EDU353: Assessment in Learning 2

Module #12

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

Lesson title: Affective Variables in Learning and Materials:

How to Measure Affective Learning Part 2 highlighter, pencil or ballpen, passage, SAS
References:
Lesson Objectives:
At the end of this module, you should be able to: Balagtas, M. et al. (2020). Assessment in Learning 2
• define the affective variables in learning; and
• identify the assessment tools used to
measure affective learning.

Productivity Tip:
Manage your time wisely! Make sure to determine and plan out how you will spend your time well. If you
set two hours for finishing this module, you have to keep up with the time you allotted for this work, so that,
no other tasks will be left unfinished at the end of the day! This will help you boost your productivity and
efficiency. You have to write down and prioritize your goals, and set a manageable range of time for every
task. Just always keep in your mind that Time is Valuable!
A. LESSON PREVIEW/REVIEW
1) Introduction
To start, let us have a brief recap on our previous lesson.
What are the affective variables in learning?

As mentioned earlier, a number of variables can be investigated using affective assessment and these
basically deal with how students feel or thin about a lesson, a person, or an activity. In the education
field, the most Common variables for affective assessment are the following:
1. Attitudes.
2. Values and Beliefs.
3. Interest.
4. Motivation.
5. Self-confidence.

2) Activity 1: What I Know Chart (Part I)

Instructions:
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 EDU353: Assessment in Learning 2
Module #12

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

First, let us find out what you might already know about this topic through answering the
questions in the table (Column 2) below. I want you to fill-out the first column only of the table.
Thus, leave the third column blank for now. There are no right or wrong answers in this one.
What I Learned
What I Know Questions
(Activity 4)
1. 1. What assessment
tools are used in
affective assessment
aside from Self-report
questionnaires?
2. How are affective
2.
domains being
conducted?
B. MAIN LESSON
1) Activity 2: CONTENT NOTES
Prepare your highlighter to highlight important key points from the text and pencil or ballpen to
answer possible short exercises along the way. Let us start!

In the previous lesson, you have learned the first Assessment Tool to measure affective
learning. Today, let us continue the rest of the tools we can use in measuring the said domain.

Writing Statements for Rating Scale for Self-Report

Some guidelines might be of help in creating your self-report assessment instrument.
1. Statements should refer to the present conditions rather than past or future situations.
2. The statement should be relevant to the psychological construct being measured.
3. Avoid factual statement since the nature of what is assessed are affective traits. 4.
Statement should elicit a response that lends itself to one interpretation.

5. Statements should be clear and simple sentences using precise and direct language.
6. Considering that responses in the instrument reflect gradation, statements should no
longer contain always, nearly, only, never, and just. These words are ambiguous.
7. Use vocabulary appropriate for the level of understanding of the respondents.
8. Avoid double negative sentences.

Steps in the Construction of the Rating Scale

1. Select the affective trait you want to assess which you find relevant to teaching-learning
situation. Make sure that you or your school is going to benefit from it and use the data to improve

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 EDU353: Assessment in Learning 2
Module #12

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

the present situation.

Example: You may be interested to know students' interest about specific educational issues
like climate change and environment. This inventory will not only help the science teacher in
classroom situation, but the data may also help teachers to know who can be tapped to participate in
Waste Management and Segregation Project the school is launching.

2. Construct items that are clear, definite, and focused on the trait you want to measure. Consider
the different levels of affective taxonomy in constructing the items. In addition, since what you are
assessing is on emotion or affect, items should include positive and negative positions that will make
the respondent think carefully the answer to the item.

3. Pilot test or field try the inventory and revise the parts that appear to be unclear. This is advised
when you want to measure more encompassing and long term affective learning outcomes. The
purpose of field testing the instrument is to detect unclear questions and statements and procedural
difficulties the intended respondents can experience with the questionnaire. It is preferred that field
test be given to comparable set of students. If the inventory is intended for Grade 6 students, then
having another class of Grade 6 to give feedback to the inventory will best suit the purpose of field
testing.

4. Administer the self-report inventory to your target respondents. It is advised that adequate time
like on power test is provided for completion of the inventory.

