Lesson 4: Affective Assessment

How do you Assess affective outcomes of students’ learning?

UNDERSTAND

Desired Significant Learning Outcomes:

In this lesson, you are expected to:

 Develop an assessment tool to measure affective outcomes of learning.

Significant Culminating Performance Task and Success Indicators

At the end of this lesson, you are expected to demonstrate an understanding of about
affective outcomes. As a result, you should be able to develop an assessment tool to measure at
least one affective trait that students have developed in the course of their learning. Your success
in this performance task will be determined if you have done the following:

Tasks Success Indicators

1. Define the affective factors that are
important in students learning
2. Identify the taxonomy of affective
behaviors in students’ learning.
3. Demonstrate knowledge and
understanding of the affective traits
articulated in the Basic Education
Curriculum Framework in one’s field
of specialization
4. Develop understanding on the various
assessment methods and tools that
could measure affective outcomes of
1. Present at least an experiential sample
situation to illustrate how feelings and
emotions can influence learning.
2. Present a list of affective qualities that
students should demonstrate in a
course or subject vis-à-vis the defined
taxonomy
3. Present and explain the affective
factors contained in the K to 12 Basic
Education Curriculum Framework in
the chosen field of teaching.
4. Develop the behavioral indicators in at
least one aspect of affective domain in
students’ learning.
 learning.
5. Review literature or research studies
that deal with assessment of affective
traits.
6. Develop an assessment tool to
measure affective outcomes of
students learning.
5. Present a sample research instrument
used to assess students’ affective
behavior.
6. Present and discuss the constructed
assessment tool to measure affective
outcome of learning

Prerequisite of this Lesson

In order to accomplish the performance tasks identified in this lesson, you should have
understood why affective domain is part and parcel in developing instructional objectives. If you
have reached the high level of appreciation on the “whys” of including affective domain in your
lesson plan, and you feel confident in formulating objectives on affect, the lesson as presented
here will be exciting and enjoyable for you. As you walk through the text of this lesson, it is
important to recall the past lessons about formulating instructional objectives, in particular, how
to state objectives in measurable and observable terms. In addition, your understanding about the
basic concepts, knowledge, and skills about assessment as discussed in the earlier lessons will be
most useful.

PREPARE

To be able to develop your assessment tool to measure the affective dimensions of

students learning, you need to read and understand the information in the following paragraphs
that discuss important aspects of about affective assessment, which will eventually guide you to
accomplish the ultimate objective of this lesson, that is, to develop and assessment tool to
measure affective outcome of students’ learning. To maximize the time with your teacher in the
course, it is advised that you read the text by yourself such that class discussion with the teacher
will be more focused on more specific concerns about the content and essence of the material,
queries, and difficulties in accomplishing the tasks.

What is affective assessment? Why assess affective domain?

 Think about your answer to the following questions:

How do you feel doing mathematics?

What do you like in mathematics?

Your responses may vary. Some may like the subject, or for the majority, the feeling is
the opposite. If we deal with measurement of feelings, attitude, or interest, we are into affective
assessment. From the world itself, this type of assessment deals with the affect dimension of
students’ learning. The affective domain (from the Latin affectus, meaning “feelings”) includes a
host of constructs, such as attitudes, values, beliefs, opinions, interests, and motivation. They are
the noncognitive outcomes of learning that are not easily seen or explicitly demonstrated. The
type of assessment in this domain is not aimed to determine what the students have learned.
Rather, it looks into how students feel while they are learning, how their learning experiences
have influenced their emotions and future behavior. Teaching is not only imparting content
knowledge that requires cognition. It is also knowing and understanding students as learners and
humans. Therefore, it is essential that teachers know the feeling of pleasure, enjoyment, or even
anxiety that learners experience because these feelings will have bearing on their attitudes,
motivation, and beliefs that will eventually be manifested in their future behavior. Further, with
information about the students’ affective characteristics, teachers will be able to individualize
their approaches to students and reshape the lesson plan based on the identified needs of
students.

Assessment on the affective domain is not only on the part of teachers to know
information about students. It is also useful for student themselves. Self-awareness of feelings,
emotions, and attitudes can make students reflect on how they are in the process of learning. This
type of metacognition has proven to enhance learning and contribute to success in academic
tasks. Student attainment is a result of the functioning of his or her whole personality. Cognitive
and affective assessment should work in tandem as what empirical studies have proven.

