Chapter 6

Development
of Affective
Assessment
Tools
Overview-
The relevance of affective targets, attitude traits and
how :hese concepts are related to student learning were
discussed in :he preceding chapter. Assessment of the affective
domain is one :>f the requirements of the 21 st teaching-
learning proposition . . .\ holistic approach is required so as to
have a meaningful evaluation of student learning. Both the
traditional and authentic assessment tools are to be utilized to
come up with a good and quality results. There are various
instruments or tools :hat can be used but each has its own
focus and each instrument :s designed to cater to a specific
purpose. In this chapter are the ·,arious methods and
assessment tools that can be used to assess affective domain
of learners. Samples are provided to help you--craft your own
affective assessment tools.

Chapter Intended Learning Outcome

At the end of this chapter, you should be able to
develop instruments (or assessing affective learning.
 Assessment of Learning 2

11]1.NGAG}
Cognitive and affective domains are inseparable aspects of a learner. Each completes
one another with ;espect to learners' important domains. Proper, ongoing assessment of
the affective domain--students attitudes, values, dispositions, and ethical perspectives--is
essential in any efforts to improve academic achievement and the quality of the educational
experience provided. 'unfortunately, the practice of routinely asses-sing learners' affective
constructs are oftei1 left behind and focus is given m<2st of the time to aessing learners'
cognitive aspect. In addition, unlike cognitive domain, less assessment tools are available for
the affective construct. In this chapter, development of affective assessment tools will be
discussed and at the end of the chapter, you will be equipped to craft,proper affective
assessment tools. \
·,

1. Methods of Assessing Affective. Targets

There are three feasible methods of assessing affective traits and dispositions. These
methods are: teacher observation, student self-report, and peer ratings. (McMillan, 2007).
Since affective traits are not directly observable, they must be deduced from behavior or
what students say about themselves and others. There are variety of psychological
measures that assess affective traits, but due to sophistication of such instruments,
classroom teahers rarely use them. Instead, own observations and students self-reports are
mostly used.
There·are three cinsiderations in assessing affect. These are:-
1. motions and feelings change quickly most especially for young children and during
early adolescence. Which means that to obtain a valid indication of an individual
student's emotion or feeling, it is necessary to conduct several assessments over a
period of time. A single assessment is not enough to see what prevalent affect is. It
needs to be repeated over several times.
2. · Use varied approaches in measuring the same affective trait as possible. It is better
not to rely on a single method because of limitations inherent in that method. For
example, students' self-report maybe faked hence may significantly meddle in the
results. (Howver, if the self-reports are consistent with the teacher's observation,
then a stronger case can be made.)
3. Decide what type of data or results are needed, is it individual or group data?
Consideration of what the purpose of assessment is will influence the metho that
must be used. For reporting or giving feedback to parents or interested individuals
about the learner, individual student information is necessary. Thus. multiple
methods of collecting data over a period of time and keeping records to verify
judgments made is appropriate. If the assessments is to improve instruction. then
results for group or wHole class is more proper to use. This is one of th usefulness
of affective assessment. It is more reliable to use anonymous studen self-reports.
 Assessment of Learning 2

1.1 Teacher Observatio·n

Teacher observation is one of the essential tools for formative assessment. However,
in this chapter, the emphflsis is on how to use this method so that teachers can make more
systematic observations to record student behavior that indicates the presence of targeted
affective traits. ,_,
In using observation, the fir:s..f thing to do •is fo-'"determine in advance how specific
behaviors relate to the target. It starts with a vivid definition of the trait, then followed by
list of student behaviors and actions that correspond to positive and native dimensions of
the trait. Behaviors and actions are identified initially by listing what the students with
positive and negative behaviors do and say. Classify those and create a separate list of the
positive student behaviors and another list for the negative student behaviors. These lists
will'serve as the iitial or starting point of what will be observed. Contained in the taqle
below are some possible student behaviors ind{cating positive and negative attitude toward
. learning. ·
Student Behaviors Indicating Positive and Negative Attitudes Toward earning
POSITIVE NEGATIVE

