.
8. Decide future steps based on the observation
results.
9. Adjust planning and apply interventions.
10. Monitor progress.
ANY QUESTION OR
CLARIFICATION?
ANY QUESTION OR
CLARIFICATION?
THANK YOU!
 PRESENTED BY:

APRIL KATHERINE PRINCESS JUSTINE

CATAMORA DE LEON DIGO