Assessment of Student Learning 2

Module 4: Affective Learning 1

Module Title: AFFECTIVE LEARNING COMPETENCIES

Course Title: Assessment of Learning 2
Course Number: Ed 107
Total Learning Time: 12 hours
Prerequisites: NONE

Overview:
Affect describes a number of non-cognitive variables such as a person's
attitude, interests and values. Student affect is important and teachers can help their
students acquire positive attitudes. According to William James Popham (2003),
the reasons why it is important to assess affect are: (1) educators should be
interested in assessing affective variables because these variables are excellent
predictors of students' future behavior; (2) teachers should assess affect to remind
themselves that there's more to being a successful teacher in helping students
obtain high scores on achievement tests and (3) Information regarding students'
affect can help teachers teach more effectively on a day-to-day basis. In this
chapter, the importance of affective targets as well as affective domain of the
taxonomy of educational objectives will be discussed.

Learning Outcomes
After going through this unit, you will be able to:
 Develop instruments for assessing affective learning;
 Discuss the different competencies under affective domain;
 Familiarize educators behind affective assessment;

Indicative Content
 Learning Competencies in the Affective Domain; and
 Development of Affective Learning tools;

Discussion:
BASIC CONCEPT ON AFFECTIVE DOMAIN

Besides students' academic performance, there are other dimensions of learners that need
to be assessed also. These are aptitudes and attitudes that are related to the academic
achievement of learners (Tanner, 2001).
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Information about learners' experiences with a subject or an activity is only part of what
is needed as input in order to explain their performance. In a class, it would be an obvious
evidence that experience appears to be consistent from student to student (since they belong to
the same class and were given the same activity), still some perform better than the others. And
this difference among students needs to be part of the information to assess students better.

The learners' attitudes toward academic tasks influence their achievements (Harter, 1988;
Lefrancois, 1994). Attitude is associated with what is called the individual's affective domain,
and affect adds a significant dimension to assessment. If there is a relationship between how
students feel about a task and their performance, it is but necessary for teachers to assess affect
and then do something to influence affect. It is not just to help the students like the activities they
do but to do it better. Attitude measures are part of the broader category of personality measures.
This area of assessment is significant since information about personality characteristics gives
more information that will help in predicting how a particular set of learners will likely respond
to certain learning situation. In the general psychology course, a more detailed study about
personality is covered, but in this book the focus is its connection to school and learners'
achievement.

The relevance of affective targets as regards assessment of learners' and facilitation of

learning, are discussed in the succeeding paragraphs.

1. Importance of Affective Targets

Researches have established the clear link between affect and cognitive learning
(Ormrod, 2004). Students are more proficient in problem-solving if they enjoy what they do.
Students who are in good mood and emotionally involved are more likely to pay attention to
information, remember it meaningfully and apply it. Too much anxiety obstructs learning and
greater motivation is necessary for maximum performance. A more positive environment fosters
good student engagement and learning than in a classroom with negative climate (Fraser 1994).
Though the linkage of affect and learning of students has been well-established, they
remain very little systematic assessment of affect that is applied in classroom instruction.
McMillan Workman & Myran 1998; Stiggins & Conklin, 1992). Motivation and involvement
idents in Tearning activities are affected by students' attitude toward learning, respect for others,
and concern for others. Though these factors are known to teachers, yet most teachers do not
utilize any kind of formal affective assessment. Possible reasons are: (1) school routines are
organized based on subject areas; and (2) assessment of affective targets is fraught with
difficulties. (McMillan, 2007)
Cognitive subject matter targets are agreed on as desirable for all students. This places
affect in a position of importance but still secondary to cognitive learning. It also makes difficult
to determine which affective targets are appropriate for all students. It is simply not easy to
define attitudes, values, and interests.
The second possible reason is that many potential sources of error in measuring affective
traits often result in low reliability. Motivation is of primary concern. Students need to take such
assessments seriously to provide accurate results, but still many may restrain from giving honest
answer if the responses are not treated with anonymity and confidentiality. It would be easier to
fake responses to self-report instruments if the results are to be used for grading or some other
purpose. Students may want to please the teachers with positive responses. Other possible source
of error is that some affective traits are easily influenced by momentary or temporary moods.
This is true for younger students who may report more negative affect after a bad day or session.
Teachers' bias may also contribute significantly on what may be recorded or perceived.
Though a lot of demotivating instances were mentioned in the previous paragraphs, these
discouraging instances should not hinder the assessment of the students' affect. Positive affective
traits and skills are essential for:
Effective learning
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Module 4: Affective Learning 3