Unlike cognitive and psychomotor assessment, affective assessment does not determine
the grades the students get. It rather helps teachers determine what steps need to be taken to help
students achieve academic success. Knowledge of what students view, perceive, and feel as they
are engaged in learning activities will guide teachers to improve their teaching strategies and
enhance learning. Affective assessment can provide supplemental information about a learning
difficulty or behavior problem that affects learning. For example, if student feel nervous in just
seeing numerical symbols and signs for operations, how will the students be helped in this kind
of anxiety? Fear about mathematics will cause nervousness and possibly lead to poor
performance, if not failure. Teachers have always been focused on the attainment of student of
student content knowledge and more often, feel frustrated with students’ poor achievement. The
low performance may be caused by affective factors, such as attitude, interest, and motivation.
According to Stiggins (2005), motivation and desire represent the very foundation of learning. If
the students do not want to learn, there will be no learning. Further, Popham (2011) contends that
affective variables are often significant than cognitive learning behavior, but in recent years,
assessment of affective characteristics of learners has been given more importance. Admittedly,
assessment is far more difficult domain to assess and to objectively analyze since affective
objectives range from simple attention to complex and internal qualities of character and
thinking of learners. Nevertheless, teachers need to deal with assessment and measurement of
students’ abilities in this domain.

What is the taxonomy of affective domain in learning?

In the assessment of cognitive domain, you have used the Revised Bloom’s Taxonomy of
Cognitive Processes identified as remembering, understanding, applying, analyzing, evaluating,
and creating. As presented in Lesson 2, in the affective domain of learning, Krathwohl et al.
(1964) developed a taxonomy of affective qualities that can serve as guide in doing affective
assessment. As shown in Table 2.1, these include the following behavior:

1. To receive: In this level of affective behavior, the learner demonstrates an awareness in

aa activity that is happening such that he/she gives attention to that activity. This level
involves willingness to receive the stimulus. For example, looking at the teacher during
lecture is an awareness on a learning stimulus, but listening and paying attention indicate
willingness in receiving that stimulus.
2. To respond: in this case, the learner reacts to a given stimulus or information that has
been received. If a learner participates in a class discussion, and not merely listening then
 the learner is in this level of behavior. This behavior may not be compliance to a given
task, voluntary engagement, or doing an activity with interest.
3. To value: this is the level where learner demonstrates commitment to the object,
knowledge, or activity. Here, the learner has internalized a set of specific values such that
these values are manifested through overt behaviors. For example, picking up litters
outside the classroom without teacher’s presence or saving money for a book, or putting
off lights after class on own volition are “valuing” behaviors.
4. 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. In this level, the learner is able to discern independently the right from the
wrong, and he/she is able to make a decision on what is more valuable based on his or her
own judgment.
5. 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 that establishes an image or character of the learner. The behavior extends
beyond the school setting and becomes part of his or her lifestyle. For example, if doing
an experiment has instilled the value of patience, such trait could be carried over to the
student’s nonscience activities.

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 think about a lesson, a person, or
an activity. In the education field, most common variables for affective assessment are the
following:

1. Attitudes. 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. 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. Here, we all desire to
foster positive attitudes. On the other hand, we also want students to have negative
attitude on things like cheating, bullying, fighting, drugs, absenteeism, and smoking.
It is important to note that attitude cannot be taken as solely affective. It also has
cognitive component where the learner has the content knowledge that defines the worth
or value of the object or situation. For example, knowledge about the effect of smoking
on health and knowledge about nicotine ideally should make students have negative
attitude toward smoking. However, this is not always the case. One may have the
knowledge but applying the knowledge is another thing. Cognitive knowledge can just be
a contributing factor to effect a desired affective outcome.
Some empirical research reinforced the importance of assessing attitude. Othuon
(2010) fount out that negative attitude toward English is the most affective and
psychological factor that results in the student’s poor performance in English. The ability
of students to master a second language is not only influenced by the mental competence
or language skills but also by the student’s attitudes and perceptions toward the target
language (Abidin et al. 2012).
2. Values and Beliefs. 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 persons future actions and decisions. 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. While beliefs are
traditionally associated with religion, they have been talked about in the field of
education. There are such things as beliefs about mathematics, freedom, gender equality,
etc.
Beliefs emanate from multiple sources, from what one hears, sees, reads, and
experiences. Values are developed from beliefs. Beliefs, as well as values, can change
over time from learned experiences. As such, it is important that teachers provide positive
learning experiences to students because from these experiences, they form beliefs that
lead to the formation of values that are desired. Further, these beliefs and values
determine attitudes which are correlated with a learner’s performance. This sequential
 relationship reinforces the importance to assess these affective factors that can aid
teachers in developing their instructional plan to attain intended curriculum goals and
objectives.
3. 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 topic, such as reading, science, mathematics, history, etc. It is
interest that drives the learners to be attentive to the topic of discussion or engage in any
academic activity. Interest may be personal or situational. If a student reads a book or
saves money to buy books, even if this is not a course requirement, this means that he/her
has personal interest in reading. However, if a student has a liking for mathematics
because he/she likes his or her mathematics teacher, then his or her interest in
mathematics is situational. Whether a personal or situational, it is important for the
teacher to know how students are receptive on the content that is covered in the lesson. If
there is low interest as revealed from the assessment results, the teacher can think of
intervention strategies to address the problem, like creating learning experiences that are
more exciting to engage students in interaction with peers, or with teachers. Interest is
directly linked with enjoyment and joy in doing something.

