ASSESSMENT

OF LEARNING 2
LESSON 4:
AFFECTIVE ASSESSMENT
 OBJECTIVES
In this lesson you are expected to:

• Develop an assessment tool to measure

effective outcomes of learning.
 INTRODUCTION:
It is not surprising that most of the lessons here in Assessment of
Student Learning and other subjects are focused on the cognitive
aspect. It seems that less attention is being allotted to affective
assessment.

Cognitive and affective domains must be in complement with

each other and must also be both assessed to complete the whole
being of a student. Cognitive skills are more exhibited and checked
by the teachers.
 AFFECTIVE TRAITS
The term affective has come to refer to a wide variety
of traits and dispositions that are different from
knowledge, reasoning and skills (Mcmillan 2007).
James H. Mcmillan
Affective assessment deals with the affect dimension of student learning that are not
easily seen or demonstrated like attitude, emotion, interest. From the word itself, this
type of assessment deals with the affected dimension of student learning. The
affective domain (from the Latin word Affectus, meaning "feelings") includes a host of
constructs such as attitudes, values, beliefs, opinions, interest and motivation.

Assessment on the affective domain is not only on the part of teachers to know
information about students.
 AFFECTIVE ASSESSMENT
Unlike cognitive and psychomotor assessment, affective
assessment does not determine the grades the student gets. It
rather helps teachers determine what steps need to be taken to
help students achieve academic success. Affective assessment
can provide supplemental information about learning difficulty
or behavior problems that affect learning.
 ESSENTIALS OF ASSESSING
AFFECTIVE TRAITS AND SKILLS:
The following are some good reasons for setting and assessing affective traits:

1. Being an involved and productive member of our society.

2. For effective learning- assessing affective traits leads to understanding the
learners considering their level and interest.
3. Preparing for vocational and occupational satisfaction and productivity.
Preventing students from dropping out of school.
4. Enhancing student beliefs that they are capable of learning.
5. Enhancing perseverance in the face of difficulty.
6. Enhancing students' altruism.
THE FOLLOWING ARE SOME OF THE COMMON AFFECTIVE TRAITS AS
DEFINED BY MCMILLAN (2018).

TRAITS DESCRIPTION

Predisposition to respond favorably or unfavorably to specified situations,

Attitudes
concepts, objects, institution or person.

Interest Personal preference for certain kinds of activities.

Importance worth, or usefulness of modes or conduct and end states of

Values
existence.
THE FOLLOWING ARE SOME OF THE COMMON AFFECTIVE TRAITS AS
DEFINED BY MCMILLAN (2018).

TRAITS DESCRIPTION

Self-Monitoring Conscious awareness of being on track, on-task and evaluating working.

Integrity Honesty and truthfulness of one's actions.

Desire and willingness to be engaged in behavior and intensity of

Motivation
involvement.
THE FOLLOWING ARE SOME OF THE COMMON AFFECTIVE TRAITS AS
DEFINED BY MCMILLAN (2018).

TRAITS DESCRIPTION

Self-Efficacy Self-perceptions of capabilities to learn.

Attitudes toward oneself, degree of self- respect, worthiness or

Self-Esteem
desirability of self-concept.

Adaptability Ability and willingness to cope with changing conditions

THE FOLLOWING ARE SOME OF THE COMMON AFFECTIVE TRAITS AS
DEFINED BY MCMILLAN (2018).

TRAITS DESCRIPTION

Interpersonal Relationship Nature of interpersonal interactions and functioning in group settings.

Altruism Willingness to help others.

Perseverance Willingness to continue trying in the face of difficulties or barriers.

Perseverance of effort to achieve long-term goals in the face of obstacles

Grit
and challenges.
WHAT IS THE TAXONOMY OF AFFECTIVE
DOMAIN IN LEARNING?
1. To Receive/Receiving - In this of affective behavior, the learner demonstrates an
awareness in an activity that is happening such that /he is willing or pays attention to
it.