rarely misses class is frequently absent rarelyJate to class is

frequently tardy asks lots of questions rarely asks questions helps other students
rarely helps other students works well independently without supervision
needs constant supervision is involved in extracurricular activities is not.
involved in extracurricular activities he or she likes school says he or she
doesn't like school comes to class early rarely comes to class early. stays after
school ·rarely stays after school volunteers to help doesn't volunteer
completes homework often does not complete homework tries hard to' do well
doesn't care about bad grades completes extra credit work never does extra
credit work·
completes assignments before they are due never completes assignments before the d□e
date
rarely complains · complains
is ,rarely off-task slep in class
rarely bothers oher ·studenh bothers other students
'stares out window
Assessment of Learning 2
 These behaviors provide foundation in developing guidelines, checklists ·or rating scales.
The positive behaviors are called approach behaviors while the negative ones are tenp.ed
avoidance behaviors. Approach behavior:s results in direct, frequent, and intense
contact. On the other hand, avoidance behaviors result in less direct, less frequent, and less
intense contact. These dimensions are helpful in describing the behaviors that indicate positive
and negative attitudes.
These behaviors may serve as a-vital input on·how t performobservation, particularly the
teacher observation.
McMillan (2('.)07) suggested that the best-approach is to develop a ltsf of positive and
negative behaviors'. Although published instruments are available, the unique characteristic of a
school and its students are not considered in these instruments when they were I developed.
After the list of behaviors has been developed, the teachr needs to decide whether to use an
informal, unstructured observation or a formal one and structured. These two types differ in terms
of preparation and what is recorded.

1.1.1 Unstructured Observation

Unstructured observation (anecdotal) may also be used for the purpose of
making summative judgments. This is normally open-ended, no checklist or rating
scale is used, and everything observed is just simply recorded. In using unstructured
observation, it is necessary to have at least some guidelines and examples of
behaviors that indicate affective trait. Thus it is a must to determine in advance
what to look for, however it should not be limited to what was predetermined, it
also needs to be open to include other actions that may reflect on the trait.
Unstructured 6bservation is more realistic, which means teachers can record
everything they have observed and are not limited by what is contained in a
checklist or rating scale. There is RO problem if specific behaviors are not displayed
and behaviors that were not previously listed can be added. The disadvantage is
that it is not practical to record much about student bep.avior on a regular basis. It
is hard to find tirp.e most especially when the teacher is pre-occupied with other
learning activities.

1.1.2 Structured Observation

, Structured observation is 'different from unstructured observtion in terms of
preparation needed as well as in the way observation is recorded. In structured
observation, more time is needed-since checklist or rating forms are to be made
since it will be used to record observations. The form is generated from a list of
positive and negative behaviors to make it easy and convenient in recording.

Assessment of Learning 2
 Below are the things that should be considered if teacher observation
method will be used to assess affect
0 Determine behaviors to be observed in advance
0 Record student's important data such as time, data, and place
0 _Jf unstructured, record brief descriptions of relvant behavior
0 Keep interpretations separate from description
0 Record both positive. and negative behaviors
0 Have as much observations of each student as necessary
0 Avoid personal bias
0 Record immediately the observations
0 Apply a simple and efficient procedur°e

1.2 Student Self-Report

There are varied ways to express students\ affect as self-report. The most common
and direct way is while having a casual conversation or intef\.'.iew. Students can also
respond to a written questionnaire or survey about themselves or other students.
1.2.1 Student Interview
There are different types of personal communication that teachers can use
with their students, like individual and group interviews, discussions, and casual
conversations to assess affect. It is similar to observation but in here, there is an
opportunity that teachers may have direct involvement with the student
wherein teachers_ qm probe and respond for better understanding. It is
important that trust must be -established so that students' true feeHngs and
beliefs will be revealed. Without trust, students may simply'respond in a way
that they will please the teacher even if it is not the true reflections of their real
selves.
An advantage of interview is that the teacher can clarify questions, probe
where appropriate for clarification of responses, and note non-verbal behavior.
On the other hand, students have an '°pportunity to qualify or elaborate on
previous responses. This procedure helps avoid vagueness, a problem normally
experienced with measuring affect.

1.2.2 Surveys and Questionnaires

The second type under self-report method is questionnaires and surveys.
The two types of format using questionnaires and surveys are: (a)
ConstructedResponse format; and (b) Selected-Response format.
Assessment of Learning 2
 Cqnstructe(J-Response format
It is a straight forward approach asking students about their affect by
responding to simple statement or question. . Another way to implement
constructed-response format is-by means of an essay. Essay items provide
more in-depth and extensive responses than that of the simple short
sentences: Reasons for their attitudes, vlues and beliefs are expressed better
_ using essays.
Selected-Response format
There are three ways of implanting the selected response format in
asse·ssing affectjve learning outcomes. These are rating scale, semantic
differential scale, and checklist. Thse three ways will be ·discussed in detail _
in the succeeding part of this chapter.
The advantage of selected-response formats is that it assures anonymity.
It is an important aspect when considering the traits that are personal such as
values and self-concept. This self-response formats are considered to be an
efficient way' of collecting information.