4. Motivation. Brown (1987) defines motivation as an inner drive, impulse, emotion, or

desire that moves one to a particular action. It arouses and sustains behavior. It can leadto
increased effort and energy to pursue a goal. If a learner is highly motivated, he/her is
willing to give his or her time and effort to reach a goal. It brings a learner to excitement
and enjoyment to an academic task and enhances cognitive processing and improves
learning.
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) has 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, (6) the need for ego enhancement.
From the list, we see the critical role of teachers in creating a learning environment that
 can provide for these needs in order for the learners to reach the highest level of
motivation. Consequently, assessment in this aspect of affective domain is of importance.
5. Self-confidence. This refers to how a person feels about his or her abilities to accomplish
a task or reach a goal. It is the person’s perception of himself/herself and his or her
capabilities to perform successfully the task given to him/her. Empirical studies showed
self-confidence is associated with academic success. In particular, Stankov et al. (2012)
have found that students who think they are skilled in Math tend to perform well on Math
and English tests. In the same study, the researchers contend that confidence tests as an
assessment toll can benefit both learning and teaching. For example, the scores from the
self-confidence tests on subject contents provide students with insights into the topics
they are weak in.

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 et al. (1964). Teachers, for example, can take attendance to
measure pupils willingness to receive information. Likewise, teachers may consider the number
of times the pupil raised his or her hand to answer or ask questions, or the number of completed
assignments and projects. These are sample evidence at “responding” level. However, in this age
of globalization, where character and morals of citizens are becoming more critical, educators
are giving more attention to higher levels of affective taxonomy. But then, behaviors at these
levels are less amenable to direct measurement because affective learning outcomes (e.g.,
attitudes, values, beliefs, etc.) are internal states that exist in the mind and thoughts of the
learners. Because of these, indirect measurements are thought to be less reliable. Nevertheless,
researchers and educationists are continuing effort to overcome these perceived difficulties.

The information generated from the use of indirect assessment of affective learning
outcomes can come from different sources – student himself/herself, teachers, or peers. A variety
of methods for indirectly assessing intended affective learning outcome have been espoused.
Some of the most common assessments include self-report inventory, questionnaire,
opinionnaire, semantic differential, observation, and interview.

1. Self-Report Questionnaires. As the name implies, self-report or self-inventory is a type

of assessment where the respondents 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 is also popular in a pre-test and
post-test design when the teacher wants to assess change (e.g., in attitude, interest,
motivation) before and after instructional period. 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 or 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 personally biased because he/she is responding to a
nonfactual or subjective statement from his or 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 presented
in the following:

a. Likert scale. this measuring tool, invented by Rensis Likert, is a series of questions
or items that requires the respondent to select on a scale a rating reflecting the level
of agreement or disagreement on items that are related to a particular topic,
experience, or issue. The responses both in descriptive and numeric form, range from
one extreme to another, such as “strongly agree” to “strongly disagree”, where “5” is
the numerical value of the extreme positive feeling and “1” for the extreme negative.
This kind of scaling gives deeper insight into what the students are thinking and
feeling. An example of Likert scaled is shown below:
 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
Strongly Agree Slightly Disagree
Disagree
Agree (5) (4) Agree (3) (2)
(1)
1. Mathematics is the study of
formulas, rules, and
procedures in solving
problems.
2. In mathematics, you can
discover new things that can
be exciting
3. To be able to solve
mathematics problems, you
have to memorize and follow
procedures as taught In class.
4. Mathematics is an exact
subject that requires precision
and accuracy.
5. Mathematics is logic and
reasoning

From your review of research literature, you must have noted that most of the Likert scale
instruments indicate the numeric scale value as seen in the rating scale on Views About
Mathematics:
 Strongly Agree Strongly Disagree
Agree (4) Slightly Agree (3) Disagree (2)
(5) (1)

One danger of having numeric scale values of 5, 4, 3, 2, 1 is the possibility that an option
with a higher value will be more attractive to the respondents. You have ethe choice to omit the
numerical scale and just indicate the actual scale labels in the instrument. Likewise, descriptive
labels and numeric scale value can vary to be more congruent with the Likert Items. For
example, in a Reading Interest Inventory, some items may be written this way:

“I like reading books by myself.”