2. To Respond/Responding - in this case, the learner reacts to a given stimulus or

information that has been received.

3. To Value/Valuing - This is the level where the learner demonstrates commitment to

the object, knowledge, or activity.
 WHAT IS THE TAXONOMY OF AFFECTIVE
DOMAIN IN LEARNING?
4. To organize/organization - this is the level where the learner has
internalized and integrated his/her feeling, emotions, belief, opinions,
resulting in actions where new values and traits emerged.

5. To characterize/ characterize by value or value complex - at this

level, the student has so completely internalized a value as a dominant
characteristic that affects behavior in a consistent way.
 IMPORTANT AFFECTIVE TRAITS AND
LEARNING COMPETENCIES:
A. Attitude targets
This is the most talked about affective factor in a student's learning. We
always talk about attitude toward something. This means we are referring to a
person's reaction whether negative or positive, favorable or unfavorable toward
an object, activity, person or environment.
It is important to note that attitude cannot be taken solely affectively. It also
has a cognitive component where the learner has the content knowledge that
defines the worth or value of the object or situation.
EXAMPLES OF POSITIVE ATTITUDE TOWARD:

Learning, school, Homework, classroom, rules,

Teachers Working with others Staying on task

EXAMPLE ON NEGATIVE ATTITUDE TOWARD:

Cheating, drug use, fighting, skipping school,
dropping out
ATTITUDE CONSIST OF THREE ELEMENTS OR
CONTRIBUTING FACTORS:
1. An affective component of positive or negative feelings.
2. A cognitive component describing worth of value.
3. A behavioral component indicating a willingness or desire to
engage in specific action.
EXAMPLE OF LEARNING COMPETENCY:

Students will express satisfaction with the different

experiments and activities in Science by staying on
task, cooperatively working with others and
vehemently following classroom rules.
 IMPORTANT AFFECTIVE TRAITS AND
LEARNING COMPETENCIES:
B. Value Targets/ Value and Belief
Values are characteristics or traits that a person holds in high importance. These
include principles that one considers to be right and consequently which guides
the person's future actions and decisions.
Belief emanates from multiple sources, from what one hears, sees, reads and
experiences. Values are developed from beliefs, as well as values can change over
time from learned experiences.
 IMPORTANT AFFECTIVE TRAITS AND
LEARNING COMPETENCIES:

C. 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 learner's disposition about the subject/topic,
such as reading, science, mathematics etc.
 IMPORTANT AFFECTIVE TRAITS AND
LEARNING COMPETENCIES:
D. motivation
Brown (1987) defines motivation as an inner drive, impulse,
emotion, or desire that moves one to a particular action.
Motivation has other intrinsic factors like curiosity, appreciation,
valuing for learning, as well as extrinsic factors like praise, grades
for completion, certification, etc.
AUSUBEL (1968) IDENTIFIED SIX NEEDS AND DESIRES THAT
ARE INTEGRAL PARTS OF MOTIVATION:

1. The need for exploration

2. The need for manipulation
3. The need for activity
4. The need for stimulation
5. The need for knowledge, and;
6. The need for ego enhancement
The two factors that influence
motivation are expectation of
success and value of the
activity
 IMPORTANT AFFECTIVE TRAITS AND
LEARNING COMPETENCIES:
D. SELF CONFIDENCE
This refers to how a person feels about his/her abilities to accomplish a task
or
reach a goal.
it the person’s perception of himself/herself and his/her capabilities to
perform successfully that task given to him/her.
self-efficacy is a student’s beliefs that he or she is capable of learning a
specific task or area of knowledge.
interpersonal skill in learning targets
Interpersonal skills involve the nature of social relationships that
students have one another and with the teacher. They constitute a
complex set of interaction skills, including the identification of and
appropriate responses to social cues. Peer relations, friendship,
functioning in a groups, cooperation, collaboration, pro-social behavior,
empathy and conflict resolution are the example of the nature of social
relationships that can be specified as targets. Social interaction is a key
element of knowledge construction, active learning and deep
understanding.
 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. 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.
Teachers for example, can take attendance to measure pupil willingness to receive
information. Likewise, teacher may consider the number of times the pupils raised his/her
hand to answer or ask questions or the number of completed assignment and projects.
Indirect assessment of affective learning outcomes can come from different sources: student
himself, teachers or peers. A variety of methods for indirect assessing intended affective
learning outcome have been espoused. Some of the most common assessment include self-
report inventory, questionnaire, opinionnaire, semantic differential, observation and
interview.
1. SELF-REPORT
Self-report or self-inventory is a type of assessment where the respondent is asked to answer a
question about himself/herself, his/her behavior, emotions, feelings or views.
This assessment tool is easy to administer to get immediate results and information directly
from the person who is most knowledgeable about himself/herself.
One limitation of this method is the honesty of the person – his/her tendency not to write the
truth of what he/she feels. Instead, the student may choose a response that can satisfy the
teacher, rather than actually writing the truth.
The respondent can also be biased because she/he is responding to a nonfactual or subjective
statement from his/her own point of view only.
To prevent this possibility, the one handling the assessment should try to ensure setting the
right environment for getting the most truthful data.
 self-report inventories use a variety of formats.
The most common are:
a. Likert Scale

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, experiences 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.
This kind of scale gives deeper insight into what the students are thinking and feeling.
Rating Scale on Views about Mathematics and Mathematics Learning
To what extent do you agree or disagree with the following views about Mathematics? Check the
appropriate box.

STRONGLY SLIGHTLY
AGREE DISAGREE AGREE
AGREE AGREE

Mathematics is the study of formulas, rules and

procedures in solving problems.

In Mathematics, you can discover new things that

can be exciting.

To be able to solve Mathematics problems, you

have to memorize and follow procedures as taught
in class.

Mathematics is an exact Subject that requires

precision and accuracy.

Mathematics is logic and reasoning.

Example of Likert scale instrument that indicate the
numerical scale:

STRONGLY AGREE AGREE SLIGHTLY AGREE DISGAGREE STRONGLY AGREE

(5) (4) (3) (2) (1)
:

One danger of having numerical scale value is the possibility that an

option with higher value will be more attractive to the respondent.

Descriptive scale labels and numeric scale:

ALWAYS ALMOST ALWAYS SOMETIMES RARELY NEVER
(5) (4) (3) (2) (1)
The 5-point scale is the most common continuum, but this will be more fitted for
adults.
The 4-point scale is easier for younger respondents.
Some visuals may be used such as: emoji, to catch the attention of the younger
respondents in answering the instrument.
 WRITING STATEMENT FOR RATING SCALE FOR SELF REPORT:

1.Statements should refer to the present conditions rather than past or

future situations
2. The statements should be relevant to the psychological construct being
measured
3. Statement should elicit a response that lends itself to one interpretation.
4. Statements should be clear and simple sentences using precise and direct
language
5.Use vocabulary appropriate for the level of understanding of the
respondents.
6. Avoid double negative sentences
 STEPS IN THE CONSTRUCTION OF 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.

Example: you may be interested to know students’ interest about specific

educational issues like climate change and environment.

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.
 STEPS IN THE CONSTRUCTION OF RATING SCALE
3. Pilot test or field try the inventory and revise the parts that appear to be unclear.
The purpose of field testing the instrument is to detect unclear questions and
statements It is preferred that the field test be given to a comparable set of
students. If for grade 6 students the be given to all sections of grade 6 students.

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.
 self-report inventories use a variety of formats. The most
common are:

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:
 self-report inventories use a variety of formats.
The most common are:

c. Checklist
A checklist is a form of self-report that asks persons to indicate
whether they demonstrate a set of qualities or behaviors.
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.
An example of a self-report behavior
Checklist
An example of a self-report behavior
Checklist
2. INTERVIEW
This is an oral assessment of student learning that is conducted
through spoken words and casual conversation. This assessment
tools allowed the teacher to collect and explore more in-depth
information about the trait being assess that cannot be captured by
written instrument not even be observed. The students can be
qualify and expand their previous answers, which can be vague at the
earlier part of the conversation.