Being an involved and productive member of our society

Preparing for occupational and vocational satisfaction and productivity (example: work
habits, willingness to learn, interpersonal skills)
Maximizing the motivation to learn at present and in the future
Preventing students from dropping out of school

Various ways by which teachers can signal to students that clearly defined positive affect
is important than just simply systematically assessing it. It begins with identifying affect targets.
In the next paragraph this action will be explained more.

2. Affective Traits and Learning Targets

The word affective refers to a variety of traits and dispositions that are different from
knowledge, reasoning, and skills (Hohn, 1995). Technically, this term means the emotions or
feeling that one has toward someone or something. Nevertheless, attitudes, values, self-Concept,
citizenship, and other traits are usually considered to be non-cognitive, include more than
emotions or feelings. Most kinds of student affect involve both emotion and cognitive beliefs.
Shown in the table below are the different affective traits and its corresponding
description.
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In the succeeding parts of this chapter, some of these affective traits will be discussed in
line with setting of affective targets or outcomes. These traits have been studied and found out to
be contributory factors in student learning.

2.1 Attitude Targets

McMillan (1980) defines attitudes as internal states that influence what students are likely
to do. The internal state can in some degree determine positive or negative or favorable or
unfavorable reaction toward an object, situation, person or group of objects, environment, or
group of persons. It does not refer to behaviors, what a student knows right or wrong in a moral
or ethical sense, or characteristics such as race, age or socio-economic status. In a learning
institution, attitude is contingent on subjects, teachers, other students’ homework, and other
objects or persons. Most often, one can identify the positive or negative attitudes that a person
intends to foster or at least keep track of because these attitudes are related to current and future
behavior. Some of these attitude are listed in the table below:

A Positive Attitude Toward A Negative Attitude Toward

Learning Cheating

Math, Science, English, and other Subjects Drug Abuse

Assignments Bullying

Classroom rules Cutting Classes

Teachers Dropping Out

In researches conducted by social psychologists, they found that attitudes consist of three
components or contributing factors (Forsyth, 1999):
1. An affective component of positive or negative feelings.
2. A cognitive component describing worth or value
3. A behavioral component indicating a willingness or desire to engage in particular
actions.

The affective component consists of the emotion or feeling associated with an object or a
person (good or bad feelings, enjoyment, likes, comfort, anxiety, etc.). When the teacher
describes students as liking math or enjoying art, the teacher is focusing on the affective domain.
The cognitive component is an evaluative belief (such as thinking something as valuable, useful,
worthless, etc.). In school, students can think history is useless and science valuable. Behavioral
component is actually responding in a positive way. A strong and attitude is manifested when all
three components are consistent. Which means that, if the student thinks it is valuable, and reads
science related materials at home, it translates that the student has a very strong positive attitude.
On the other hand, it is likely that for many students, these components will contradict
one another. For example, Juana may not like English very much but thinks that English is
important. The question is, what would her attitude be, in general tense, toward English? That
would depend on what components of the attitude is being measured. If it is only affective
component then the attitude would be negative; but if it is the cognitive component, it would
translate to a positive attitude.
This trifocal conceptualization has significant implications for identifying attitude targets.
Does the assessment need to focus on feelings, thoughts, or behavior? If the learning target for
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example is "students will have a positive attitude toward school" then the assessment needs to
include all the three components since the general nature of target would need to be consistent
with the assessment. But, if the target is "students will like coming to school," then it would
suffice that the assessment focus only on the affective component.

2.2 Value Targets

Generally, values refer either to end states of existence or to modes of conduct that are
desirable or sought (Rokeach, 1973). End states of existence refer to conditions and aspects of
oneself and the kind of world that a person wants such as safe life, world peace, freedom,
happiness, social acceptance, and wisdom. And modes of conduct are manifested in what person
believe is appropriate and needed in everyday existence such as being honest, ambitious, loving,
responsible, and helpful.
Each of these values can be placed into categories consistent with different areas of persons'
lives. Hence, the aspects of moral, pelibical, social, eesthetic, economic, technological, and
religious values.

