 Overview

 The relevance of affective targets,

attitude traits and how these concepts
are related to student learning were
discussed the preceding chapter.
 Assessment of the affective domain is
one of the requirements of the 21st
teaching –learning proposition.
 A holistic approach is required so as to
 Both the traditional and authentic
assessment tools are to be
utilized to come up with a good
and quality results. There are
various instruments or tools that
can be used to assess affective
domain of learners. Samples are
provided to help you craft your
own affective assessment tools.
 Cognitive and affective domains are
inseparable aspects of learners. Each
completes one another with respect to
learners’ important domains. Proper, on-
going assessment of the affective
domain– students attitudes, values,
dispositions , and ethical perspectives – is
essential in any way efforts to improve
academic achievement and the quality of
educational experience provided.
Unfortunately, the practice of routinely
assessing learners‘ affective are often left
behind and focus is given most of the
time to assessing learners’ cognitive
aspects. In addition unlike cognitive
domain less assessment tools are
available for the effective construct.
 There are three feasible methods of
assessing affective traits and dispositions
these methods are teacher observation
,student self report and pear rating (mc
Milan ,2007) since affective traits are not
directly observable they must be deduced
from behaviour or what or student say
about themselves and other . There are
variety of psychological measures that
asses affective traits ,but to sophistication
of such instruments, classroom teacher
rarely use them . Instead , own observation
and students self reports are mostly used.
1.Emotions and feelings change
quickly most especially for young
children and during early
adolescence.
which means that to obtain a valid
indication of individual students’ emotion
or feeling , it is necessary to conduct
several assessment over a period of
time. A single assessment is not enough
to see what prevalent affect is. It needs
to be repeated over several times.
 2. Use varied approaches in
measuring the same affective trait as
possible.

 It is better not to rely on a single method

because of limitations inherent in that
method. For example, students self-report
maybe faked hence may significantly
meddle in the results.
 ( however, if the self-reports are
consistent with the teacher’s observation,
then a stronger case can be made.)
 Consideration of what purpose of
assessment is will influence the method that
must be used. For reporting or giving
feedback to parents or interested individual
about the learner, individual student
information is necessary . Thus multiple
methods of collecting data over a period of
time and keeping records to verify
judgments based is appropriate. If the
assessments is to improve instruction, then
results for group or whole class is more
proper to use. This is one of the usefulness
of affective assessment. It is more reliable to
use anonymous student self-reports.
 Teacher observation is one of the
essenstial tools for formative assessment
 However, in this chapter the emphasis is
on how to use this method so that
teachers can make more systematic
observations to record student behaviour
that indicates the presence of targeted
affective traits.
 In using observation, the first thing to do is
to determine is advance how specific
behaviors relate to the target. It starts with
a vivid definition of the trait, then followed
by list of student behaviors and actions
that correspond to positive and negative
dimensions of the trait. Behaviors and
actions are identified initially by listing
what the students with positive and
negative behaviors and another list for
negative student behaviors. These lists will
serve as the initial or starting point of what
will be observed. Contained in the table
below are some possible student behaviors
indicating positive and negative attitude
toward learning
  Student Behaviours Indicatig Positive
and Negative Attitudes Toward
Positive
Learning Negative

Rarely misses class Is frequently absent

Rarely late to class Is frequently tardy

Asks lots of questions Rarely asks questions

Help other students Rarely helps other

student
Works well Needs constant
independently without supervision
supervision
Is involved in extracurricular
activities
he or she likes school
comes to class early
Stays after school
voluteers to help
completes homework
tries hard to do well
 completes extra credit work
completes assignments before they
are due
Rarely complains
Rarely off- task
 rarely bothers other students
 
is not involved in extracurricular
activities
says he or she doesn't like school
rarely comes to class early
rarely stays after school
doesn't volunteer
often does not complete homework
doesn't care about bad grades
never does extra credit work
never completes assignments before
the due class
Complains
 sleeps in class
bother other students
Stares out window
 These behaviours provide foundation in
developing guidelines, checklist or
rating scales. The positive behaviours
are called Approach Behaviours while
the negative ones are termed
Avoidance Behaviours. Approach
behaviours results in direct, less direct,
less frequent, and less intense contact.
These dimensions are helpful in
describing the behaviours that indicate
positive and negative attitudes.
 These behaviours may serve as vital
input on how to perform observation,
particularly the teacher observation.
 McMillan (2007) suggested that the best
approach is to develop a list of positive
and negative behaviours. Although
published instruments are available , the
unique characteristic of a school and its
students are not considered in these
instruments when they were developed.