Checklist for Using Student's Self-Report to Assess Affect (McMillan, 2007):

0 Kep measures focused on specific affective traits
0 Establish trust with students
0 Match response format to the trait being assessed ?

0 Ensure anonymity if possible

0 Keep questionnaires brief
0 Keep items short and simpl
0 Avoid negatives and absolutes
0 Write items in present tense
0 Avoi_d double-barreled items

1.2.3 Peer Ratings

Peer ratings or appraisal is the least common method among the three methods
of assessing affect discussed in this chapter. Because of the nature
·-of learners, they do not always take this activ_ity seriously and most often
than not they are subjective in conducting this peer rating. Thus, peer rating
is seen as relatively inefficient in forms of nature of conducting, scoring, and
interpreting peer ratings. However, teachers can accurately observe what is
being assessed in peer ·ratings since teachers are very much engaged and
present inside the classroom and thus can verify the authenticity of results of
peer rating. The two methods of conducting peer ratings are: (a) guesswho
approach; and (b J socio-metric approach. These approaches ca·n be used
together with observations and self-reports to strengthen assessment
of.interpersohal and•classroom envifonmet targets.
Assessment of Learning 2
 . .
2. Utilizing the Different Methods or Combination of Methods in
Assessing Affect
Each of the three methods (observation, self-report, peer ratings) that was discussed
previously has its own advantage and disadvantages. In choosing for which method or
methods to use, ct>nsider the following factors:

2.1 Type .of affect that needs to be assessed;

A general reaction to something or someone can best be gathered through
observation. l'fowever, if attitude components is fo be diagnosed, a self-report will give a
better information. Observation can be supportea by peer rating method if the target is 1

socially-oriented affect.
\
2.2 If the information needed is from grouped or individual responses; and

If grouped response and tendencies are needed, selecte,;l response self-report method
is suited because it assures anonymity and is easily scored.
' .
2.3 The use of information
If the intention of the affective assessment is to utilize the results as supporting
input to grading, then multiple approaches is necessary and be mh1dful of the possibility
of· having fake rE:_stilts from self-report and even from pe.r judgment.

To sum it up, the choice of method or combining these methods: is dependent upon
the context, targets and the level of comfort in utilizing any particular method or · , .
combination of methods.

3. Affective Assessment Tools

The affective domain encompasses behaviors in terms of attitudes, beliefs, and
feelings. Sets of attitudes, beliefs, and feelings comprise one's value. There are various
assessment tools that can be used to measure affect.
3.1 Checklists
Checklist is one of the effective formative assessment strategies to.monitor specific
skills, behaviors, or dispositions of individual or group of students (Burke, 2009).
Checklists contain criteria that focus on the intended outcome or target. Checklists
help student in o·rganizing the tasks assigned to them into logically sequenced steps that
 will lead to successful completion of the task For the teachers, a 'criteria checklists can
be used for formative assessments by giving emphasis on specific behaviors, thinking
skills,
Assessment of Larning 2

social skills, writing skills, speaking skills, athletic skills or whatever outcomes are likely to be
measured and monitored. Checklists can be used.for individual or group cases. The following
table shows an example of a checklist format.

OBSERVATION CHECKLIST

. .. '.
Student: Subject: Date:

Not Yet Sometimes-- · Frequently

Work Habits
• Gets work done on time I'

• Asks for: help '

.when needed '

• Takes initiative
Study Habits
• Organizes work
.• Takes good notes
-• Uses time well

Social Skills
• Works well wJth others
,__ • Listens to others
• Helps others
Comments:

Note: Adapted from Kay Burke

I.
Assssment of Learning 2

3.1.1 Criteria for Checklists

In planning for criteria that will be used in cecklis, the criteria must be
aligned with th outcomes that need to be observed and measured. Generally
criterion is defined as a standard that serves as reference for judgment or
- _p.ecision. Popham (1999) explains that when teachers set criteria, the main
emphasis is to use these criteria in making judgment regarding the adequacy
of student responses_ and the criteria will influence the way the response is
scored'.