McMilan (2007) suggested that in setting value targets, it is necessary to stick to

controversial and those that are clearly related to academic learning and school and
department of education goals. Some values that are commendable and non-controversial are
described in the table below:

McMillan (2007) and Popham (2005) suggested other non-controversial values (aside
from those mentioned above) like kindness, generosity, perseverance, loyalty, respect. courage,
compassion, and tolerance. Both of them believed that there should be a limit to the number of
affective traits targeted and assessed. It is better to do an excellent job assessing a few important
traits than to try to assess many traits casually.

2.3 Motivation Targets

In education, motivation can be defined as the extent to which students are involved in
trying to learn. (McMillan, 2007) This includes the students' initiation of learning, the intensity
of effort exerted, the students' commitment, and the students' persistence. In other words,
motivation is the determined engagement in learning in order to gain mastery of knowledge or
skills; students take learning seriously and give importance to opportunities to learn.
Researches on motivation can be organized according to the Expectancy X Value
Framework (Brophy, 2004; Pintrich & Schunk, 2002). The model implies that motivation is
determined by students' expectations, their beliefs about whether they are likely to be successful,
and the relevance of the outcome. Expectations refers to the self-efficacy of the student. Self-
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efficacy is the student's self-perception of his or her capability to perform successfully. Values
are self-perception of the importance of the performance, That is, the student see the relevance of
the activity. For example, the students evaluate the activity they engage in if it is enjoyable or
satisfying; Will it meet some social and psychological need? (such as self-worth, competence, or
belonging); Will it help the student meet an important goal? Students who believe that they have
the capability to be successful and that the activity they engage in themselves are important for
them and relevant, they will be highly motivated
to learn. Even if they value the outcome, and yet the students believe that they don't have the
capability to attain success, their motivation will be weak. Similarly, there are many students
capable but are unmotivated because the activity that they are asked to do holds no importance
for these students.
Like attitudes, motivation is too ambiguous to use the general definition as an outcome
because it is difficult to pinpoint the source of lack of effort and involvement, McMillan(2007)
suggests that motivation targets should focus on self-efficacy and value, distinct by academic
subject and type of learning (like knowledge, understanding, reasoning). Below are some
examples of motivation targets:

 Students will believe that they are capable of learning how to write simple
computer programs using Java. (self-efficacy)
 Students will believe that it is important to know how to write simple computer
programs using Java. (value)

In assessing motivation, it is important to consider why students are learning, the reasons
students' give for their actions. When students do something or engage themselves in activities
because they find the activities interesting, enjoyable, or challenging, they are intrinsically
motivated. While extrinsic motivation is doing something because it leads to a reward or
punishment. Likewise, it has been shown that students who are motivated by a need to
understand and master the task (mastery orientation) show more positive behavior and thinking
as compared to those who are doing something for the result or outcome (performance
operation). Students who are for mastery orientation are more engaged, have in general,
inclination to generate solutions to difficulties, and generate more positive credits to success and
failure (success attributed to ability and moderate effort; failure to lack of effort).

2.4 Academic Self-Concept Targets

Extensive literature on self-concept and self-esteem are available for references. Most
educators refer to these characteristics when dealing with students who have problems with
school and learning (e.g., "Juan has a low self-concept," "Juana has a low opinion of herself"). It
is accepted that these beliefs are important even when controversy over whether self-concept and
self-esteem proceed or result from academic learning. Some level of positive self-efficacy is
needed for achievement (McMillan, 2007). It is likely that the said aspect of self-concept is
formed, at least in part, when children experience meaningful success with
moderate effort.
In setting targets, it is helpful to remember that self-concept and self-esteem
are multidimensional (Marsh & Craven, 1997). There is bodily self, an athletic self, a
mathematical self, a social self, and others. Each person has a self-description in each area, that
form one's self-concept or self-image. Moreover, individuals have a sense of self-regard, self-
affirmation, and self-worth in each area (self-esteem). Hence, a student can have a self-concept
that he is tall and thin, but feel very comfortable with it and accept the description. On the
contrary there can be another student who has the same self-concept but feel inferior or
inadequate, thus, have a low self-esteem.
In assessing the academic self-concept, universal self-concept, and self-esteem targets
must be avoided including self-description and an evaluation of that description. General self-
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concept measured through attitudes and motivations is not beneficial since general concept from
areas not directly related to academic learning. Through specifying academic self-concept or
self-concept in academic ability a more valid indication of what students think themselves as
learners will be known. Targets that are specific to subject has yield to a more useful
information. In addition, it is also helpful to know where students draw line between descriptions
of themselves and if they like those descriptions. For cases of serious mental or emotional
problems, a general measure may be needed, however, it is best to leave those kinds of
assessments for such cases to school psychologist or counselor.

