P R OFE D 8 – ASSE SSM E N T OF LE AR N IN G 2

UNIT I: PERFORMANCE – BASED ASSESSMENT

Overview
When you become a professional teacher, it will be a common practice for
you to develop some sort of test to assess whether a previously taught concept has
been learned before introducing something new to your students. Probably, this will
be either a paper-pencil test or multiple-choice test. However, it is difficult to write
paper-pencil tests or multiple-choice tests that go beyond the ‘remembering’ level.
For example, the results of a Science test may indicate that a student knows the
parts and functions of a microscope. However, these results do not guarantee that a
student can actually manipulate a microscope. Because of this, educators have
advocated the use of performance-based assessments. In this unit, the nature,
definition and focus of performance assessment will be discussed. Also, in the latter
part of this unit, the proper procedure of creating and formulating performance
tasks will be clearly discussed.

Learning Objectives_
At the end of the unit, I am able to:
• describe the nature of performance-based assessment;

• differentiate the two types of performance-based assessment;

• illustrate and analyze when to use product - oriented performance - based

assessment and process - oriented performance - based assessment;
• create a well – defined performance task anchored on a specific student
learning outcome; and
• create a well – defined rubric to assess a certain performance task.

Setting Up
A. Directions: Using the diagram below, write words or phrases related to
the main idea.

PERFORMANCE
BASED
ASSESSMENT
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B. Directions: Classify the following performance tasks whether it is an

example of product - oriented performance - based assessment or
process - oriented performance - based assessment. On the space
provided before each number, write "Product" for product - oriented
performance - based assessment "Process" otherwise.
__________1. Manipulating a microscope
__________2. Delivering a Speech
__________3. Constructing an Angle
__________4. Baking a cake
__________5. Depending a research paper

C. Directions: Based on this preliminary activity, make a hypothesis on the

difference between product - oriented performance - based assessment
and process - oriented performance - based assessment.

Lesson Proper

NATURE OF PERFORMANCE-BASED ASSESSMENT

According to Hollandsworth and Jenks (2020), performance-based

assessment (also known as Alternative Assessment, Authentic Assessment) is a system
of assessment that allows students to demonstrate their knowledge and skills in a
learning environment that embraces their higher -order thinking skills, as well as
relating it to real-world situations. This type of assessment is an on-going process
that allows student-centered learning and progress monitoring where teachers and
students collaborate and adjust their learning where needed. When developing for
performance-based assessment, keep in mind that the content and instruction does
not have to change, but instead of assessing the students’ knowledge from the
content, the student is allowed to demonstrate what they have learned. With proper
preparation and planning, the teacher has full control over what the content is and
how it is taught.

Performance-based assessment is being implemented at all levels of learning,

from primary and elementary to high school and higher education. Performance-
based assessment can be executed along with traditional
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instruction when used in a balanced setting. As Hibbard et al. (1996) mentioned,

“Performance-based learning and assessment achieve a balanced approach by
extending traditional fact-and-skill instruction” (p. 5). The traditional learning
coupled with performance-based assessment allows for instructors to ensure that
students master content standards and student learning objectives. Although
utilizing traditional instruction along with performance-based learning can be time-
consuming, and ensuring that all standards and learning competencies are being
taught effectively can seem cumbersome, once the material for allowing students to
demonstrate what they have learned is created, the results and data collected on
student achievement will be much more meaningful. Specific data and actual
observations will help an instructor redirect or re-teach a student on the spot and in
a timely manner.
(Source: https://www.facultyfocus.com/articles/teaching-and
learning/performance-based-learning-how-it-works/)

Performance assessment typically is evaluated using rubrics. Rubrics display

indicators of performance on the selected evaluative criteria across a range of levels.
These levels are written to represent the appropriate range of student performance
(such as lower elementary, middle school, or high school). Some rubrics are
designed to score a performance task holistically, while analytic rubrics are
designed to be scored across multiple dimensions to represent the work in a fine-
grained way that allows for more specific feedback to students and instructors.
(Source: Standford SRN, 2008)

Features of Performance-Based Assessment

A good performance-based assessment share five key features according to
Performance Assessment Links in Science (PALS):
1. Clear targets:
• Provide clear descriptions of specific achievement expectations to be
assessed.
• Measure one or more of the four achievement expectations.

• Assure that evaluators understand and remain aware of what they are
assessing.
2. Focused purpose:
• Clarify the intended uses of the assessment results.

• Specify whose information needs the assessment will meet: teachers,

curriculum developers, and policymakers.
3. Proper method:
• Use an assessment method that is suited to the assessment goals (such
as essays, direct communication, selected response or extended
investigations).
 4. Sound sampling:

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• Provide a representative sample of all the questions that can be asked. •

Produce results of maximum quality at minimum cost in time and effort.
• Yield confident inferences about how the respondent would have done
given all possible exercises.
5. Accurate assessment free of bias and distortion:
• Present sources of inference and error that may have affected the
development and implementation of the assessment.
• Anticipate sources of bias that can create ambiguity in results.