 After the list of behaviour's has been

developed, the teacher needs to decide
whether to use an informal, unstructured
observation or a formal one structured.
These two types differ in terms of
preparation and what is recorded.
 Unstructured observation (anecdotal) may
also be used for the purpose of making
summative judgements. This is normally
open-ended, no checklist or rating scale is
used, and everything observed is just
simply recorded. In using unstructured
observation , it is necessary to have at
least some guidelines and examples of
behaviours that indicate effective trait.
Thus it is a must to determine in advance
what to look for , however it should not be
limited to what was predetermined, it also
needs to open to include other actions
that may reflect on the trait.
 Unstructured observation is more
realistic, which means teachers can
record everything they have observed
and are not limited by what is contained
in a checklist or rating scale. There is no
problem if specific behaviours that were
not previously listed an be added. The
disadvantage is that it is not practical to
record much about student behaviour on
a regular basis. It is hard to find time
most especially when the teacher is pre-
occupied with other learning activities.
 Structured observation is different from
unstructured observation in terms of
preparation needed as well as in the way
observation is recorded. In structured
observation, more time is needed since
checklist or rating forms are to be made
since it will be used to record observations.
The form is generated from a list of
positive and negative behaviours to make it
easy and convenient in recording.
 determine behaviours to be observed
in advance
 Record students important data such
as time, data, and place.
 If unstructured, record brief description
of relevant behaviour
 Keep interpretations separate from
description of relevant behavior
 Record both positive and negative
behaviours.
 Have as much observations of each
student as necessary
 Avoid bias
 Record immediately the observations
 Apply a simple and efficient
procedures.
There are varied ways to express
students affect as self- report. The most
common and direct way is while having a
casual conversation or interview.
Students can also respond to a written
questionnaire or survey about
themselves or other students
1.2.1 Student Interview
There are different types of personal
communication that teachers can use
with their students’ like individual and
group interviews , discussions and casual
conversations to assess affect. It is similar
to observation but in here, there is an
opportunity that teachers may have
direct involvement with the student
wherein teachers can probe and respond
for better understanding it is important
that trust must be established so that
students’ true feelings and beliefs will be
revealed.
Without trust, students may simply respond
in a way that they will please the teacher
even if it is not the true reflections od their
real selves.
An advantages of interview is that the
teacher can clarify questions probe where
appropriate for clarification of responses,
and note non-verbal behaviour on the other
hand, students have an opportunity to
qualify or elaborate on previous responses.
This procedure helps avoid vagueness , a
problem normally experienced with
measuring affect.
The second type under self-report
method is questionnaires and surveys.
The two types of format using
questionnaires and surveys are: (a)
Constructed- Responses format ; And (B)
Selected Response Format .
It is a straight forward approach asking
students about their affect by responding to
simple statement or questions.
Another way to implement constructed-
response format is by means of an essay.
Essay items provide more in depth and
extensive responses that that of the simple
short sentences. Reasons for their attitudes
values and beliefs are expresses better
using essays
Selected- Response Format
there are three ways of implanting the
selected response format in assessing
affective learning outcomes. These three
ways will be discussed in the succeeding
part of this chapter.
Checklist for using Students Self Report to
Assess Affect (McMillan 2007)
Keep measures focused on specific
affective traits
Establish trust with students
Match response format to the trait being
assessed
 Ensure anonymity if possible
 Keep questionnaires brief
 Keep items short and simple
 Avoid negatives and absolutes
 Write items in present tense
 Avoid double –barrelled items
Peer ratings or appraisal is the least
common method among the three
methods of assessing affect discussed in
this chapter.
Because of the nature methods of learners
they do not always take this activity
seriously and most often than not they are
subjective in conducting this peer rating.
Thus peer rating is seen relatively inefficient
in terms of nature of conducting scoring and
interpreting peer ratings. However teachers
can accurately observe what present in the
classroom and thus can verify the
authenticity of results of peer rating.
The two methods of conducting peer
ratings are: (a) guess who approach :
and (b) socio-metric approach.
These approaches can be used together
with observations and self reports to
strengthen assessment of interpersonal
and classroom environment targets.
Each of the three methods ( observation,
Self report peer ratings ) that was
discussed previously has its own
advantage and disadvantage. In choosing
for which method or to use consider the
following factors.
 A general reaction to something or
someone can best be gathered through
observation. However, if attitude
components is to be diagnosed a self
report will give a better information.
Observation can be supported by peer
rating method if the target is socially
oriented affect.
 If grouped response and tendencies are
needed, selected response self report
method is suited because it assures
anonymity and is easily scored.
In the intention of the affective
assessment is to utilize the results as
supporting input to grading then multiple
approaches is necessary and be minded of
the possibility of having fake results form
self-report and even from peer judgement.
to sum it up the choice of method or
combining these methods is dependent
upon the context, targets and the level of
comfort in utilizing any particular method
or combination of methods.
 The affective domain encompasses
behaviours in terms of attitudes,
beliefs, and feelings. Sets of attitudes
beliefs and feelings comprise one’s
value. There are various assessment
tools that can be used to measure
affect.
Checklist is one of the affective formative
assessment strategies to monitor specific
skills, behaviours or dispositions of
individual or group of
students(Burke,2009)
Checklist contain criteria that focus on the
intended outcome or target. Checklists
help student in organizing the tasks
assigned to them into logically sequenced
steps that will lead to successful
completion of the task.
For the teachers , a criteria checklists can
be used for formative assessments by
giving emphasis on specific behaviours,
thinking skills, social skills, writing skills,
speaking skills, athletic skills or whatever
outcomes are likely to be measured and
monitored. Checklist can be used for
individual or group cases.
Observation Checklist
Student Subject Date