2.5 Social Relationship Targets

A complex set of interaction skills, including identification of and appropriate responses
to social indications, defines social relationships. The table below contains examples of the
nature of social relationships that can be used as targets.
peer relations Friendship

cooperation collaboration

taking a stand conflict resolution

functioning in groups assertiveness

prosocial behavior* empathy

*Behaviors that are intended to help others.

The examples cited in the table are mostly relevant in basic education, specifically in the
elementary level as these social traits are needed skills in their academic achievement. And at the
secondary level, social traits that enhances interpersonal abilities are becoming more important
as the schools work with the business community to assess the need, specifically those needs
pertaining to skills necessary to be successful in the workplace. Moreover, social interaction is a
key element of knowledge construction, active learning, deep uderstanding (Borich &
Tombari, 2004). As long as there are interactions that happen students need to make necessary
adjustments in their thinking and actions so as to accommodate others' viewpoints, to defend
their ideas to others, and to share their opinions. These exercises encourage a deep understanding
and keep student involved. In addition, interaction can help promote good reasoning, and
problem-solving skills through observation
and engagement in such activities.
Presented in the table below are some examples of social relationship areas and
corresponding targets.

Collaborative skills needed to work in small groups may include four components
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namely: (1) basic interaction; (2) getting along; (3) coaching; and (4) fulfilling particular roles
(Borich & Tombari, 2004; Hoy & Greg, 1994).
A general target regarding "improved social relationships" or "improved collaboration
skills" does not provide specifics to focus instruction and assessment.

2.6 Classroom Environment Targets

In every classroom there is a unique climate that is felt at every point in time.
Some manifest a comfortable atmosphere, others have relaxed and productive
ambiance. As a result, there are classes that are happy and content while others are
serious and tensed due to the classroom climate. It follows that students behave
differently as dictated by the classroom climate, some shows warm and supportive
class while others register cold and rejecting. All these situations are what is known as
classroom environment, classroom climate or classroom culture.
As affective target, learning should seek to establish student feelings,
relationships, and beliefs that promote positive classroom environment.

One of the relevant inputs to improve the classroom environment is to compare

students' perspectives with those of teachers' perspectives as far as classroom
ambiance. For example, the students perceive that there is a need to establísh a more
positive classroom environment while on the other hand, the teachers see that the
classroom environment is more positive. The difference on the perceptions of the
students and the teachers with respect to the level of positivity of the classroom
environment is a good source of information to identify what areas to improve in the
classroom environment so as to maximize student
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3.0 Affective Domain of the Taxonomy of Educational Objectives

In 1964 David R. Krathwohl, together with his colleagues, extended Bloom's
Taxonomy educational objectives by publishing the second taxonomy of objectives,
this time giving emphasis on the affective domain. Krathwohl and his collaborators
attempted to subdivide the affective realms into relatively distinct divisions. Five
different levels of affective objectives were described in the affective taxonomy.
These levels are described in the following table.

The aforementioned affective taxonomy serves as a valuable part of assessment of affect.

Through them, standard or level of affect that is part of the target is determined. In addition, it also
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provides good suggestions for using student behaviors as indicators of affect at each of the levels.

Developing an Affective Learning Tools

Cognitive and affective domains are inseparable aspects of a learner. Each
completes one another with respect 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 assessing learners' affective constructs are often left behind and focus is
given most of the time to assessing 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 teachers rarely use them. Instead, own observations
and students self-reports are mostly used.
There are three considerations in assessing affect. These are:

1. Emotions 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. (However, 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 method to 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 judgments made is
appropriate. If the assessments is to improve instruction, results for group or whole
class is more proper to use. This is one of the usefulness of affective assessment. It is
more reliable to use anonymous student self-reports.