Domains of Performance-Based Assessment

The following are the domains of performance-based assessment:
1. Communication Skills - The ability to communicate effectively with teachers
and classmates, no matter what task is at hand. This includes active listening,
non-verbal communication, art of questioning, being clear and persuasive,
empathic, providing appropriate responses and developing trust and
rapport.
Examples:
• Participating in debate

• Writing an essay

• Delivering a speech

• Listening/Reading comprehension

• Critiquing a research paper

• Reporting a lesson in a class.

2. Psychomotor Skills – It is demonstrated by physical skills such as movement,

coordination, manipulation, dexterity, grace, strength, speed—actions which
demonstrate the fine or gross motor skills, such as use of precision
instruments or tools, and walking.
Examples:
• Manipulating a microscope

• Coloring an art piece

• Cooking a meal
 • Plotting a point and drawing the curve

3. Athletic Skills – is actually a motor skill, which can be defined as an act or task
that has a goal to achieve and requires voluntary body or limb movement to
be properly performed.
Examples:
• Tossing and spiking in volleyball

• Dribbling and shooting in basketball

• Diving and swimming

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• Walking/Jogging/Running/Biking/Climbing
4. Concept Acquisition – can be understood as a process in which new complex
concepts are created by assembling their definitional constituents. It is also
defined as a set of skills in acquiring, organizing, and using information.
Examples:
• Testing a hypothesis

• Developing a graphic organizer

• Analyzing ideas from classmates

5. Affective Skills – this skill involves our feelings, emotions, attitudes, the
manner in which we deal with things emotionally, such as values,
appreciation, enthusiasm, and motivations.
Examples:
• Obeying the classroom house rules

• Following the instructions in taking an exam

• Living the virtue of honesty and integrity

TYPES OF PERFORMANCE-BASED ASSESSMENT

According to Gronlund, Lim and Miller (2009), performance-based

assessment may be classified in terms of performance outcomes. These are
restricted-response performance task, and extended-response performance task.
1. Restricted-Response Performance Task – requires narrow skill and relative
 brief response. The performance task is highly structured with a limited
scope. The instructions of the tasks are more focused and the limitations are
always indicated.
Examples:
• Defending an answer to a question

• Demonstrating how to focus a microscope

• Writing a 200-word essay

• Constructing a pie graph of a given population

2. Extended-Response Performance Task – A type of performance task that is less

structured and has a broader scope. Commonly done as collaborative work,
several resources, evaluation focuses on the relevance if the resources.
Outputs are developed in long periods.
Examples:
• Writing a reaction paper from an open-ended story.

• Conducting, presenting, and defending research paper.

• Planning an educational trip which includes the budget, logistics, and

itinerary.

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FOCUS OF PERFORMANCE - BASED ASSESSMENT

The focus of a certain performance - based assessment can be either product or

process depending on the purpose of assessment. A performance - based
assessment that is requiring a product as a final output is known as product -
oriented performance-based assessment. Meanwhile, a performance - based
assessment that will be requiring the assessor to strictly and comprehensively
observe the process is called as process - oriented performance-based assessment.
According to Gronlund as cited by Gabuyo (2012), the use of process -
oriented performance-based assessment should be encourage when the following
situations are observed:
a. There is no product;
b. The correct and orderly process is directly observable;
c. Correct procedures or steps are crucial to success;
d. Analysis of procedural steps is vital in improving the quality of the product;
and
e. Learning is at an early stage.
Meanwhile, use product - oriented performance-based assessment
 when: a. Different procedures result to an equally good product;
b. The procedure is not available for observation;
c. There is already a mastery of the procedure; and
d. Identifiable qualities of the products can be observed and judged.

DEVELOPING PERFORMANCE - BASED ASSESSMENT

As identified by Galman, Cortez & Cortez (2019), the following are the basic
steps in developing performance - based assessment.

1. Determine the skills, learning outcomes and taxonomy level. This basic step
involves the clarification and identification of a specific goal (i.e. types of knowledge
and skills) that students are expected to achieve in each teaching unit. The
knowledge and skills needed at this stage and needed to be mastered by students
are set out in the curriculum standards and benchmarks in different fields.
Once this set of knowledge and skills has been compiled, the teaching
objectives to be assessed through performance tasks should be selected. It is very
important to identify the competencies that call for performance-based assessment.

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In case of complex skills and learning outcomes, there is a need to look into
their subcomponents as episodes, and these episodes are called SLO learning
episodes.

2. Design and develop activity or performance task

This implies setting tasks that will demonstrate which knowledge and skills
have been developed. The tasks should call for performances that illustrate what
they have learned and up to what extent of the learning goals have been achieved.
Performance tasks should be motivating, challenging and appropriate to the
student's language level and cognitive ability.
Below are some tasks designed in different learning areas:
1. Manipulating a microscope;
2. Playing basketball in a round - robin tournament;
3. Demonstrating the dissection of a frog;
4. Drawing the map of the Philippines;
5. Solving Mathematical problems;
6. Demonstrating table skirting; and
7. Translating English paragraphs into Filipino.