3.1.2 Why Use Checklists )

Checklists should be utilized becaus; these

, a; make a quick and
easy way to observe and record ,skills, criteria, and behaviors prior to final tet
or summative evaluation.
b. provide information to teachers if there-are students who need help so as to
avoid failing.
c. provide formative assessments of students' learning and help teachers monitor if
students are on track with the desired outcomes: 3.2 Rating Scale
µ6

According to Nitka (2001), rating,scales can be usec {teaching purposes and

s9sment - .
/ ·
1. Rating scaleshelp students understand the learning target/outcomes and to -
focus students' ttention to performance.
2. Completed rating scale gives specific feelback to students as far as, their
 _ strengths and weaknesses with respect to the targets to which they are·
measured.
3. Students not on!y learn the standards but also may internalize the set standards.

4. Ratings helps to show each student's growth and progress. '

Ex<:1mple: Rating Scale (,1ttitude towards Mathematics)
Directions: Put the score on the column for each of the statement as it applies to you. I

Use 1 to 5, 1 being the lowest and 5 the highest possible score.

I '

Score
1. - I am happy during Mathemtics class.
- 2. J get tired doing board work and drills.
3. I enjoy solving word ·problems.
Assessment of Learning 2

3.2.1 Types of Rating Scale_s

The most com_monly used type of rating scales are:
Numerial Rating Scales
- A numerical rating scale translates tbe judgments of quality or degree into
numbers: To increase the objectivity and conistency of results from
numerical_ rating scales, a short verbal description of the quality level of each
number may be provided.
Example:
Directions: Indicate the degree to which the student contributes to team activity
by encircling the appropriate number. The numbers represent the following
values: 4 - constantly appropriate and effective; 3 - genera1ly appropriate and
effective; 2 - needs improveme'nt, may do oter unrelated tasks; and 1
unsatisfactory, disruptive and do other tasks not related to activity.
• To what extent does the student participate in team meetings and discussions?
1 2 3 4
• To what extent are tasks being done related to team activity?

1 2 4
 -Descriptive Graphic Rating Scales (

A'·better format for rating is this descriptive graphic rating scales that
replaces ambiguous single word with short behavioral descriptions of the
various points along the scale. Describing the points of the scale by behavior
descriptions leads to increased consistency of ratings across raters and ·
students.
Example:
Directions: Make your ratings on each of the following by placing X anywhere -
along the horizontal line under each item. In the space for comment(s), im;fu, de _
ari)!thing that helps clarify your rating.

1. To what extent does the student participate in team meetings and ..., --
Never participates;. Participates as · Participates
· quiet, much as other more than any
passive team other team
members member
discussions?
 of Learning 2

3.2.2 Common Rating Scale Errors

The table below Gontains the common rating scale errors that teachers
and students must be familiar with in order to avoid_committfog such kind of
errors during assessment. .

Error I Description

Leniency Error Occurs when a teacher tends to 'make almost all ratings
toward the high end of the scale, avoiding the
low end of the scale.
Severity Error, A teacher tends to make almost all ratings
toward the low end of the scale. This is the
opposite of leniency error.
Central Tendency Error Occurs when a teacher hesitates to use
extremes and uses only the middle part of the
scale.
Halo Effect - Occurs when a teacher -lets his/her general
impression of the-student affecf how he/she
rates
the student on specific dimension. --
Personal bias. Occurs when a teacher has a general tendency
to use inappropriate or irrelevant ·stereotypes
favoring -boys over girls, from rich families over
fro_m middle-income families, etc.
. Logical Error Occurs when a teacher gives similar ratings to
two or more dimensions that the teacher
believes to be related whre in fact they are not
related at all.
 Assessment
Rater Drift Occurs when the raters, whose ratings originally
agreed, begin to redefine thf rubrics for
themselves . '
Assessment of Learning 2

3.3 Likert Scale .

Another simple and widely used self-report method in assessing affect is the u of
Likert scale wherein a list of clearly favorable and unfavorable attitude statements a
provided. The students are asked to respond to each of the statement.
Likert scale .uses the five-point scale: Strongly Agree (SA); Agree (A); Undecided (
Disagree (D) and Strongly Disagree (SD).
The scoring of a Likert scale is based on assigning weights from 1 to 5 to eac
_position of scale. · In using attitude scale, it is best to ask for anonymous _Lesponses. And ·
interpreting the results, it is important to keep in mind that these are verbal expressio
feelings and opinios that individuals are willing to report. Even under the most ide
conditions, it is best to supplement results for self-report method with evidence from oth
sources.
Example: Likert Scale \.