1.1 Teacher Observation

Teacher observation is one of the essential tools for formative assessment.
However, in this chapter, the emphasis is on how to use this method so that teachers
can make more systematic observations to record student behavior that indicates the
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presence of targeted affective traits.

In using observation, the first thing to do is to determine in advance how
specific to the target. It starts with a vivid definition of the trait, then followed by
behaviors and actions that correspond to positive and negative dimensions behaviors
and actions are identified initially by listing what the students with negative behaviors
do and say. Classify those and create a separate list of the behaviors and another list
for the negative student behaviors. These lists initial or starting point of what will be
observed. Contained in the table possible student behaviors indicating positive and
negative attitude toward learning.

These behaviors provide foundation in developing guidelines, checklists or

rating scales. The positive behaviors are called approach behaviors while the negative
ones are termed avoidance behaviors. Approach behaviors 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 to perform observation,
particularly the teacher observation.
McMillan (2007) suggested that the best approach is to develop a list 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 developed.
After the list of behaviors has been developed, the teacher 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.
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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 observation 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 no 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 behavior on a regular basis. It is hard to
find time most especially when the teacher is pre-occupied with other learning
activities.

1.1.2. Structured Observation

Structured observation is different from unstructured observation in terms of
ion needed as well as in the way observation is recorded. In structured ion, more time
is needed since checklist or rating forms are to be made Slice 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.
Below are the things that should be considered if teacher observation method
will be used to assess affect
 Determine behaviors to be observed in advance
 Record student's important data such as time, data, and place
 If unstructured, record brief descriptions of relevant behavior
 Keep interpretations separate from description
 Record both positive and negative behaviors
 Have as much observations of each student as necessary
 Avoid personal bias
 Record immediately the observations
 Apply a simple and efficient procedure

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 interview. 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
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opportunity that teachers may have direct involvement with the student wherein
teachers can probe and respond for better understanding. It is important that trust must
be established so that students' true feelings 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 opportunity 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. Two
types of format using questionnaires and surveys are: (a) Constructed-Response
format; and (b) Selected-Response format.

Constructed-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,
values and beliefs are expressed better using essays.

Selected-Response format
There are three ways of implanting the selected response format in assessing
affective learning outcomes. These are rating scale, semantic differential scale, and
checklist. These 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):
 Keep measures focused on specific affective traits
 Establish trust with students
 Match response format to the trait being assessed
 Ensure anonymity if possible
 Keep questionnaires brief
 Keep items short and simple
 Avoid negatives and absolutes
 Write items in present tense
 Avoid 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
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not always take this activity seriously and most often than not they are subjective in
conducting this peer rating. Thus, peer rating is seen relatively inefficient in terms 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) guess-who
approach; and (b) socio-metric approach. These approaches can be used together with
observations and self-reports to strengthen assessment of interpersonal and classroom
environment targets.

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, consider 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. However, if attitude components is to be diagnosed, a self-report will
give a better information. Observation can be supported by peer rating method if the
target is socially-oriented affect.

2.2 If the information needed is from grouped or individual responses;

If grouped response and tendencies are needed, selected 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 mindful of the
possibility of having fake results from self-report and even from peer 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 organizing the tasks assigned to them into logically
sequenced steps that will lead to successful completion of the task. For the teachers, a
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criteria checklists can be used for formative assessments by giving emphasis on

specific behaviors, thinking skills, social skills, speaking skills, athletics skills, or
whatever outcomes are likely to be measured and monitored. Checklist can be used
for individual or group cases.

The following table shows an example of a checklist format.

3.1.1 Criteria for Checklists

In planning for criteria that will be used in checklists, the criteria must be
aligned with the outcomes that need to be observed and measured. Generally, criterion
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is defined as a standard that serves as reference for judgment or decision. 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 because these make a quick and easy way to:
a. observe and record skills, criteria, and behaviors prior to final test 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

According to Nitko (2001), rating scales can be used for teaching purposes and
assessment.
1. Rating scales help students understand the learning target/outcomes and to
focus students' attention to performance.
2. Completed rating scale gives specific feedback to students as far as their
strengths and weaknesses with respect to the targets to which they are measured.
3. Students not only learn the standards but also may internalize the set
standards.
4. Ratings helps to show each student's growth and progress.