Features of a Good Performance Tasks

The following are the features of a good performance task (Cortez, Cortez &
Galman, 2019):
a. There is a clear statement of the intended learning outcomes that serve as
guides in designing of the task.
b. As to the students, they are active participants in the assessment process and
not only passive selectors of a single answer.
c. The demonstration of the ability to apply the knowledge and skills that are
relevant to real life situation are expected from the students.
d. Clear, logical set of performance-based activities expected to follow by the
students are evident.
e. There is an availability of the rubrics to help assess the level of proficiency of
students' performance or response.

Suggestions for Constructing Performance Task

As enumerated by Gronlund, Linn and Miller (2009), the following points are
to be considered in constructing performance task.
a. Focus on the learning outcomes that require complex cognitive skills and
student performances.
b. Select or develop tasks that represent both content and skills that are vital and
central to important learning outcomes.
c. Minimize the dependence of the performance task on skills that are relevant to
the intended purpose of assessment.

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d. Provide necessary scaffolding for the students to be able to understand the

task and what is expected from their performance.
e. Construct task directions so that the student's task is clearly indicated. f.
Clearly communicate performance expectations in terms of the scoring rubrics
by which the performance will be judged.

Also, Gabuyo (2012) as cited by Cortez, Cortez & Galman (2019) defined a list of
guidelines for Good Performance Task as follows:
1. Performance task must be congruent with the purpose of the assessment. 2.
Performance task elicits behavior(s) at level(s) stated in the instructional
outcomes.
3. Performance task is interesting, challenging and fair to all students. 4.
Performance is authentic; hence, it promotes the conveyance of learning to the
real world.
5. Performance task includes only important outcomes (performance and
product) that are appropriately assessed.
6. Performance task must be adequately reflect intended learning outcomes. 7.
Performance task is appropriate to the developmental level of students. 8. The
directions of performance task should include what is to be done, how it is done
and what condition it is done.
9. The directions of performance task should give students enough information
 and context for successful completion of the task.

Performance Task Designs

Building a performance task based on these guidelines can be tricky, but the
GRASPS model coined by Wiggins and McTighe (2004) is an excellent starting point.
GRASPS is basically an acronym for:

Goal – states the problem or challenge to be resolved. In dealing with the design of a
performance task, the problem is posed as relevant to real life scenario. Role –
explains who students are in the scenario and what they are being asked to portray
or exhibit.
Audience – refers to the person or group of individuals for whom the students solve
the problem and who the students need to convince of the validity and success of
their solution to the problem. (Remember that the audience is not limited to the
instructor.)
Situation – provides the context of the situation and any additional factors that
could impede the resolution of the problem. This actually pertains to the real life
scenario as stated in the problem of the task.

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Product, Performance, and Purpose – explains the product or performance that

the students need to create or perform and its larger purpose.
Standards and Criteria for Success – dictates the standards that must be met and
how the work will be judged by the assumed audience.
As constructed by Vasso (2018), below is a sample template for constructing
a performance task using the GRASPS model. You may consider the set of stem
statements in each part in constructing your performance task.
 Template for Constructing
a Performance Task Scenario using GRASPS
Goal:
• Your task is

• The goal is to

• The problem/challenge is

• The obstacle/s to overcome is/are

Role:
• You are

• You have been asked to

• Your job is

Audience:
• Your client/s is/are

• The target audience is

• You need to convince

Situation:
• The context you find yourself in

• The challenge involves dealing with

Product/Performance and Purpose:

• You will create a
in order to
• You need to develop
so that
Standards & Criteria for Success:
• Your performance needs to

• Your work will be judged by

• Your product must meet the following standards

• A successful result will

*Example of Performance Task under GRASPS model

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Abridged Format
 The Abridged format follows a clear pattern such as that of the GRASPS
model, but with an emphasis on the outcome, the performance tasks itself, the target
competencies and the assessment. Below is a matrix of the contents of this format.
Outcome State your learning outcome, that is anchored on the taxonomy
that you are using.

Performan Briefly state the task in terms of what students are expected to
ce Task do. Then describe in bullets the activities that they need to
engage in. Arrange these activities in a procedural fashion.

Target Identify the knowledge, skills, and attitudes you intend to develop
Competencies in your student. State these skills in the context of your subject
area.

Assessment Describe the standards for assessing student's performance of task.