Directions: Put a check on the column for each of the statement that applies to yoZL
Legend: SA - Strongly Agree
A - Agree
U - Undecided
D Disagree
SD - Strongly Disagree

( A )-. (U) (D) (D)

4 3 2 1

1. I am happy during Mathematics class.

2. I get tired doing board work and

drills.

3. I enjoy solving word problems.

3.3.1 Construcing Likert Scale Instrument

Below are the steps in constructing Likert scale instrument:
 1. Write a series of statements ·expressing positive and negative ppinio
toward attitude object.
2. Select the best statements (at least 10), with a balance of positive an
negative opinions and edit as necessary.
3: List the statements combining the positive and negative and put the lette of
the five-point scale to the left of each statement for easy marking.
4. Add the directions, indicating how to mark the
answer and include a k at the top of the page if
letters are used for eacl;l statement.
of Learning 2

5. Some prefer ,to drop· the undecided category so

that respondents will be
i forced to indicate agreement or disagreement

3.4 Semantic Differential Scale

Anothe co_mmon approach to measuring affective traits is to use variations of semantic
differential.. ThesJ scales use adjective pairs that provide anchors for feelings or beliefs that_ are
opposite in direction and intensi_ty. Students would -place a check between each pair of
adjectives that describes positive or negative aspects of the trait. Example: Tr.aits/attitude
toward Mathematics subject
Mathematics:
Boring_ _ _· _ _ Interesting
Important _ _ _ _ _ Useless
Semantic differential like other selected-rsponse formats, is that it makes it easier to.
assure anonymity. Anonymity is important when the traits are more personal, such as values
and self-concept. It is also an efficient way of collecting information. Though this may be an
efficient way note that it is not good to ask too many questions. It is important to carefully
select those traits that are concerned or included in the defined affective targets or outcomes. It
is also a good point to have open-ended items such as "comments" or "suggestions".
, -

3.5 Sentence Completion

The advantage of using the incomplete sentence format is that it captures wh;;ttever:
comes to mind from.each,student. However, there are disadvantages too for this. One is
students' faking their response thinking that the teacher will notice-their penmanship, hence_
students will tend-to give answers favorable to the liked response of the teacher. Another is '
scoring, whjch takes more time and is more subjective than the other traditiona} objective
formats.
Examples:
 Assessment
1. I think Mathematics as a subject is __ Y __________
2. I like my Mathematics teacher . ·the most because·--_____ _
Assessment of Learning 2

EXPLOR
A.
E
Given the following situations, based on what was discussed about methods of
assessing affecting target, discuss your insights relating it to the -ppropriate methods of
affective assessment that best fit the situation. - .
1. As an input' to the planning of the school, the president would like to know the
feelings of te students toward the teiching approach that the school employs
currently, which they call as Dynamic Learning Program (DLP), in particular to its
feature, that no homework is given to stude_nts.
.'

Note: DLP is a teaching method wherein only a_n "expert" teacher

delivers/expla)ns the lesson. The expert is the only person allowed to
answer questions about the lesson. Then all the activities .are har:,dled by
the "facilitators" [teachers also), whose primary role is to manage the
class while the class is working on their activities about the lesson taught
• by the "expert''. The facilitators are not allowed to answer questions about the
lesson since the facilitators may have different subject expertise,
and not the same subject as the activity being proctored.

2.
Among several sections of the eighth grade, one section is noted when it comes to
misbehving. Thrs section is composed of varied types of students, above average,
average, and.below average. The challenge is that the...academic performance of
the class is affected due to misbehaving students. How can affective assessment
methods help to- improve the situation?

B. Based on the chosen method for the two scenarios cited, continue the process of
affective assessment by selecting the appropriate assessent tools in relation to the
chosen
methods for each scenario. Discuss why you have chosen the assessment tool(s) for that
particular approach.
of Learning 2
 Intended Outcome: A comparative and contrasting analysis of the key characteristics of the
different forms of Teacher Qbservaion.