Your paragraph text

Interview may be structured or unstructured. In the structured
interview, there is a palled sequence of questions, which lead to open
ended discussions between the teacher and student, either done
individually or by group. One limitation thought of the structured
interview is that predetermined questions tend to limit flexibility. Some
important information about the learner 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
create more conversation environment for sharing, wherein the
teacher will be able to elicit more truthful information from students
about themselves. Interview may go beyond cognitive improvement.
Spoken words will motivates 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.

2.List oral questions in sequence based on the objectives. Questions
should start with general questions followed by more specific one.
3.Make a report sheet or any form to record the responses.
4.Start the interview with the statement 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. Also record questions that were not answered.
3. STUDENT JOURNALS
These are affective tools that can be used in assessing and monitoring student
thinking and attitude. 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 journal
writing, students are given the opportunity to rewind previous experiences that
can give them new perspectives in facing future actions. Furthermore, 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.
Journal writing opens the door for a one-on-one dialogue between the
teacher and student. It creates an environment of partnership where
teachers and students resolve issues and conflict of ideas and
understanding in a 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 guided questions to consider:
What is your purpose for student journal writing? (reflection, self-awareness,
goal review, developing self-confidence, overcoming-anxiety)
What is the format? (handwritten free form, type-written)
What is the topic? (What do you want the students to write about)
How much do you want your student to write? (number of pages, number of
paragraph, number of words)
Who will read the journal? (with the teacher only, with other teacher, with
selected students)
How will the students be graded? (Pass/fail, rubrics, 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. This
method is a rich source of clues that can be both obtrusive measures of
attitude, belief, disposition, character.
Like an interview, observation may be structured or unstructured. And
unstructured observation is open-ended, with no formal recording of what is
observed as the 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 a need to record observed data right after actual observation time.
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.
 Checklist for Structured Observation in Science class:
Student/Observed:__________________ Date:__________________ Time:__________
Grade & Section:_________________________ Observer: _______________

Behavior Frequency of Occurences

1. Raise hand during class discussion.

2. Tells other that the lesson is fun

3. Give Criticism to classmates’ response to teachers’ question

4. Ask questions about issues connected to the science concept

presented

5. Goes through the laboratory manual before engaging in the actual

experiments
 Rating Scale for structured Observation in Science class:
Student/Observed:__________________ Date:__________________ Time:__________
Grade & Section:_________________________ Observer: _______________

Not at Most of Almost

Behavior Rarely Sometimes
all the time Always

Raise hand during class discussion

Tells other that the lesson is fun

Give Criticism to classmates’ response to teachers’ question

Ask questions about issues connected to the science concept presented

Goes through the laboratory manual before engaging in the actual

experiments
 The measures obtained from the 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.
4. Have a colleague to work with you during the actual observation time.
5. Be clear on ethical issues.
6. Record the observation immediately.
7. Review data. Reflect on outcomes.
8. Decide future steps based on the observation results.
9. Adjust planning and apply interventions.
10. Monitor progress.
ANECDOTAL RECORD

Anecdotal record can be utilized by the teacher

when using unstructured observation types.
Anecdotal record is a description of student
behavior or a report of observed behavioral
incidents.
 example of an anecdotal record.
Name of Students: John Emil R. Palma

Year and Section Teacher Date/Time Anecdote

When Renz came to class this

morning he seemed very
tired and slouching in his
seat. He did not take part in
class discussion and showed
IV- Gold Mr. Renz A. Gabuyo 9:00 - 10:00 am no interest in what was
discussed. This is very
unusual of him because he
often participates and
monopolizes the class
discussion.
Thank
You!