3. Define the Performance Criteria

This is necessary for successful task mastery. The performance criteria must
reflect the learning targets or the statement of learning outcomes of the instruction.
The types of performance criteria are: (a) impact of performance; (b) work quality
and craftmanship; (c) adequacy of method and behavior; (d) validity of content; and
(e) sophistication of knowledge employed.
The impact of the performance refers to the success of the performance, given
purpose, goals and the desired results. On the other hand, work quality and
craftmanship refer to the overall quality, organization, and difficulty of the work.
Adequacy of method and behavior refers to the quality of the procedures and
the manner of presentation prior to and during the performance while validity of
content refers to the correctness of ideas, skills and materials used. Lastly,
sophistication of knowledge employed refers to the complexity or maturity of
knowledge used.
The following may be considered in stating performance criteria:
a. Identify the steps or features of the performance or task to be assessed by
imagining yourself performing it, observing students performing it or
inspecting the finished product.
b. List the important criteria of the performance or product. The rule is that, the
first to be observed must be the first in the list.
c. Try to keep the performance criteria few so that they can be reasonably
observed and judged.
d. Have teachers think through the criteria as a group.
e. Express the criteria in terms of observable behavior or product
characteristics.
f. Avoid the use of vague and ambiguous works.

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g. Arrange the performance assessment instruments to be used or modify them

before constructing them.
Example of criteria for the task "Manipulating a microscope"
a. Proper handling of the microscope
b. Accuracy of placing the specimen
c. Proper use of mirror
d. Alignment of the objectives
e. Focusing (use of adjustments)
f. Clarity of specimen

Formulation of Rubric
According to Galman, Cortez & Cortez (2019), Rubric is an assessment
method or collection of guidelines used to facilitate the consistent implementation
in the classroom of learning objectives, learning goals, or learning standards, or to
measure their performance against a consistent set of criteria. Rubrics clearly
identify academic standards for students in instructional settings and help ensure
continuity in the assessment of academic work from student to student, assignment
to assignment, or course to course. Rubrics are often used to assess grades or the
degree to which learning expectations have been demonstrated or reached by
learners as scoring methods.
A rubric can be classified into two types of rubrics depending on the method
of evaluating students’ performance: holistic and analytic rubrics.
Holistic Rubric

• Single (one-dimensional) rubrics of parameters used to determine the overall

achievement of the participants on an activity or object based on predefined
levels of achievement;
• Descriptions of the output are written in paragraphs and usually in complete
sentences.
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Example of Holistic Rubric

(https://gericarafa.weebly.com/my-report.html)

Analytic Rubric

• Two-dimensional rubrics with accomplishment levels as columns and

standards for assessment as rows. It helps you to measure the contributions
of participants on the basis of different parameters using a single rubric. By
summing up the criteria, you can assign different weights (value) to different
criteria and include an overall achievement.
• Usually written in a table.

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Example of Analytic Rubric

(https://gericarafa.weebly.com/my-report.html)

References
Books
Cortez, Angelica O. & Galman Sheena Mai. (2019). Assessment of Learning 1 with Basic
Statistics. St. Andrew Publishing House. Plaridel, Bulacan.

Cortez, Angelica A., Galman, Sheena Mai A., Cortez, Bernard Emil O. (2019). Assessment of
Learning 2. Love Printing and Publishing House. Cabanatuan City

Navarro, Rosita L., Santos, Rosita D.G. (2007), Authentic Assessment of Student Learning
Outcomes: Assessment of Learning 2 Second Edition. Lorimar Publishing Inc.
Quezon City, Manila.
Webliography

• https://www.facultyfocus.com/articles/teaching-and
learning/performance-based-learning-how-it-works/

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• https://edpolicy.stanford.edu/sites/default/files/events/materials/2011-
06-linked-learning-performance-based-assessment.pdf
• https://pals.sri.com/guide/features.html

• https://study.com/academy/lesson/performance-assessments-product-vs
 process.html
• https://www.academia.edu/30918888/PRODUCT_ORIENTED_ASSESSMEN T

• http://www.ascd.org/publications/newsletters/education
update/aug95/vol37/num06/Designing-Performance-Assessment
Tasks.aspx
• https://www.nsta.org/how-design-performance-task

• https://www.edglossary.org/rubric/#:~:text=A%20rubric%20is%20typica
lly%20an,a%20consistent%20set%20of%20criteria.
• https://www.queensu.ca/teachingandlearning/modules/assessments/35_s
4_05_types_of_rubrics.html#:~:text=There%20are%20two%20types
%20of, efforts%3A%20holistic%20and%20analytic%20rubrics.
• https://wisc.pb.unizin.org/teachonlinerubrics/chapter/types-of-rubrics/

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 Assessing Learning
•

Activity 1
Name: ___________________________________________ Date: ______________________ Course and
Section: __________________________ Score: ____________________
Directions: Give at least two examples of activities for each of the following domains of
performance-based assessment.

