>To value.

This is the level where the learner demonstrates commitment to the object knowledge, or
activity. Here, the learner has internalized a set of specifi values such that these values are manifested
through overt behaviors.

>To organize. This is the level where the learner has internalized and integrated his or her feelings,
emotions, beliefs, opinions, etc, resulting to actions where new values and traits emerged.

>To characterize. In this level of affective trait, the learner demonstrates his or her beliefs and attitudes
not only in a single event or situation but in multiple events, showing consistency of the behavior that
establishes an image or character of the learner. The behavior extends beyond the school setting and
becomes part of his or her lifestyle.

WHAT ARE THE AFFECTIVE VARIABLES IN LEARNING?

📍ATTITUDES

- This is the most talked about affective factor in students learning. We always talk about attitude
towards something. This means we are referring to a person's reaction whether negative or positive,
favorable or unfavorable toward an object, activity, person, environment. In teaching, this will be
concerned with the attitude toward learning, subject teachers, classmates, homework, and projects or
even attitude with wearing of uniforms, attendance to flag ceremony, and others.

📍VALUES & BELIEFS

- Values are characteristics or traits that a person holds in high importance. In a school setting values
that are included in the curriculum are honesty, patience, perseverance, respect for others, cleanliness
and order, care for environment, etc. Beliefs, on the other hand refer to our convictions or opinions we
hold to be true even without evidence.

📍INTEREST

- Interest is a psychological state that draws a person's attention to an object, idea, or event. In a
classroom setting, it is what students are "into" or the learners' disposition about a topic, such as
reading, science, mathematics, history, etc. It is interest that drives the learner to be attentive to the
topic of discussion or engage in any academic activity. Interest may be personal or situational.
📍MOTIVATION

- Brown (1987) defines motivation as an inner drive, impulse, emotion, or desire that moves one to a
particular action.

- Ausubel (1968) has identified six needs and desires that are integral parts of motivation; the need for
exploration, the need for manipulation, the need for activity, the need for stimulation the need for
knowledge, and the need for ego enhancement.

📍SELF CONFIDENCE

- This refers to how a person feels about his her abilities to accomplish a task or reach a goal. It is the
persons' perception of himself/herself and his/her capabilities to perform successfully the task given to
him/her.

- In particulat Stankov et al. (2012) have found that students who think they are skilled in Math tend to
perform well on Math and English test.

WHAT ASSESSMENT TOOLS ARE USED TO MEASURE AFFECTIVE LEARNING?

- Measurement of affective traits is more challenging compared to measuring cognitive and

paychomotor dimension of learning. Such measurement may be direct or indirect. The direct
assessment of affective learning outcomes is more attainable at the lower levels in the affective learning
taxonomy of Krathwohl et al (1964).

- A variety of methods for indirectly assessing intended affective leaming outcome have been espoused.
Some of the most common assessments include self-report inventory, questionnaire, opinionnaire,
semantic differential, observation, and interview.

Self-Report Questionnaires

- As the name implies, self-report or self-inventory 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.
- This assessment tool is easy to administer to get immediate results and information directly from the
person who is most knowledgeable about himself/herself.

a. LIKERT SCALE

- This measuring tool, invented by Rensis Likert.

- It 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.

EXAMPLE:

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 the present
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. 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.

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. The most common scale is 1 to
5, with 1 as the extreme negative option, followed by the less negative, and mid-range ratings indicating
a level of neutrality.

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.

EXAMPLE:

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.
- Another form of checklist also provides students a list of adjectives for describing something or making
judgment about behavior and actions and ask the respondents to check those that apply to them.

EXAMPLE:

📍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 other predetermined responses.
Through this assessment technique, the teacher is able to probe responses that other forms of
assessment tool cannot.

- Interviews may be structured or unstructured.

• 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.

• 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.

GENERAL STEPS IN DEVELOPING AND CONDUCTING AN INTERVIEW

1. Select the assessment objectives

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.
5. 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 nothing to record the nonverbal
behavior like body movements during the interview process.

📍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.

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 (ie., 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 (ie., 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)?

📍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.
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. 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. 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.