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UNDERSTAND
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:
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
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.
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. 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.
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.
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:
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.
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
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.
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.
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.
Put a check (✓) on the options that correspond to your answer to each item.
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.
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.
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.
DEVELOP
Following are some questions to see how far you have understood what have been earlier
discussed.
ADVANTAGES
This method provides immediate results and insights directly from the students,
but it may be limited by students' honesty and bias, as they might choose
responses to please the teacher or based on their subjective views. Creating an
environment for truthful responses is crucial to mitigate these limitations and
ensure accurate data collection.
Interviews- as a way to understand how students are learning, involve talking and
sharing thoughts with the teacher.
ADVANTAGES
Through interviews, teachers can learn more about students' feelings and ideas,
which might not come out in written tests, and students get to explain their
answers more fully, helping teachers understand them better. Interviews create a
special moment for students to express themselves face-to-face, but trust is
important for this to happen, as students may not always feel comfortable sharing
their thoughts openly.
Student journals are powerful tools for understanding how students think and
feel about their learning experiences. Writing in journals helps students express
their thoughts and reflect deeply on problems or situations they encounter,
providing insights into both their cognitive understanding and emotional
responses.
ADVANTAGES
ADVANTAGES
The advantages of observation include the ability to assess behaviors in
real-time teaching and learning environments, providing valuable insights
into students' attitudes, beliefs, and character traits.
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
APPLY
To
receive
Self-report
Attitude Interest questionnai Student
To res journals
respond
Self
Beliefs Confidence
To
organize
To
character
ize
1. Below is a sample Environment Attitude Scale. Classify the items according to the
taxonomy of affective traits: receiving, responding, valuing, organization, and
characterization.
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?
Student 1 Yes
Student 2 Yes
Student 3 Yes
Student 4 Yes
Student 5 Yes
2. What do you like about reading?
Student 1 I like going on adventures in my head.
Student 2 I like learning new things
Student 3 It gives me idea and knowledge
Student 4 It makes me relax
Student 5 I learned a lot
3. What type of books do you like to read?
Student 1 I likes book about animals
Student 2 I like books about history
Student 3 I like books about science
Student 4 I like funny books
Student 5 I read dictionary
4. Do you prefer to read in or outside of school? Does it matter?
Student 1 Everywhere
Student 2 Yes everywhere
Student 3 Everywhere
Student 4 Everywhere
Student 5 I read in the place that is quiet
5. Are there any books you don’t like to read?
Student 1 I don’t like scary books
Student 2 Me too
Student 3 Also me, it gives me night mare
Student 4 I don’t like nonsense books
Student 5 I don’t like romance book
6. What makes reading exciting for you?
Student 1 I like when the characters go on big adventures.
Student 2 I like when I can imagine everything in my head.
Student 3 When I discover something
Student 4 When it give me knowledge
Student 5 When I discover something
7. What makes reading boring?
Student 1 When the books is too long
Student 2 When there is no exciting part
Student 3 When the story is not interesting
Student 4 When it’s too long
Student 5 When I don’t learn something
8. What does your teacher to make reading and learning enjoyable?
Student 1 My teacher reads funny voices for different characters!
Student 2 My teacher read it loud
Student 3 When my teacher reads it with emotion
Student 4 When my teacher reads it with action
Student 5 When my teacher makes activity about it
9. How do you rate yourself as a reader?
Student 1 7 out of 10
Student 2 8 out of 10
Student 3 8 out of 10
Student 4 9 out of 10
Student 5 8 out of 10
10. Do you prefer to read books in print or e-books? Why?
Student 1 7 out of 10
Student 2 8 out of 10
Student 3 8 out of 10
Student 4 9 out of 10
Student 5 8 out of 10
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
Helping a classmate who is feeling sad or upset.
Sharing toys or school supplies with someone who needs them.
Listening attentively when a friend is talking about their problems.
Offering encouragement and support to a friend who is struggling with a
task.
Including everyone in games or activities during recess.
2. Honesty
Admitting when you've made a mistake or done something wrong.
Telling the truth even when it might be difficult or uncomfortable.
Returning lost items to their rightful owner.
Giving credit to others for their ideas or work.
Following classroom rules and being honest about your actions.
3. Punctuality
Arriving to school and class on time every day.
Turning in homework assignments before the deadline.
Being ready and prepared for lessons and activities when they start.
Being prompt in joining group discussions or activities.
Respecting the schedules and timelines set by the teacher.
4. Dependability
Completing assigned tasks or chores consistently and on time.
Keeping promises and following through on commitments.
Being someone others can rely on for help or support.
Being responsible for personal belongings and classroom materials.
Demonstrating consistency in behavior and attitude across different
situations.