“I save my money to buy extra books I like.”

The two statements above are action statements rather than commonly used Strongly
Agree, Agree, etc. it may be more appropriate to use the descriptive labels and numerical scale
values as: Always (5); Almost Always (4); Sometimes (3); Rarely (2); Never (1) OR Always (5);
Very Often (4); Often (3); Not Very Often (2); Never (1).

The 5-point scale is the most common continuum, but still will be more fitted if your
respondents are adults. A 4-point or 3-point scale will be easier for younger respondents. Also,
instead of the numerical values that usually appear in many of the standardized rating scales,
some visuals might be more useful to catch the attention of the younger respondents in
answering the instrument.

The following is another example:

Rating Scale on Attitude Toward Science Lesson

In your science class, how frequently did you find yourself experiencing the following
situations?

😃 😊 😐 😩
 Always Sometimes Rarely Never
1. I enjoy being in science class

2. My science teacher gives me

interesting things to do in and outside
the school
3. Doing experiment in science is fun and
exciting.
4. I love listening to what my teachers say
about the world we live in.
5. I enjoy making science assignments
and projects with classmates.
6. Handling microscope and other science
equipment makes me nervous.
7. Science makes me nervous than any
other subject.
8. The exercises during our lessons are
boring

An alternative format for labeling the response shown in the previous page may work out
better for some respondents especially to lower age level of students.

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. Statements should be 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. scale Avoid double negative sentences.

Steps in the construction of rating

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. 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 in 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 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 kess
negative, 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 is essential. This involves frequency count relative to each
option in the scale, cumulative percentages to see pattern of responses in each item as
well as the entire scale. simple computation of mean will be useful in visualizing the
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-à-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

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 scaled indicating the degree of
agreement they have with 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 be then summed, and a mean could be determined in each of the adjective
pairs. In this way, the concept “problem solving” would be scaled on 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.

Name ______________________ Grade__________________ Date ____________

Put a check (✓) 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 leftover
________ I do not segregate
4. Do you read magazines and publication about environmental issues?
________ Yes, every time
________ Sometimes
________ Rarely
________ No, not my interest
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 environment 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.

Put a check (✓) on the blanks that are true to you.

The reading class is: I find English:

______ boring ______ fun

______ exciting ______ tiring

______ fun ______ easy

______ Stimulating ______ difficult

______ Informative ______ irrelevant

______ Unpleasant ______useful

______ routine ______ interesting

2. Interview. This is an oral assessment of student learning that is conducted through

spoken words and casual conversations. 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 toll
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 open-ended 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
impot 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 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?”, 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.
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. Records 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.

Sample: The Interview

Questions Teacher Notes

  How did you feel about
your participation in our
class to day
 What did you think about
the story we discussed?
 Did the story interest you?
 What is the part of the story
that caught most of your
attention? Why did it
interest you most?
 How did you like your
reading class? What makes
you dislike it if ever you
feel so?
 What different approach
should your teacher use to
help you and your
teammates better

3. Student Journals. These are effective tools that can be used in assessing and monitoring
student thinking and attitudes. Journal writings 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 learner’s own perception about a problem, a
situation, or an activity they are tasked with. A student who encountered a difficult
problem 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 the 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 students is asked the
question, “when is a person a hero to you?”, the students 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 wiring
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 in the actual teaching and learning process unlike other forms of
assessment that require separate time with the students 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 to play 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, 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 _______________________

Behavior Frequency of Occurrences

1. Raises hand during class discussion
2. Tell others that the lesson is fun
3. Gives criticism to classmates’
response to teacher’s questions
4. Ask questions about issues
connected to the science concepts
 presented
5. Goes through the laboratory
manual before engaging in the
actual experiments

Rating Scale for Structured Observations in Science Class

Student/s Observed __________________________ Date ___________ Time _____________

Grade & Section __________________________ Observer _________________________

Not at Most of the Almost

Behavior Rarely Sometimes
all time always
1. Raised hand during
discussions
2. Tell 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
engaging in the actual
experiments
 The measures obtained from observations 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 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 open-ended way to record observation. Record factual observation and be
cautious on personal interpretation and biassed statements.
7. Review data. Reflect on outcomes.
8. Decide future steps based on observation results.
9. Adjust planning and apply interventions.
10. Monitor progress.