Example: Rating Scale (Attitude towards Mathematics)

Directions: Put the score on the column for each of the statement as it applies
to you. Use 1 to 5, 1 being the lowest and 5 the highest possible score.
Score
1. I am happy during mathematics classes
2. I get tired doing board work and drills
3. I enjoy word problems

3.2.1 Types of Rating Scales

The most commonly used type of rating scales are:

Numerical Rating Scales

A numerical rating scale translates the judgments of quality or degree into
numbers. To increase the objectivity and consistency 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- generally appropriate and effective; 2- needs
improvement, may do other unrelated tasks; and 1-unsatisfactory, disruptive and do
other tasks not related to activity.
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Module 4: Affective Learning 17

 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 3 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 the horizontal line under each item. In the space for comment(s),
include anything that helps clarify your rating.

1. To what extent does the student participate in team meetings and

discussions?

Never Participates Participates

Participates As much as More than any
quiet Other team Other team
passive members member

Comment(s):
_____________________________________________________________________________________
_____________________________________________________________________________________

3.2.2 Common Rating Scale Error

The table below contains the common rating scale errors that the teachers and students
must be familiar with in order to avoid committing such kind of errors during assessment
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Module 4: Affective Learning 18

3.3 Likert Scale

Another simple and widely used self-report method in assessing affect is the
use of Likert scale wherein a list of clearly favorable and unfavorable attitude
statements are 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 (U), Disagree (D) and Strongly Disagree (SD).
The scoring of a Likert scale is based on assigning weights from 1 to 5 to each
position of scale. In using attitude scale, it is best to ask for anonymous responses.
And in interpreting the results, it is important to keep in mind that these are verbal
expressions, feelings and opinions that individuals are willing to report. Even under
the most ideal conditions, it is best to supplement results for self-report method with
evidence from other sources.
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Module 4: Affective Learning 19

Example: Likert Scale

Directions: Put a check on the column for each of the statement that applies to you.
Legend:
SA - Strongly Agree
A - Agree
U - Undecided
D - Disagree
SD - Strongly Disagree
SA A U D SD
(5) (4) (3) (2) (1)
1. I am happy during mathematics classes
2. I get tired doing board work and drills
3. I enjoy word problems

3.3.1 Constructing Likert Scale Instrument

Below are the steps in constructing Likert scale instrument:
1. Write a series of statements expressing positive and negative opinions
toward attitude object.
2. Select the best statements (at least 10), with a balance of positive and
negative opinions and edit as necessary.
3. List the statements combining the positive and negative and put the letters
of 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 key
at the top of the page if letters are used for each statement.
5. Some prefer to drop the undecided category so that respondents will be
forced to indicate agreement or disagreement.

3.4 Semantic Differential Scale

Another common approach to measuring affective traits is to use variations of
semantic differential. These scales use adjective pairs that provide anchors for feelings
or beliefs that are opposite in direction and intensity. Students would place a check
between each pair of adjectives that describes positive or negative aspects of the trait.
Example: Traits/attitude toward Mathematics subject
Mathematics:
Boring --------------------------------------- Interesting
Important --------------------------------------- Useless

Semantic differential like other selected-response 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".
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Module 4: Affective Learning 20

3.5 Sentence Completion

The advantage of using the incomplete sentence format is that it captures

whatever 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, which rakes more time and is more subjective than
the other traditional objective formats.
1. I think Mathematics as a subject is _________________________________
2. I like my Mathematics teacher the most because ______________________

Evaluation
Tasks:
A. Designing lesson objectives in the affective domain.
Directions: Design your affective objectives in each of the level of affective domain.
Levels Measurable Affective Objective
Receiving Objective:
______________________________________________________
Responding Objective:
______________________________________________________
Valuing Objective:
______________________________________________________
Organizing Objective:
______________________________________________________
Characterizing by a value or Objective:
Value concept ______________________________________________________
B. Use the template provided to compare and contrast the assessment method based on the specific
aspects.
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Module 4: Affective Learning 21

Intended outcome: To develop an individual observation checklist for assessing affective learning