1. Communication Skills
a. __________________________________________________________________________________
b. __________________________________________________________________________________
c. __________________________________________________________________________________

2. Psychomotor Skills
a. __________________________________________________________________________________
b. __________________________________________________________________________________
c. __________________________________________________________________________________

3. Athletic Skills
a. __________________________________________________________________________________
b. __________________________________________________________________________________
c. __________________________________________________________________________________

4. Concept Acquisition
a. __________________________________________________________________________________
b. __________________________________________________________________________________
c. __________________________________________________________________________________

5. Affective Skills
a. __________________________________________________________________________________
b. __________________________________________________________________________________
c. __________________________________________________________________________________

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 Activity 2
Name: ___________________________________________ Date: ______________________ Course and
Section: __________________________ Score: ____________________
Directions: Write RRPT if the given task is a Restricted-Response Performance Task, and
write ERPT if it is Extended-Response Performance Task.

_______ 1. Dissecting a frog in the laboratory

_______ 2. Mixing the chemicals, examining and evaluating the reactions, and
presenting the results of the experiment.
_______ 3. Writing a poem following Haiku format.
_______ 4. Writing an essay from a book review.
_______ 5. Dribbling a ball
_______ 6. Synthesizing and analyzing a research paper based on its themes
_______ 7. Writing a module
_______ 8. Cooking sinigang
_______ 9. Typing a report
_______ 10. Turning a desktop computer on
_______ 11. Developing an educational website for senior high school students
_______ 12. Calculating the speed of a car
_______ 13. Counting the number of organisms in a quadrant
_______ 14. Writing an editorial article
_______ 15. Baking a cake
_______ 16. Developing campaign platforms and agenda
_______ 17. Cleaning a classroom
_______ 18. Delivering a 3-minute campaign speech
_______ 19. Constructing a histogram of the score of 25 students in a quiz in Biology.
_______ 20. Tabulating the result of a quiz bee.

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Activity 3
 Name: ___________________________________________ Date: ______________________ Course and
Section: __________________________ Score: ____________________
Direction: Identify the focus of the following performance - based assessment activities.
Write your answer on the space provided before each number. Write a one-sentence
explanation for each answer.

____________1. Constructing a rectangular prism with a specific

volume. ____________2. Getting the blood pressure of a certain person

____________3. Sauteing

____________4. Cooking Oxtail and Tripe Stew in Peanut Sauce

____________5. Turning a desktop computer on

____________6. Baking cookies

____________7. Writing an educational essay about K to 12

curriculum ____________8. Writing a module

____________9. Depending a Business Proposal

____________10. Constructing a balance sheet statement

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 Activity 4
Name: ___________________________________________ Date: ______________________ Course and
Section: __________________________ Score: ____________________
Direction: Choose two topics from any of the given topics below and design a task using the
GRASPS Model.
a. Syntax and Semantics
b. Angle of Elevation and Depression
c. Mirrors
d. Pag - aalaga ng Tilapya
e. Akdang Noli Me Tangere
f. First Aid
g. The Constitution
Topic 1:

Topic 2:

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 Activity 5
Name: ___________________________________________ Date: ______________________ Course and
Section: __________________________ Score: ____________________
Direction: List at most three (3) criteria for each performance task. Write your response on
the space provided after each task.

1. Constructing an Angle Bisector.

2. Writing an essay about "Education in the New Normal".

3. Business Proposal Presentation

4. Scrapbook on "The Life and Works of Rizal".

5. Specimen preservation in a Biology class

II. Critique the following criteria Write your answer on the space provided
below. Task: Business Feasibility Study Presentation
Criteria:
a. Introduction of the topic
b. Background of the study
c. Availability of the rationale
d. Presentation of ideas
e. Use of language

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 Activity 6
Name: ___________________________________________ Date: ______________________ Course and
Section: __________________________ Score: ____________________
Direction: Create holistic and analytic rubric with at most four (4) criteria for one
performance task as listed below. Select the topic that is aligned in your field of expertise.
Write your response on the space provided below.

a. Constructing an Angle Bisector.

b. Anatomy of a Frog
c. Pagsulat ng sanaysay tungkol sa “Teknolohiya sa Makabagong Panahon”
d. Writing an essay about "Education in the New Normal".
e. Scrapbook on "The Life and Works of Rizal".
f. Cooking Adobo
g. Types of Serves in Volleyball

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UNIT II: AFFECTIVE ASSESSMENT

 Overview
Cognition and affect are complementary attributes of a learner. Each complements
one another concerning learners’ essential domains. Affective Assessment include
students’ dispositions, values, attitudes, and ethical aspects—is vital in improving
academic success and the value of the learning experience provided. Once these aspects
are identified, teachers should assess this because it significantly impacts the cognitive
and psychomotor aspects.

Learning Objectives_
At the end of the unit, I am able to:
• create appropriate affective assessment tools;

• distinguish learning outcomes in each level of the affective domain; and •

enumerate the importance of roles in assessing the affective domain of
learners.

Setting Up
Directions: Determine the level of affective domain shown in the following learning
objectives. Write your response to the space provided before each.
__________ 1. Watch the movie, “Queen’s Gambit”
__________ 2. Tell classmates of the possible changes in the rubrics in assessing
performance
__________ 3. Reacting to a video of singers.
__________ 4. Debating with classmates about reproductive health bill
__________ 5. Apply the principles learned from a lecture given by a Pastor
__________ 6. Follow the process for filing a position paper
__________ 7. Suggest an idea to improve team skills
__________ 8. Spend more time reading stories and watching movies
__________ 9. Allotting extra efforts to finish a project
__________ 10. Support the ideologies of a certain national hero.