DEVELOP

Following are some questions to see how far you have understood what have been earlier
discussed.

1. What is affective learning?

Affective learning is essential because it helps us understand not only the academic aspects
of learning but also the emotional and psychological aspects. It acknowledges that learning is
not just about acquiring knowledge but also about how that knowledge affects our feelings,
attitudes, and beliefs. It recognizes that students' emotional well-being and engagement play
a crucial role in their overall learning experience.
2. Why do we need to measure affective learning?

Measuring affective learning helps teachers understand how students feel, what they believe,
and how they react to learning. It provides valuable insights into students' engagement levels,
motivation, and overall well-being in the classroom. By assessing affective learning, teachers
can tailor their teaching methods to better meet the needs and interests of their students,
fostering a positive and supportive learning environment. Additionally, it allows teachers to
identify any potential barriers to learning and implement strategies to address them
effectively, promoting student success and academic growth. Therefore, understanding and
measuring affective learning are essential components of effective teaching practices.

3. What are some affective traits that are relevant to students learning?

Attitudes

• Feelings and thoughts are important for students' learning because they show how students
react to different parts of school like lessons, subjects, teachers, and actions. When teachers
know about these feelings, they can encourage good behavior and help students when they
have problems.

Values and Beliefs

• Teachers have a big job in making school a positive place where students can learn and
grow. They help students form ideas and beliefs about what's important, which affects how
they feel and do in school.

Interests

• Knowing what students like helps teachers make lessons more interesting, so students stay
engaged and involved in class. When students are interested, they have more fun and learn
better.

Motivation
• When teachers understand what motivates students, they can make lessons that keep
students interested and excited to learn.

Self-confidence

• Checking how confident students feel helps teachers see what they're good at and where
they need help. This helps teachers give the right support to students so they can learn and
grow.

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

Understanding how students feel and what they think is harder to measure in the affective
domain of learning because it's about personal feelings, attitudes, and beliefs, which vary
from person to person. Assessing these emotional aspects requires a lot of understanding and
considering different perspectives, which makes it tricky to standardize and measure in
schools. Unlike cognitive areas where outcomes are often clear and easy to measure,
emotions and attitudes are more complex and don't always have clear answers. Additionally,
since everyone's feelings and beliefs are different, it's not always straightforward to measure
them in the same way for everyone.

5. What are levels of affective domain of learning?

• To Receive: At this level, students notice what's going on around them and pay attention to
what they're learning. For example, when they look at the teacher during a lesson, they're
showing they're aware of what's being taught, and listening shows they're ready to learn.

• To Respond: Students at this stage react to what they've learned by taking part in
discussions or activities instead of just listening. They might get involved because they're
interested in the topic, not just because they're told to.

• To Value: At this point, students show they really care about what they've learned by putting
it into action. This could mean doing things like cleaning up without being asked or saving
money to buy a book they want.
• To Organize: Here, students start to think about their own feelings and beliefs and make
choices based on what they think is right or wrong. They begin to use their new values and
beliefs in their everyday actions.

• To Characterize: In this higher level, students consistently show their beliefs and attitudes in
different situations, forming a personality trait that goes beyond school. For example, if they
learn patience from doing science experiments, they might use that patience in other parts of
their life.

6. What tools can you use to measure the affective dimensions of learning? What are the
advantages and limitations of each measuring tools?
 To further check if you have learned the contents about assessment of affective domain
of learning, fill in with a word, phrase or sentence that is appropriate for each blank in the
boxes below

To
receive

Self-report
questionna Student
Attitude Interests Journals
ires
To
respond

Values Motivation Interviews Observation

To value

Self
Beliefs confidence

To
organize

To
character
ize
 APPLY
1. Below is a sample Environment Attitude Scale. Classify the items according to the
taxonomy of affective traits: receiving, responding, valuing, organization, and
characterization.

Student Environmental Survey

Direction: Please put a (✓) mark on Yes or No to indicate which actions you have taken
on behalf of environmental issues. Your honest response is very important.

Yes No
1. Listened to announcements - Receiving
2. Attended a rally for a tree planting - Responding
3. Read information about climate change - Receiving
4. Wrote a letter to a club officer - Responding
5. Apprehended one who threw garbage on the floor - Responding
6. Took part in a protest for cutting trees - Responding
7. Filed a complaint about vandalism - Responding
8. Joined an action group in clean-up activity - Valuing
9. Contributed money for an environmental cause – Valuing
10. Wrote a letter to the newspaper about traffic jam - Responding

2. Pick five to seven grade school students to sit with you. Using the attached interview
guide questions, invite the students to a conversation for this interview session to enable
you to assess their attitude toward reading. Record what transpired and interpret results.
What implications can you draw from the conversation with these children?