5. Analyze the results and consider the findings and draw the implication. Ti most common scale is
1 to 5, with 1 as the extreme negative option, by the less negative, and mid-range ratings indicating a
level of neutrality through 5 being the highest positive or favorable response. For the negative items,
the numerical values are reversed. The use of simple statistics essential. This involves frequency count
relative to each option in the cumulative percentages to see pattern of responses in each item as well
a: the entire scale. Simple computation of mean will be useful in visualizing collective outcome as a
class, or as a grade level or in the entire school. The most common way to treat data using Likert scale
is to sum the values of each selected option and determine the score for each respondent. The score
represents a specific trait—agreed or not agree, satisfied or not satisfied, confident or not confident,
etc.

Again, if your intention is for classroom setting only, data analysis does not have to be complex
and computation of a score may not be the focus. The teacher may give more attention to patterns
of responses vis-å-vis the content and essence of the affective items. Consequently, the teacher
should be able to define the implications of the results to improve the learning environment.

b. Semantic Differential. This is a widely used scale that employs ratings of concepts with
contrasting adjectives placed at opposite ends of the number scale. For example, the concept of
"Problem Solving" can be assessed using the following semantic differential scale:
Problem Solving

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 EDU353: Assessment in Learning 2
Module #12

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

Difficult --------- ------- ------- --------- -------- Easy

1 2 3 4 5

Interesting --------- ------- ------- --------- -------- Boring

1 2 3 4 5

Useful --------- ------- ------- --------- -------- Useless

1 2 3 4 5

Realistic --------- ------- ------- --------- -------- Unrealistic

1 2 3 4 5

Rigid --------- ------- ------- --------- -------- Loose

1 2 3 4 5

In this example, the students are asked to express their attitudes toward problem solving. They
need to make a check mark on the scale indicating the degree of agreement they have with the
adjectives listed. Similar to the Likert scale where there are negative items, the position of the
positive and negative adjectives in semantic differential are reversed to balance the scale and create
a less biased measurement. 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. For example, attitude toward environment
may be measured by giving students a checklist that enumerates different actions related to
environment awareness and commitment in one column and space in another column where
students will put a check or a cross, indicating whether those actions are being done or not.

An Example of a Self-Report Behavior Checklist

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 EDU353: Assessment in Learning 2
Module #12

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

Name Grade Date

Put a check (V) on the options that correspond to your answer to
each item.

1 . How would you like to be part of environmental program activities?

I do volunteer to be part of the crusade

I give donations

I just let my parents pay their taxes

I am not interested
2. Do you follow any of the television shows about environmental issues and programs?

Yes, always

Not regularly

No
3. Which of the following waste materials do you segregate at home?

Papers, newspapers

Glass and bottles

Plastics

Food leftovers

I do not segregate
4. Do you read magazines and publication about environmental issues?

Yes, every time

Sometimes

Rarely

No, not my interest

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 EDU353: Assessment in Learning 2
Module #12

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

5. What is your reaction on the signing of Executive Order 26 on Providing for the Establishment of
Smoke-Free Environments in Public and Enclosed Places?
I support the Executive Order to protect the health of people
I find the Executive Order as anti-poor
It is not my concern

I do not know what it is all about

6. What is your reaction to environmental polluters?

I will report them to the concerned officials

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

7. Are you a member of any environmental organization?

Yes
No
Planning to do so

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.

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 EDU353: Assessment in Learning 2
Module #12

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

2. Interview. This is an oral assessment of student learning that is conducted through spoken
words and casual conversation. This assessment tool allows the teacher to collect and explore
more in-depth information about the trait being assessed that cannot be captured by written
instrument nor even be observed. The assessment data are not just answerable by "Yes" or "No"
or othér predetermined responses. Through this assessment technique, the teacher is able to
probe responses that other forms of assessment tool cannot. The students can qualify and
expand their previous answers, which can be vague at the earlier part of the conversation. It
provides students opportunity to open other thoughts and ideas, and the teachers can be flexible
to adapt questions as the need arises. It can provide a powerful "moment of sharing" where the
learner is able to express face-to-face his or her feelings and emotions. Prerequisite to achieve
all of these is the trust you have to build with the interviewee by demonstrating care and respect.

