Assessing Affective

Learning Outcomes
(3) Checklist
– is the easiest tool to develop compared to rating
scale and semantic different scale. Its consists of
simple items that the students or teacher marks as
“present” or “absent” of a certain attribute that
describes the affective traits.
– The use of a checklist can help improve efficiency
by minimizing mistakes. The ideal checklist should
be precise, efficient, easy to use in any situation
and straight to the point. All the items on a good
checklist should be actionable and grouped by
category.
 Steps in Constructing a Checklist
• According to McMillan (2001), there are three steps in
developing a checklist.
(a) Enumerate all attributes and characteristics you wish to
observe relative to the concept being assesed.
(b) Arrange these attributes as a “shopping” list of
characteristic.
(c) Ask students to mark attributes or characteristic which
are present and to leave blank to those which are not.
 Sample Checklist for Structured
Obserbation in a Classroom
Observation Yes No
1. Students will attend classes on time.
2. Students will submit assignments on time.
3. Students will actively participate in classroom
discussions.
4. Students will follow instructions during examination.
5. Students will ask question during classroom discussions.
 PEER RATING
• -is the least method to be used in assessing
affective learning outcomes.
TWO APPROACH OF OBTAINING PEER
RATING:
• Guess- who approach
• Sociometric approach
 Guess-who form
Direction: Write the name/s of your classmate/s who is
described in the following questions. Your answer must
remain confidential. No other students shall see your
answer. Student/s can be named more than once in each
category.
1. Who is the most willing to work with others?
___________.
2. Which student is concerned more about others?
___________.
3. Who ask much help about his/her assignment?
_________.
4. Which student is willing to cooperate with others?
_________.
 Sociometric approach
• - is used to assess social structure of
the class and interaction patterns
among the students (McMillan,2001)