Interview Questions
1. Do you enjoy reading?
2. What do you like about reading?
3. What type of books do you like to read?
4. Do you prefer to read in or outside of school? Does it matter?
5. Are there any books you don’t like to read?
6. What makes reading exciting for you?
7. What makes reading boring?
8. What does your teacher to make reading and learning enjoyable?
9. How do you rate yourself as a reader?
10. Do you prefer to read books in print or e-books? Why?

a. Develop at least five action behaviors that can measure how your students posses the
qualities below.
b. Get a friend to check whether the items you have developed are in line with the
affective trait that is being assessed. Prepare a simple two-point scale evaluation
checklist for your friend to use in determining the appropriateness of the behaviors you
have developed on these affective traits
1. Compassion
2. Honesty
3. Punctuality
4. Dependability
5. Politeness
6. Patience
3. To guide you in developing your own affective tool, examine the following portions to of
high-quality assessment instruments that were developed by the International Association
for the Evaluation of Educational Achievement (IEA)

Exhibit A. Student Confident in Reading

How well do you read? Tell how much you agree with each of these statements.

Agree Agree Disagree Disagree

a lot a little a little a lot

1. Usually do well in reading

 2. Reading is easy for me
3. I have trouble reading
stories with difficult words*

4. Reading is harder for me

than many of my
classmates
5. Reading is harder for me
than any other----- Subject

6. I am just good in
reading*--------------

*Reverse Coded

Very Confident Somewhat Not Confident

Confident

Exhibit B. Student Attitude on Reading for 4th Grade

Agree Agree Disagree a Disagree a

a lot a little little lot

1. I like talking about what I read with

other people
2. I would be happy if someone gave me
a book as a present
3. I think reading is boring

4. I would like to have more time for

reading
5. I enjoy reading

6. I learn a lot from reading

7. I like to read things that make me think

8. I like it when a book helps me imagine

other words

*Reverse Coded
Very much like Somewhat Do not like reading
reading like reading

Every day or Once or Once or Never or

almost every twice a week twice a almost never
day month

1. I read for fun

2. I read to find out things I want to

learn

Very much like Somewhat Do not like reading

reading like reading
Exhibit C. Attitude in Learning Mathematics

How much do you agree with these statements about learning mathematics?

Fill in only one oval for each row.

Agree Agree Disagree a Disagree a

a lot a little little lot

a. I enjoy learning mathematics ------- ① ② ③ ④

b. I wish I did not have to study
mathematics ---------------------------
① ② ③ ④
c. Mathematics is boring ---------------- ① ② ③ ④
d. I learn many interesting things in
mathematics ---------------------------
① ② ③ ④
e. I like mathematics -------------------- ① ② ③ ④
f. I like any schoolwork that involves
numbers
① ② ③ ④
--------------------------------
g. I like to solve mathematics problems ① ② ③ ④
h. I look forward to mathematics
lessons ----------------------------------
① ② ③ ④
i. Mathematics is one of my favorite
subjects ----------------------------------
① ② ③ ④

1. Examine the items that are contained in the above rating scales. Suppose you were
asked to respond to the questionnaire.
a. What does your teacher want to assess about you in Exhibits A-C?
b. What different behaviors were included in assessing your attitude about reading?
About learning of mathematics?
c. What behaviors were included in assessing your confidence in reading?
2. Consider yourself as a teacher. Give examples of specific interview questions you
can ask your students about the traits being assessed in any of the above sample
rating scales.
TRANSFER
Now, you will construct an affective assessment tool for a course or subject you will
most likely handle when you are already a teacher.
To provide you a sound basis to define and decide on what affective assessment tool
will be most appropriate and useful to you, you need to do the following:
1. Look for the document on the Basic Education K to 12 Curriculum Framework of
your major field as future teacher.
2. List the affective traits that are articulated in the curriculum framework.
3. Among the list of affective traits, decide which is the most important trait you want
your future students to emulate. Make sure the answer to this question “Why do you
value it most to be measured?” is very clear for you to appreciate this performance
task.
4. Review the taxonomy of affective domains as you develop the items in the
assessment tool. You can choose any of these assessment tools discussed earlier in
the module.
 5. Considering that affective traits are not easily learned and developed, your
assessment tool is intended at the end of the year, or midyear at the least.
EVALUATE
I. Review judiciously the assessment tool you have developed. Talk with at least three
classmates on how to review your work. The rating scale below may help you and
your peers in evaluating what you have done. Listen to what they have said and
written in the evaluation form. Make the necessary revision to improve your work.