Interviews may be structured or unstructured. In the structured interview, there is a planned

sequence of questions, which lead to openended discussions between the teacher and the
student, either done individually or by group. One limitation though of the structured interview is
that predetermined questions tend to limit flexibility. Some important information about the
learner on constructs you want to pursue may be missed or ignored because you can be
controlled by the list of questions you need to complete. On the other hand, informal interview
will appear to be natural, and it can create a more conversational environment for sharing,
wherein the teacher will be able to elicit more truthful information from students about
themselves. In many cases, even when trust has been established, students may not also be
comfortable talking about values and sharing feelings when he/she is in a one-to-one
conversation with the teacher. This is especially true for young adolescents who are more
particular with the image they create with others. A group interview may work better on older
students to elicit most authentic information. Younger children can be more candid and honest
with their answers whether the interview is done individually or in a group. Nevertheless, in
whatever manner, interview is considered an effective tool for affective assessment. Imagine
yourself as a student and you experience a teacher spending time talking to you about how you
are doing in his or her subject, asking you face-to-face on how you are learning, or how you are
feeling toward his or her subject. Questions like "How did you do on the assignment I gave you?"
"What questions in the test excite you most?" and "What task did you find most difficult?" will
make a great deal on students' feelings. In other words, interviews may go beyond cognitive
improvement. Spoken words will motivate students to learn.

For interview to be an effective assessment tool, the following are general steps in developing
and conducting an interview:

1. Select the assessment objectives.

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 EDU353: Assessment in Learning 2
Module #12

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

2. List the oral questions in sequence based on the objectives. However, the sequence is
not absolute; instead, there should be a room for flexibility. Questions should start with general
questions followed by more specific ones.

3. Make a report sheet or any form to record responses

4. Conduct the interview. Start with statements that will make the learner be at comfort
level with the teacher.

Record the responses, both elicited responses and responses that were aided by prompts.
Record as well the questions that were not answered, and additional questions that were given
during the probing process. Record the wait time for the response. It will also be worth noting to
record the nonverbal behavior like body movements during the interview process.

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 EDU353: Assessment in Learning 2
Module #12

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

4. Student Journals. These are effective tools that can be used in assessing and
monitoring student thinking and attitudes. Journal writing gives students guided opportunities to
"think aloud" through writing. It is a special form of documentation that records personal
experiences and thoughts. It is a reflection of learners' own perception about a problem, a
situation, or an activity they are tasked with. A student who encountered a difficult problem and
is asked to write about the situation through a journal will reflect more deeply and think critically
about the problem or situation and what actions and decisions were made to hurdle the
difficulties. In journal writing, students are given opportunity to rewind previous experiences that
can give them new perspectives in facing future actions. Further, through journals, students are
given the opportunity to open up and express their thoughts and feelings, which can reveal their
thinking both on the cognitive and affective aspect of the problem task. For example, if the
student is asked the question, "When is a person a hero to you?" the student's writing will reveal
not only his or her set of beliefs and values (the affective component), but also his or her
knowledge on the concept of heroism (the content part).

Journal writing opens the door for a one-to-one dialogue between the teacher and student. It
creates an environment of partnership where teachers and students resolve issues and conflicts of
ideas and understanding in confidential manner. The written journal provides information for teachers to
give feedback and ask questions to students that can develop different ways of thinking. While the
primary intention of journal writing is to capture students' feelings and emotions, the discourse can lead
to improving the cognitive domain of learning. To attain this, journals are guided by a set of ideas,
questions, or problems.
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. Observation allows the teacher to assess student behavior in
the actual teaching and learning process unlike other forms of assessment that require separate time
with the student to answer the measuring instrument. This method is a rich source of clues that can be
both obtrusive and unobtrusive measures of attitude, beliefs, disposition; character, etc. Example: A
Physical Education (P.E.) teacher watches students play basketball in a school court. While the focus
may be on the skill of playing basketball like shooting or throwing the ball correctly, the teacher can
also directly watch who play the "clean" game and who play on "foul" moves or what we often term, the
"dirty tricks". Such behavior is indicative of important affective characteristics like honesty, patience,

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 EDU353: Assessment in Learning 2
Module #12

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

and positive disposition, which we aim to develop not only in P.E. but across the school curriculum.