Name: -----=------,--------- ,Date: _______

A. Use the template provided to compare and contrast the assessment method basedon
the specified aspects. ',

Teacher Observation

Unstructured Structured

Preparation/
Actual size

Advantage

Disadvantage
Assessment of Learning 2
 Assessment
Intended Outcome: A comparative and contrasting analysis of the key characteristics of the
different assessment methods, othei;- than te·acher observation.

B.
Use the template provided to compare and contrast the assessment method based
on the specified aspects. You are given the free.cl om to choose what method
( except for teacher observation) as well as the point of comparison and contrast. _
 Assessment of Learning 2

Intended Outcome: To develop an individual observation checklist for assffective learning. ,.,,._
r
. / ·,
C. Individul Observation Checklist
Customize•the template based on your own preference on what you need to
measure or assess. Use the template below and provide for the blank portion of the
template.

OBSERVATION CHECKLIST
Student: Subject: Date:
Type of Assignment:
Not Yet Sometimes Frequently

Work Habits
•

•
Study Habits
•
•
•
•
•
•
· Comments:
 Assessment of Learning 2

Intended Outcome: To develop a group observation checklist for assessing affective

learning. ·

D. Create your qwn observation checklist to measure three affective learning outcomes..
Use the template provjded below.

. ASSESSMENT (GROUP CHECKLIST)

STUDENT. ALO #1. ALO #2 ALO #3 COMMENT
1.
2.
3.
4.
5.

/' AFFECTIVE LEARNING OUTCOMES:

ALO#1

ALO#2

ALO#3

RATINGS:
F - Frequently Observed
S - Sometimes Observed N
- Never Observed
 ..
Assessment of Learning 2

For Submission (A only)

Intended Qy.tcome:
To develop a rating scale for assessing affective learning.

Name: __________________ Date: - .--------

-
A. Rating Scale
Createyour rating scale using thertplate
te provided to measure-students' affective
learning outcome. 1 ' ·

RATING SCALE TO MEASURE:

Attitude towards Assessment of Learning Subject
.
SCALE TO BE USED:_________ (e.g. 0 toS
SCALE'S INTERPRETATION:

Score

ng Subject.
1 I am happy during Assessment of Learni
. ·

. 3.

4.

5.

6.

7.

8.

9.

10.
)
- Assessment of Learning 2

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

8. Likert Scale
Using the aetails you used in the previous activity. transform the simple rating scale
that you made into a Likert Scale.

RATING SCALE TO MEASURE: Attitude towards Assessment of Learning Subject

Directi<,>ns:

Legend: Example: (SA) - Strongly Agree

Attitude toward AsSJssment of Learning subject 1. I am

happy_during Assessment of Learning Subject..

2.
3.
4.
5.
6.
7.
8.
, 9.
10.
Assessment qi Learn il).g 2

Intended· Outcome: To develop a semantic differential scale for assessing affective

learning. .

C. Semantic Differential Scale

Construct a scale that would measure the attitude toward Assessment of Learning
as a subject. You may use the template, complete -it by supplying five adjective pairs.·
Example:

Assessment of Learning

Relevant -- -- -- --
--
Insignificant

1. .
-- -- -- -- --

-- --
2. -- -- -- -- 3. -- -- -- -- --

- - --
4. -- --
5. -- -- - --
Assessment of Learning 2

CHAPTER 6 LEARNING KEY POINTS

❖ The three rvethods used to assess student affect are: teacher observation,
student self-report, and peer-ratings.

❖ Teacher observation can be structured or unstructured. Several

observations_ should l:Je done; recording of behavior as soon as the
behavior was observed. Inferences are made based on what was_ observed.

❖ Students' self-reports cah be in the form of interviews, questionnaires, and

·'
surveys Trust is an· essential factor _in the su.ccess of this method.

❖ Interviews· allow teachers to probe and clarify in order to avoid ambiguity.

Ho:-,vever this method is, time-consuming and cannot be anonympus., ·
·,
❖ Questionnaires are time-efficient and can be anonymous. It 1s necessary to
convince and motivate students that questions must be·answered seriously.

❖ Constructed-response questionnaires tap traits without prompting students,

which indicates what is most important to students.

❖ Selected-response formats, such as the Likert scale, are efficient to score and
can maintain anonymity when assessing groups.

❖ In constructing questionnaires, make the statements brief, write in present

tense, and avoid negative double-barreled items.

❖ P_er-ratings can be used to assess interpersonal traits.