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 Lesson Proper

THE AFFECTIVE DOMAIN

This contains how we deal with things meaningfully, such as values,

thankfulness, enthusiasm, moods, motivations, and attitudes. The five major classes
are listed from the most specific behavior to the most complex. (Bloom's Taxonomy:
The Affective Domain (nwlink.com))

When a teacher conducts the educational assessment, he will use cognitive

measures. A teacher should teach essential concepts, problem-solving and critical
thinking. The thing is to create tests to figure out whether the students can do or
know those learnings.

Why do we need to assess the Affective Domain?

The importance of affective measures is immeasurable when it comes to

leaning effect on learners. What are the affective assessments? These are
assessments that target learners’ interests, attitudes, and values. An assessment that
measures how learners look into themselves as learners would be a useful
assessment instrument.

Assessing the affective domain will help teachers analyze and understand
their behavior. The learners’ behavior is often affected by their attitude; dealing
with them is a lot easier. In planning the activities, they should be carefully
selected and gradually developing their values.

Learning styles of learners is greatly affected by factors which are considered

to be related to affective factors. Assessing the affective domain is as equally
important as the cognitive and psychomotor domain. A teacher should also see how
learning took place by assessing the affective domain. During discussions up to the
lesson's application, teachers must be aware of how the acquisition of learning was
valued and lived by the learners.

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LEVELS OF THE AFFECTIVE DOMAIN P R OFE D 8 – ASSE SSM E N T OF LE AR N IN G 2

Shown in the figure below are the affective domain levels.

FIGURE 10: The Affective Domain

Examples of Affective Domain by Clark (2012).

The category portrays the events that happen in each level in the student’s
learning experience. Teachers must be aware of the following learning events to
properly suit the teaching styles and prepare the assessment tools for learning.
Category Example Statement Keywords

Receiving: This refers Listen to others with acknowledge, asks,

to students Alertness, esteem. Listen for and attentive, courteous,
willingness to listen to a recall the name of dutiful, follows, gives,
lecture, selected newly introduced listens, understands
attention to a situation. people

Responding: A state of Contributes to class greets, response,

active participation by discussions. Gives a supports, aids,
the learners. This demonstration. conforms, follows,
situation is where Distinguish the safety discusses, helps, labels,
learners wait and react rules and practice them. performs, presents,
to a particular illustrates, tells
phenomenon. Learning
outcomes may
underscore compliance
in response, willingness
to meet, or satisfaction
in responding
(motivation).
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P R OFE D 8 – ASSE SSM E N T OF LE AR N IN G 2

Valuing: Students Proves trust in the appreciates, cherish,

valuing is created on democratic process. Is treasure, demonstrates,
their internalization of a prone to differences initiates, invites, joins,
set of specified values between individuals justifies, proposes,
acquired during and cultures (diversity respect, shares
learning. Pieces of in values). Shows
evidence to these values problem solving
are expressed in the capability. Proposes
learner's explicit and follows up with a
behavior. dedication to a
program for social
change. Informs the
management of issues
one feels about.

Organization: Learners Recognizes the need for associates, relates,

organizes morals into the balance between synthesizes
priorities by contrasting freedom and ethical
different values, conduct.
resolving conflicts Explains the role of
between them, creating systematic planning in
a unique value system. problem-solving.
Accepts the standards
of professional ethics.
Creates a life plan in
harmony with your
abilities, your interests,
and your beliefs.
Prioritize time
efficiently to meet the
needs of the
organization, the family,
and the self.

Internalizes Shows autonomy while acts, discriminates,

Values working independently. displays, influences,
(characterization): Collaborates in group modifies, performs,
Learners now possesses activities (shows qualifies, questions,
a system of value that teamwork). Requires an revises, serves, solves,
controls their behavior. analytical approach verifies
The behavior is the when solving problems
learner's universal, — displays day-to-day
constant, predictable, professional adherence
and most important to ethical practice. In
characteristic. light of new evidence,
Instructional goals are review judgments and
concerned with general change behavior.
adjustment trends People value what they
 (personal, social, are for and not how
emotional) for the they look.
student.

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P R OFE D 8 – ASSE SSM E N T OF LE AR N IN G 2

AFFECTIVE ASSESSMENT TOOLS

The following are the assessment tools that can be used to measure the affective
domain.
1. Likert Scale
Likert scale is appropriate in situations wherein a list of clearly favorable
and unfavorable attitude statements are given. The students are asked to
respond or rate each of the statement where it applies to them.
Likert scale uses the four-point scale:
For example
Very Aware (VA); Aware (A); Unaware (UA); Very Unaware (VU)
A likert scales uses 1 to 5 or 1 to 4 as the case may be to each scale's
position. In interpreting the results, remember that these are verbal expressions,
feelings and opinions that individuals are portraying.
Likert Scale Example
Directions: Mark a check on the appropriate column for each situation
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 like reacting to somebody’s vlog.