Type of AssignmentNot yet Somewhere Frequently

Work Habits
•Gets work done _______________ _______________ ______________
time
•Asks for help _______________ ________________ _____________
when needed
•Takes initiative ________________ ________________ ______________
Study
habits _____________ _____________ _____________
•Organizes ___ ____ ___
work _____________ _____________ _____________
•Takes good ___ ____ ___
notes
•Uses time _____________ _____________ _____________
well ___ _____ ___
Social Skills
•Works well _____________ _____________ _____________
with others ___ ____ ____
•Listen to
others _____________ _____________ _____________
•Help others ___ ____ ____
_____________ _____________ _____________
___ ____ _____
3.1.1 Criteria For checklist
In the planning for criteria that will be
used in checklist, the criteria must be
aligned with the outcomes that need to be
observed and measured. Generally
criterion is defined as standard that serves
as reference for judgement or decision.
Popham (1999) explain that when
teachers set criteria, the main emphasis is
to use these criteria in making judgement
or regarding the adequacy of student
responses and the criteria will influence
the way the response is scored.
Checklist should be utilized because these
a.Make a quick and easy way to observe and
record skills, criteria and behaviours prior to
final test or summative evaluation
b. provide information to teachers if there
are students who need help so as to avoid
failing
c.Provide formative assessments of students
learning and help teachers monitor if
students are on track with the desired
outcomes.
1. Rating scales help students understand
the learning target/outcomes and to
focus students attention to performance
2. Completed rating scale gives specific
feedback to students as far as their
strengths and weaknesses with respect
to the targets to which they are
measured.
3. Students not only learn the standard s
but also may internalize the set
standards.
4. Ratings helps to show each student’s
growth and progress.

Example Rating Scale (Attitude towards

Mathematics )
Directions : put the score on the Column
for each of the statement as it applies to
you. Use 1 to 5 being lowest and 5 6 the
highest
 Score

1. I am happy during Mathematics class

2. I get tired doing board work and drills

3. I enjoy solving word problems

The most commonly used type of rating
scales are:
Numerical Rating Scale
a numerical rating scale translates the
judgements of quality or degree into
numbers. To increase the objectivity and
consistency of results from numerical
rating scales a short verbal description of
the quality level of each number may be
provided.
Example:
Directions: Indicate the degree to which
the student contributes to team activity
by encircling the appropriate number.
The numbers represent the following
values 4- constantly appropriate and
effective ; 3 generally appropriate and
effective – 2 needs improvement. May
do other unrelated tasks ; and 1 –
unsatisfactory descriptive and do other
task not related to activity.
Descriptive Rating Scales
A better format for rating is this
descriptive graphic rating scales that
replaces