Assessment Tool Checklist

Instructions: Use the Assessment Checklist to review your assessment tool for
relevance, feasibility, and for its ability to generate reliable and truthful data from
your respondents. This checklist can help you decide on needed improvements for
your assessment instrument.
Fill in the blank with a (✓) mark on the appropriate column.
 Items marked “yes” indicate the instrument may be appropriate for your
objectives.
 Items marked “no” indicate the instrument may NOT be appropriate for your
objectives.
 Items marked "no sure" will require further improvement to determine if the
instrument is appropriate for your objectives.

ITEMS Response
I. Content and Format Yes No Not
Sure
1. Is the language of the statement/question/ task clear, direct, and
specific?
2. Does the statement/question/task contain only one complete
thought or concept?
3. Is the language appropriate for your respondents’ characteristics
(e.g. age, education, and language preference)?
4. Can the statement be interpreted in more than one way?

5. Is the instrument’s intended purpose clear (e.g., measuring

 outcomes versus assessing needs) AND does this match your
purpose? *
Additional Comments and Format

II. Relevance with Areas/Domains of Affective Traits

1. Is the statement/question/ task applicable to the traits being
assessed?
2. Is the statement/question/ task related to the effectiveness of the
course of study?
3. Is the statement/question/ task congruent with the intended are of
measurement?
4. Can the tool as a whole generate data that are relevant to
program/course intervention and desired learning outcome?
5. Does the instrument measure the same outcome type (attitude,
knowledge, behavior, condition) as the one you want to measure?

Additional Comments for Relevance

III. Feasibility

1. Is the instrument well-suited to the circumstances (when, where

etc.) under which you/your assistant or respondents will
complete it? *
2. If you need to collect data once to measure change and monitor
progress, can the instrument collect this type of data?
3. Is the instrument’s length and level of complexity appropriate
for your respondents?
4. Is the instrument’s length reasonable for the respondents to
complete it?
5. Is it clear how you will deal with the data to report results?
Additional comments about Feasibility

IV. Data Quality

1. Do questions/statements/task that address the affective outcome

cover all the relevant dimensions of your outcome

2. Does the instrument capture the background information you

need, such as age, gender, status, etc.?

3. Does the instrument reflect the thinking and the element of the
affective construct that is assessed?

4. Do any questions/tasks require personal or sensitive information

that it would be inappropriate to ask for?

5. Do any questions ask for personal or sensitive information that it

would be unnecessary or inappropriate to ask for?

Additional Comments on Data Quality

II. Select a class in your laboratory school or in a partner school of your institution.
Pilot test the assessment toll that you developed to at least 50 students in basic
education. Analyze the results. In your analysis of data, include: (a) patterns of
responses, (b) frequency counts and percentages, if applicable, and (c) interpretation
of both qualitative and quantitative results.
III. Test further your understanding about assessment of affective learning by answering
the following items below:
1. Which of the following learning domains relates to the development of a person’s
value system?
A. Cognitive
B. Psychomotor
C. Social
 D. Affective
2. Which of the following theorists identified the taxonomy of affective learning
domain?
A. J.Piaget
B. D.R. Krathwol
C. B.F. Skinner
D. P. Likert
3. When a student is seeing the worth and usefulness of knowing the law of gravity
in his or her physics lesson, the student is demonstrating what level of behavior?
A. Receiving
B. Responding
C. Valuing
D. Characterizing
4. Which of the following actions is the highest level of the affective domain?
A. Recalling information
B. Responding to an issue
C. Demonstrating awareness
D. Internalization of values
5. Which of the following assessment tools is most appropriate if teachers want to
capture and monitor in writing the students’ personal experiences and thoughts
about something in his or her learning?
A. Rating scale
B. Student reports
C. Student journal
D. Interview
6. If a student joins voluntarily a marathon activity for raising funds for flood
victim, he or she is demonstrating what level of affective learning?
A. Awareness
B. Responding
C. Valuing
D. Characterizing
7. It is an affective assessment toll that can take into account nonverbal behaviors.
A. Self-reports
B. Observation
C. Interview
D. Student journals

Considering the following case to answer the questions 8-10.

Mrs. Abad is a fourth-grade teacher at J.P Garcia Elementary School who

experienced difficulty in her classroom this school year. She had to spend much
time and energy preventing her students from bullying each other, and she
noticed how many are making verbal remarks, calling each other “stupid” or
“dumb”. In addition, quite a number did not do assignments and always missed
bringing their textbooks in class. She is, however, puzzled that in her actual
English period, majority, even those who are guilty of misbehavior, can
communicate well when asked to recite and talk sense when asked to interpret
literary works. Overall, Mrs. Abad is not happy with the student achievement as
measured by different summative tests where only 75% performed above the
level of satisfactory performance.