Like interview, observation may be structured or unstructured. An unstructured observation is open-

ended, with no formal recording of what is observed as assessment process is ongoing. This does not
mean though that it does not require planning. You have to be very clear of what to observe and list the
behaviors and actions that will indicate the possession of the trait. There is still the need to record
observed data right after actual observation time. Recall the more specific events, which can be
significant, and include both positive and negative actions. Unstructured observation data had been
criticized for being subjective. Thus, be mindful of your personal interpretation of observed data.
On the other hand, in the structured observation, you need to prepare a checklist or rating form before
the actual observation. This checklist defines the positive and negative behaviors indicative of the trait
you wish to measure. The recording is straightforward as it just requires a check on the "Yes" and "No"
column for the presence or absence of the behavior, respectively, or a check on the appropriate
numerical and descriptive scale if rating scale is used. These are illustrated in the exhibits below.

Checklist for Structured Observations in Science Class

Student/s Observed ___________________ Date _________ Time________

Grade & Section ______________________ Observer______________

Frequency of Occurrences
Behavior

1. Raises hand during class discussions

2. Tells others that the lesson is fun

3. Gives criticism to classmates' response to teacher's

questions

4. Asks questions about issues connected to the science

concepts presented

5. Goes through the laboratory manual before engaging in the

actual experiments

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 EDU353: Assessment in Learning 2
Module #12

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

Rating Scale for Structured Observations in Science Class

Student/s Observed ________________ Date_________Time______
Grade & Section_____________ Observer ______________

Most of the Almost

Behavior Sometimes always
Not at all Rarely time

1. Raises hand during class

discussions

2. Tells others that the lesson

is fun

3. Gives criticism to
classmates' response to
teacher's questions

4. Asks questions about

issues connected to the
science concepts presented

5. Goes through the

laboratory manual before
engaging in the actual
experiments

The measures obtained from observation approach can be made more valid and reliable with the

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 EDU353: Assessment in Learning 2
Module #12

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

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. This checklist or rating scale will also be used in collecting and recording
your data.
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. Use the checklist, supplemented by anecdotal
records that are an open-ended way to record observation. 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.

2) Activity 3:Skill-building Activities

Following are some questions to see how far you have understood what have been earlier discussed.
1. What is affective learning?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
___________________________________________________________.
2. Why do we need to measure affective learning?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
___________________________________________________________.
3. What are some affective traits that are relevant to students' learning?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
___________________________________________________________.
3) Activity 4: What I Know Chart (Part II)
Are you done? Now let us go back to the first activity you had which you answered the first
column of the “What I know chart”. Now, I want you to review the lesson we had today and reflect on

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 EDU353: Assessment in Learning 2
Module #12

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

what you have learned from it. Write your answers on the third column (Part 2) to the same
questions written in the second column based on what you now know.

What I Learned
What I Know Questions
(Activity 4)
2. 1. What assessment
tools are used in
affective assessment
aside from Self-report
questionnaires?
2. How are affective
2.
domains being
conducted?

4) Activity 5: Check for Understanding

To check if you have understood the lesson, do the task below.

1. Why is it more challenging to measure the affective domain of learning?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
___________________________________________________________.
2. What are the levels of affective domain of learning?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
___________________________________________________________.
3. What tools can you use to measure the affective dimension of learning? What are the
advantages and limitations of each measuring tool?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
___________________________________________________________.

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning
A. Work Tracker

Below is a work tracker which will help you track how much work you have accomplished and how
much work there is left to do. The numbers represent the lessons you need to go through for every
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period. All you have to do is place a ✓mark on the box for every lesson you finished.
 EDU353: Assessment in Learning 2
Module #12

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

B. My Overall Learning Experience

Before we end this module, there are questions below which will ask you about your overall
learning experience on this lesson. There are no right or wrong answers in this one. Just be honest!

1. How was your overall learning experience in this module? Did all the activities help you
strengthen your understanding of the lesson?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________.

2. Were you able to meet all the learning targets set for this module? If not, which one were you
not able to meet? and Why?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________.

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