2. I find happiness in singing.

3. I enjoy solving crossword puzzles.

2. Rating Scale
Rating scales helps the teacher assess affective domain and also aids her to
improve teaching strategies.
Why is it Important to Use Rating Scales?

a) Rating scales aids learners easily internalize the learning target/outcomes

 and let learners concentrate on the given competencies targeted by the
scale.
b) Learners will be able to determine their strengths and weaknesses in
performing and internalizing specific tasks
c) The learners can realize gradual learning improvement if they will base
their performance for the scales

Example: Rating Scale (Attitude towards English as a Second Language)

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P R OFE D 8 – ASSE SSM E N T OF LE AR N IN G 2

Directions: Rate the following from 1 to 5 where 5 being the highest.

Score

1. I am pleased during our English class.

2. I get tired of doing English speaking practice.

3. I enjoy correcting my pronunciation and diction

Types of Rating Scales

a. Numerical Rating Scales
This scale gives judgements of degree in terms of numbers.
Numbers were assigned to a particular performance or quality of the
attainment or accomplishment of a particular task
Example:
To what extent do the learners participate in problem-solving and
formulation?
1234
b. Graphic Descriptive Rating Scales
Unlike the numerical rating scales, the situation or task is
commonly scored or described using a scenario of accomplishment or
attainment.
Examples
What degree of participation does the learner joins in team class
activities and discussions?
Never joins joins joins as much as more than any
Quiet, another team another team
Passive members member
remark(s):
_____________________________________________________________________________ What are
errors can be possibly committed in using rating scales?
The table below summarizes the errors that might be committed in using
rating scales:
Error Description

Consideration Favors rating towards higher rating

Strictness Opposite of consideration error.

Median Teacher tends to give safe rating so the true ratings

were concealed

Radiant Effect Rate to one will be rating to all

Personal Favoring group of students to give better or poor rating

preferences

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P R OFE D 8 – ASSE SSM E N T OF LE AR N IN G 2

3. Checklist
A checklist refers to a useable assessment approach to check
enumerated skills, attitudes and natures of individual or group of students in
performance of a specific learning task.
Characteristics of the Checklist:
a. Has the criteria that concentrate on the intended learning outcomes or
learning targets.
b. It can be for individual or group cases as the case may be. c. Provides
learners and teachers information on what has to be accomplished or
attained for particular learning tasks.
d. The basis for assessing formative learning, which one is crucial or
unessential.
Checklist Criteria
The criteria to be utilized in the checklist must be aligned with the
learning outcomes of the lesson. The selection of criteria will be more
effective if it is constructively aligned with the intended outcomes.
Why is it Important to Use Checklists?
Checklists should be significantly utilized because of the following
reasons:

1. The use of checklists provides the most comfortable way to perform

performance skills, criteria, and behavior assessment before the
summative assessment
2. Preemptive measures can be given to learners facing difficulties in learning
 due to some leaning difficulties
3. Can be used as a teachers feedback mechanism to take advantage of areas
needing improvement among learners affect.

4. Semantic Differential Scale

This uses adjectives that provide ideas for feelings or beliefs opposite in
course and intensity. The learner will place a mark on the place in the scale
depending on what has been believed to be true in their case.
Example: Perception toward Science subject
Science is
Boring __ __ __ __ Enjoying
Important ___ ___ ___ ___ Unusable
Complete -___ _____ ____ ____ Lacking

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P R OFE D 8 – ASSE SSM E N T OF LE AR N IN G 2

5. Completing Sentence
Completing sentence can also give teachers about how a learner feels,
show attitude and react to a certain situation. However, learners also tend to fake
the reaction by giving a response opposite of what feelings are present.
Examples:
I think Science as a discipline is ________________________________.
I like attending my values class the most because ______________________.

ASSESSING AFFECTIVE TARGET METHODS

There are three possible methods for assessing affective domain. (McMillan,
2007). These methods are:
1. teacher observation
2. student self-report; and
3. peer ratings.

1.1 Observation by the Teacher

Identifying the list of behaviors to be observed is the first step in teacher
observation process. The teacher will then create desirable and undesirable traits
that would match to the behaviors indicated. Shown below are samples of positive
and negative behavior related to the outcomes:
POSITIVE NEGATIVE
 Rarely answer in the recitation Is frequently answering
Always asks thought questions recitation activities
Always assists groupmates Rarely asks thought
Completely accomplishes tasks questions Seldom assists
Is participating in extracurricular activities classmates
Incomplete tasks
accomplishment Is not
participating in
extracurricular activities

a. Unstructured Observation
Anecdotal or Unstructured observation may also be used for the
determination of findings regarding subjects. No formal affective instruments
used like checklist and surveys. All observed is just simply logged. The
observer should at least have the predetermined affective traits available
when using unstructured observation. It is indeed needed to determine or
identify at the beginning of what has to be observed. The observer should also
not limit in the pre-identified affective traits itself.
Being realistic, that is one of the characteristics of unstructured
observation. Teachers can record everything they have observed.