8. What affective trait should Mrs. Abad first develop among her students?
A. Interest
B. Self-confidence
C. Honesty
D. Valuing of learning
9. If the students can communicate when asked to recite and interpret literary piece,
what level of affective trait is demonstrated by the students?
A. Receiving
B. Responding
C. Valuing
D. Organizing
10. If Mrs. Abad wants to capture in depth the reasons for students’ misbehavior,
what assessment tool is most appropriate in her case?
 A. Checklist
B. Observation
C. Interview
D. Semantic Differential

REFLECT

1. Examine the assessment tool that you constructed. Do you find meaning in the work
that you have done?
2. What was the purpose of this assessment tool? What will it serve?
3. How significant is this tool in your future work as a teacher?
4. Is this plan worth your time and effort? Why?
5. What else could be done with this assessment tool? For what other purpose can this
be useful?

SUSTAIN

1. Place yourself as the student. Respond to the questions or tasks contained in the
assessment tool. What have you found about yourself?
2. Pick up a classmate. Request him/her to respond to the assessment tool. Describe
your peer on the affective trait measured by the assessment tool.
3. Make a review of some researches on the developed instruments to measure affective
outcome of learning. Present these in class. Include in your presentation the
following: (a) the affective trait that is measured, (b) behaviors that defined the traits,
(c) style and format, (d) strengths of the instrument, (e) limitations of the measuring
tool, and (f) provision for interpreting the results.
4. Reflect on one child within your setting that is causing you concern. You may see
this in a formal classroom, in a library, or any study corner. List the reasons for this
concern and try to identify the most appropriate observational method to enable
clarification of your thoughts on the behavior you have initially observed. Propose
subsequent interventions.

Educator’s Input
 As a mathematics teacher educator, I find it enjoyable to talk to my former students
who attend their graduate coursed during Saturdays. Majority of them are novice teachers
who love sharing to their former professors their early experiences in teaching mathematics.
I remember Miss Joy, sharing some of her thoughts as a teacher:

“I will always remember our class when you showed your collection of
mathematics calendar year stands. It was amazing how each number in the
calendar year stands as the answer to the given mathematics problem written
in that calendar. Imagine how 365 mathematics problems can be contained
in one calendar, with each month-page containing 30-31 mathematics
problems. The concept of mathematics calendar is a creative idea to make
mathematics more appealing and be loved by my students.”

She adds, “in my own way, I also tried to make mathematics enjoyable
through different and innovative strategies of teaching mathematics. In the
beginning of the year, I asked my students to write their “mathematics
biography” that tells the history on how they lived and relate with
mathematics as students. It was so interesting to know many things I have
not thought of – how they look at mathematics from the different
experiences they encountered. They expressed their feelings of joy for
success in solving a problem, the fears, pains, failures, and embarrassment
they have experienced in the subject. Their essays have been so useful for
me in deciding on my teaching approach and the kind of material that will
make them learn and enjoy mathematics. In addition, I administer a
mathematics inventory about their learning preferences. I see this kind of
exercise beneficial for them and for me. From their end, they become more
aware of themselves as mathematics learner, and from my end, it makes me
aware of the classroom environment that will enhance their learning.”

It is worth noting how Miss Joy sees the whole learning process in totality, not only is she
after the learning of the content of mathematics but also the affective variables that are important
to learning of mathematics.

Other support Materials Available

 For further information about affective assessment, you may refer to PowerPoint
Presentation on the Guidelines in Conducting Affective Assessment.

Portfolio Assessment

Directions: Choose one (1) output in this lesson that can best show your ability in the 21 st
century learning and innovation skills: Critical thinking, Creative thinking, Communication,
Collaboration, and knowledge of your Content (5Cs).

What output/s in this lesson

shows you are very good in Chosen Output Why?
the following:
1. Content (the output Example: Constructed Table Because it reflects the
reflects understanding of Specifications framework of the test, which
of the topic discussed is the Revised Bloom’s
Taxonomy where the six
cognitive processes are given
as well as the four
dimensions of knowledge
2. Critical Thinking
(the output reflects
ability to
critique/evaluate/solve
problems)
3. Creative Thinking
(the output reflects
ability to create new
ideas)
4. Communication (the
output reflects ability
to express one’s ideas
in words or actions)
5. Collaboration (the
output reflects ability
to work well with
others)