5. Politeness
Saying "please" and "thank you" when interacting with others.
Holding the door open for classmates or teachers.
Using kind words and tone of voice when communicating with others.
Respecting personal space and boundaries of others.
Waiting your turn patiently in line or during group activities.
6. Patience
Waiting calmly for your turn during group activities or games.
Listening quietly while others are speaking without interrupting.
Understanding that learning takes time and being patient with yourself and
others.
Handling frustrations or setbacks calmly and without giving up.
Being understanding and empathetic when others make mistakes or need
extra time to complete tasks.
9 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.
6. I am just good in
reading*--------------
*Reverse Coded
*Reverse Coded
Very much like Somewhat Do not like reading
reading like reading
How much do you agree with these statements about learning mathematics?
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?
In exhibit A it is all about Student Confident in Reading, the exhibit B
Student Attitude on Reading for 4th Grade while the student C is Attitude
in Learning Mathematics.
b. What different behaviors were included in assessing your attitude about reading?
About learning of mathematics?
READING
Talking About Reading with Others: "I like talking about what I read with
other people."
Receiving Books as Gifts: "I would be happy if someone gave me a book
as a present."
Perception of Reading: "I think reading is boring."
Desire for More Reading Time: "I would like to have more time for
reading."
Enjoyment of Reading: "I enjoy reading."
Learning from Reading: "I learn a lot from reading."
Reading Materials that Stimulate Thinking: "I like to read things that
make me think."
Imagination through Reading: "I like it when a book helps me imagine
other worlds."
MATHEMATICS
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.
Values: Appreciation for literature and language, respect for diverse
perspectives
Motivation: Curiosity about literature and language, enjoyment of reading
and writing
Attitudes: Open-mindedness towards different cultures and viewpoints,
positive attitude towards learning English
Self-awareness: Confidence in using English for communication,
understanding of personal strengths and weaknesses as a language learner
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.
Enjoyment of reading and writing might be crucial for fostering a love of the
language and encouraging lifelong learning. By enjoying reading and writing,
students are intrinsically motivated to engage with the English language,
leading to deeper learning, improved skills, and a desire to continue learning
beyond the classroom.
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.
For enjoyment of reading and writing, we might target the responding level,
which involves actively attending to and expressing positive feelings about
these activities.
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.
Observation
Reading and Writing Enjoyment Checklist (Observation)
Observe students during reading and writing activities. Use the checklist to record
observations of students' enjoyment levels during these activities. Rate each item based on the
observed behavior.
Use a scale of 1 to 5, where:
5 = Strongly Agree
4 = Agree
3 = Neutral
2 = Disagree
1 = Strongly Disagree
5 4 3 2 1
Student displays enthusiasm while selecting books or topics for
reading and writing.
Student actively participates in reading and writing activities
without hesitation.
Student shows excitement or eagerness while discussing
reading materials or writing topics with peers.
Student appears engaged and focused during independent
reading and writing tasks.
Student demonstrates a positive attitude towards reading and
writing assignments.
Student expresses enjoyment through facial expressions, body
language, or verbal cues during reading and writing sessions.
Student demonstrates curiosity and interest in exploring new
genres or writing styles.
Student willingly shares their thoughts, ideas, or experiences
related to reading and writing.
Student seeks out additional reading and writing opportunities
EVALUATE
outside of assigned tasks.
Student demonstrates persistence and resilience when facing
I. Review judiciously the assessment tool you have developed. Talk with at least three
challenges in reading and writing.
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.
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?
III. Feasibility ✓
3. Does the instrument reflect the thinking and the element of the ✓
affective construct that is assessed?
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
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?
The purpose of the assessment tool was to understand what students
have learned and how well they understand the material. It will help
teachers improve their teaching methods and tailor instruction to better
meet students' needs.
3. How significant is this tool in your future work as a teacher?
This tool is very important for my future work as a teacher because it
will help me track my students' progress and identify areas where they
may need additional support or challenge.
4. Is this plan worth your time and effort? Why?
Yes, this plan is worth my time and effort because it will ultimately
help me become a more effective teacher by allowing me to better
understand and support my students' learning needs.
5. What else could be done with this assessment tool? For what other purpose can this
be useful?
This assessment tool could also be used to identify strengths and
weaknesses in curriculum design, inform future lesson planning, and
provide data for school-wide improvement initiatives.
SUSTAIN
1. Place yourself as the student. Respond to the questions or tasks contained in the
assessment tool. What have you found about yourself?
I found out that when you read make sure that you’ve understand what
you’ve read so that you can gain knowledge and idea.
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.
I found out that my classmate don’t give an enough time to read for
him reading is boring when it’s too long and the excitement that he feel
when reading is disappear when the books is too boring.
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
“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.
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).