LESSON 4:

AFFECTIVE ASSESSMENT
Objectives:
A.

Develop an assessment
tool to measure affective
outcomes.
 Affective
Assessment
The affective domain (from the Latin
affectus, meaning "feelings") includes a
host of constructs, explicitly they such
as attitudes, values, beliefs, opinions,
interests, and motivation.
Affective Assessment
- It does not determine the grades the
students get.
-Affective assessment can provide
supplemental information about a
learning difficulty or behavior problem
that affects learning.
Taxonomy of affective domain
learnings.
In the affective domain of learning, Krathwohl et al.
(1964) developed a taxonomy of affective qualities
that can serve as guide in doing affective
assessment.
-To receive
-To respond
-To value
-To organized
-To characterize
 What is the taxonomy of affective domain in
learning?
To organize To characterize
To value where the the learner
To receive demonstrates his or
the learner learner has
the learner To respond her beliefs and
demonstrates internalized and attitudes not only in
demonstrates an the learner
commitment to integrated his or a single event or
awareness in an reacts to a
the object, her feelings, situation but in
activity that is given stimulus
knowledge, or emotions, multiple events,
happening such or information showing
activity. The beliefs, opinions,
that he/she gives that has been consistency of the
learner has etc., resulting to
attention to that received. behavior that
internalized a set actions where establishes an
activity.
of specific values. new values and image or character
traits emerged. . of the learner. .
 What are the affective variables of
learning
1. Assessment is based on authentic tasks that
demonstrate learners’ ability to accomplish
communication goals;
2. Instructor and learners focus on communication,
not on right and wrong answers;
3. Learners help to set the criteria for successful
completion of communication tasks; and
4. Learners have opportunities to assess themselves
and their peers.
 What are the affective
variables in learning
A number of variables can be investigated using affective
assessment and these basically deal with how students feel
or think about a lesson, a person, or an activity.
-Attitudes
-Values and beliefs
-Interest
-Motivation
-Self-confidence
 What are affective variables in learning?
Values and Interest
Beliefs , it is what
Values that are students are
included in the Motivation Self-confidence
"into" or the This refers to how a
Attitude curriculum are Brown (1987)
honesty, learner's person feels about
This means we defines
patience, disposition about his or her abilities
are referring to a motivation as an
perseverance, a topic, such as to accomplish a task
person's reaction inner drive, or reach a goal. It is
respect for reading, science,
whether negative others, impulse. the person's
mathematics,
or positive, cleanliness and emotion, or perception of
history, etc. It is himself/ herself and
favorable or order, care for desire that
environment, etc. interest that his or her
unfavorable moves one to a
Beliefs, on the drives the capabilities to
toward an object, particular action.
other hand, refer learner to be perform
activity, person, It arouses and successfully the
to our attentive to the
or environment. convictions or sustains task given to
topic of
opinions we hold behavior. him/her.
discussion or
to be true even
without engage in any
evidence.. academic activity.
 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.

- The direct assessment of affective learning outcomes is more

attainable at the lower levels in the affective learning taxonomy
of Krathwohl et al. (1964).

- Because of these, indirect measurements are thought to be

less reliable. Nevertheless, researchers and educationists are in
continuing effort to overcome these perceived difficulties.
1. Self-Report Questionnaires
- is 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. .
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.
2. Likert Scale
 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. Consider the different levels of
affective taxonomy in constructing the items.

- 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.
 Steps in the Construction of the Rating Scale

- 4. Administer the self-report inventory to your target respondents.

- 5. Analyze the results and consider the findings and draw the
implication.
 b. Semantics differential
- This is a widely used scale that employs
ratings of concepts with contrasting
adjectives placed at opposite ends of the
number scale.

- The response could then be summed, and

a mean could be determined in each of the
adjective pairs.

- In this way, the concept "problem solving"

would be scaled on the various pairs of the
adjectives.
 c. Checklist

- A checklist is a form of self-report

that asks persons to indicate
whether they demonstrate a set of
qualities or behaviors. In particular,
for affective assessment, 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.
Checklist
 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.
- It is not answerable by close – ended
questions.
 2. Interview
- Interview might be structured or
unstructured
- In 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.
- Unstructured 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.
 For interview to be an effective assessment tool, these are the steps
for 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. 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.
 3. Student Journals
- These are effective tools that can be used in
assessing and monitoring student thinking
and attitudes that gives students guided
opportunities to "think aloud" through writing. It
is a special form of documentation that records
personal experiences and thoughts.

- 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.
 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.

- An unstructured observation is open-ended,

with no formal recording of what is observed as
assessment process is ongoing.

- On the other hand, in the structured observation,

you need to prepare a checklist or rating form
before the actual observation.
 The measures obtained from observation approach can be
made 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. You can try this with a sample of students.

4. Have a colleague/colleagues to work with you in the actual observation time.

5. Be clear on ethical issues.

6. Record the observation immediately.

 Other alternative strategies for
assessing learning
- Assessment of non-cognitive learning
outcomes through:
1. Performance rubrics (psychomotor
outcomes)
2. Rating scales and checklist (affective
or dispositional outcomes); may
provide opportunities for using self-
assessment and peer assessment
 “Achievements and
Highest Grade won’t
matter if you don’t have
attitude..”
—Haw, 2019
 Thanks!
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