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P R OFE D 8 – ASSE SSM E N T OF LE AR N IN G 2

Observations are not limited in the parameters of the checklist or rating

instrument.
b. Structured Observation
Structured observation or planned observation differs a lot from
unstructured observation. It differs mainly on the approach and content of
the questions or items for observation. Planning and executing is important.
In structured observation, time deals with a lot of importance wherein
checklist or rating forms must be carefully made since it will be used to
document the observations' proceedings. Keeping in mind the importance of
making a shortlist of positive and negative behaviors as the jumpstart makes
it convenient to record.
Consider the following steps if the observation of the structure will be
made in assessing the affective domain.
1. Identify assumed learners’ behaviors to be observed in early dates. 2.
Record student’s pertinent data such as time of observation, data derived
from the activity, and the exact place.
3. If the unstructured observation was used, document brief illustrations of
relevant behavior leading to the task.
4. Document both positive and negative behaviors.
5. Provide excess observations of each student as deemed necessary. 6.
Take a record immediately the observations derived from the activity.
1.2 Learner Self-Report
Student can express affect through self-reporting. A casual interview is
the most direct method of taking data from it. Learners may also accomplish
an individual questionnaire or survey about themselves or other learners.
a. Learner Conference/Interviews
Simple and easy to perform. Direct data or answer from the
interview is considered to be an original one. A teacher can also
validate the ingenuity of responses in the observation by verifying it
on the learners' actual facial and bodily gestures.
b. Surveys and Questionnaire
There are two types of self – repost assessment. These are the
constructed-response and selected-response format. Shown below is
the brief description of the formats:
Constructed-Response
A direct to the point question addressed to learners, whether
written or in oral. Essay, a very nice example of constructed responses

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P R OFE D 8 – ASSE SSM E N T OF LE AR N IN G 2

format items, gives deep and extensive replies. It is in the essay where
learners can express more of their affective sides.
Selected-Response
There are three selected-response formats in assessing affective
learning outcomes. Each can be used depending on the situation.
These are Checklist semantic differential scale, and Rating scale.
Anonymity is the primary advantage of selected response type.
An important factor when considering the traits that are particularly
specific to people, such as values and self-concept. These self-response
formats are efficient in the way of collecting information.
1.3Peer Ratings
Inadvisable to use but sometimes it can be instrumental when
determining the instrument's validity for assessing affect. This method can be
applied when giving rough observation by learner affective domain themselves.
Learners with their peers can easily observe the affective side that was observed
from their classmates. There are two types of peer rating form: the sociometric
approach and guess – who approach.

References
Books
Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy
of Educational Objectives, Handbook I: The Cognitive Domain. New York: David
McKay Co Inc.

Clark, D.R. (2004). Concepts of leadership. Retrieved from Bloom's Taxonomy: The
Affective Domain (nwlink.com)

Cortez, Angelica O. et. al. (2019). Assessment of Learning 1 with Basic Statistics. St.
Andrew Publishing House. Plaridel, Bulacan.

Cortez, Angelica A., Galman, Sheena Mai A., Cortez, Bernard Emil O. (2019). Assessment of
Learning 2. Love Printing and Publishing House. Cabanatuan City
Krathwohl, D.R., Bloom, B.S., Masia, B.B. (1973). Taxonomy of Educational Objectives, the
Classification of Educational Goals. Handbook II: Affective Domain. New York:
David McKay Co., Inc

Navarro, Rosita L., Santos, Rosita D.G.. Authentic Assessment of Student Learning
Outcomes: Assessment of Learning 2 Second Edition. Lorimar Publishing Inc.
Quezon City, Manila.

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Assessing Learning
•

Activity 1
Name: ___________________________________________ Date: ______________________ Course and
Section: __________________________ Score: ____________________
A. Directions: Determine the level of affective domain shown in the
following learning outcomes. Write your answer on the space
provided/
______1. Watch the movie, “Goodwill Hunting”.
______2. Inform the Department Head of the possible issues on online
classes.
______3. Listen attentively to discussions.
______4. Exchange opinion with groupmates about reproductive health
bill. ______5. Support suggestions to improve the number of possible
solutions. ______6. Propose an intervention to increase skill acquisition
______7. Spend more effort to improve reading skills
B. Directions: Relative to your majorship, choose two topics below and
construct a rating scale appropriate
a. Assessing study habits of non-English foreign English students
b. Gauging skills towards proper poem delivery
c. Measuring attitudes towards Pronunciation and Enunciation
activities

C. Directions: Develop a checklist for the following:

a. An activity about “performing excellent public speaking”.
b. Well executed role play about “Cinderella”

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