Methods

Methods of
of Assessing
Assessing
Affective
Affective Targets
Targets
 Teacher Observation
• Teacher observation includes:

> Informal
observation
> Interactive
observation
 Student Self-Report
• Student self-report includes:

> Interviews
> Questionnaires
> Surveys
• Self-report Techniques – used to
obtain information that is
inaccessible by other means,
including reports on the students’
attitudes, interests, and personal
feelings.
 Peer Ratings
• The two common approaches to obtain peer
ratings are the:

> Guess-who
> Sociometric techniques
• Peer Peer appraisal – is especially useful in
assessing personality characteristics, social
relation skills, and other forms of typical
behavior.
• appraisal – is especially useful in assessing
personality characteristics, social relation skills,
and other forms of typical behavior. Peer –
appraisal methods include the guess – who
technique and the sociometric technique.
• Guess – who Technique – method
used to obtain peer judgment or peer
ratings requiring students to name
their classmates who best fit each of
a series of behavior description,
number of nominations students
receive on each characteristic
indicates their reputation in the peer
group.
• Sociometric Technique – also calls
for nominations, but students
indicate their choice or companions
for some group situation or activity,
the number of choices students
receives serves as an indication of
their total social acceptance
Assessment Tools
 Checklist
• Is a list of actions or descriptions; a rater
check off items as the particular behavior
or outcome is observed.
• Can be used in settings where the presence
or absence of a series of con-
ditions is to be established.
Partial Checklist for Scoring Performance with a word processing
Program

Yes No Not 1. Uses Enter key only at the end of paragraphs.

Observed

2. Uses Format-Paragraph options to control paragraph

appearance, not tabs or extra keystrokes.
3. Inserts new word with existing text.

4. Inserts new paragraph within existing text.

5. Uses highlight/drag to move existing word.

6. Uses Cut/Paste to move existing word.

7. Uses Find feature to locate a phrase.

8. Use Find/Replace to change a phrase.

 Rating Scales
• Is another technique for recording the
frequency or degree to which the student
exhibits a characteristics.
• Instead of checking the presence or absence
of a characteristic, the teacher
uses a scale to describe the
student
 Illustration of a Rating Scale Related to Delivering a
Speech

1 2 3 4 5 Overall Rating
5 = Exceptional
1 2 3 4 5 1. Establishes initial interest

4 = Very Good
1 2 3 4 5 2. Sustains interest

1 2 3 4 5 3. Organization
3 = Good
1 2 3 4 5 4. Persuasiveness
2 = Acceptable,
meets class 1 2 3 4 5 5. Dependency
standards
1 = Below class 1 2 3 4 5 6. Enunciation
standards
1 2 3 4 5 7. Grammar

1 2 3 4 5 8. Posture

1 2 3 4 5 9. Gestures
 Likert Scales
• It requires a rater to indicate a degree of
agreement or disagreement to a variety of
statements related to student’s attitude.

• Likert Scales are also called

Summated Scales.
Illustration of a Likert Scale
Note: In this example, a student is assigned a score between
strongly disagree on different qualities associated with
delivering a speech.

5 = Strongly Name of Student:__________________________________

Agree Section:__________________________________________

4 = Agree 1 2 3 4 5 Criterion

3 = uncertain 1 2 3 4 5 1. The speech is well organized.

2 = Disagree 1 2 3 4 5 2. The students shows persuasiveness in

delivering the speech.

1 = Strongly 1 2 3 4 5 3. The student uses appropriate diction

Disagree in the delivery of the speech.

1 2 3 4 5 4. The student shows proper posture.

1 2 3 4 5 5. The student establishes initial

interest in the first few minutes
during the speech.
 Semantic-Differential
Scales

• Are used widely to describe a

student’s opinion or beliefs on a
particular issue or subject.
Illustration of a Semantic-Differential Scale
Note: Using the same example earlier, a student’s rating is
simply represented by the checked space on different qualities
associated with delivering a speech.

Name of Student:________________________________________________
Section:________________________________________________________

__ __ __ __ __
Well organize Disorganize

Dull
__ __ __ __ __ Very interesting

Poorly articulated
__ __ __ __ __ Well articulated

__ __ __ __ __
Appropriate bearing No bearing

Expressionless
__ __ __ __ __ Very expressive
 Staple Scale
• These are simplified versions of
semantic-differential scales.

• Students are rated on the

issue/object by selecting a numerical
category.
Illustration of a Staple Scale
Note: Using the same example earlier, a student’s rating is
simply represented by selecting/encircling a numerical category
for each of the qualities associated with delivering a speech.

Name of Student:_________________________________________________________
Section:_________________________________________________________________
Establishes initial interest +3 +2 +1 -1 -2 -3
Sustains interest +3 +2 +1 -1 -2 -3
Organization +3 +2 +1 -1 -2 -3
Persuasiveness +3 +2 +1 -1 -2 -3
Dependency +3 +2 +1 -1 -2 -3
Enunciation +3 +2 +1 -1 -2 -3
Grammar +3 +2 +1 -1 -2 -3
Posture +3 +2 +1 -1 -2 -3
Gestures +3 +2 +1 -1 -2 -3
 Sentence Completion

• Requires students to produce/supply an

answer rather than to select an answer
from alternatives.

• Can be used to measure re-

call of information.
Examples:
1. A high-quality classroom test must be _______.
2. The item format that allows assessment of how well a
student expresses ideas in writing is _______.
3. The difference between Bloom’s taxonomy and Gagne’s
capabilities is _______.
4. _______ is generally regarded as the most essential
quality of an educational test.
5. A test that measures something consistently would be
considered _______.
 Written Reflection
• It tends to measure more directly
behaviors specified by performance
objectives.

• It examines the student’s ability

to communicate ideas in
writing.
Example:
Objective: Concept: Given a description of heat being transferred,
classify the heat transfer as predominantly conduction, convection,
or radiation (and provide logic behind this classification.
Item question given to students: A pan of water is being heated on
the stove. Although the water is not being stirred, the water can be
seen moving around within the pan as the temperature of the water
increases. Is the heat being transferred within this water mostly by
conduction, convection or radiation? What is happening in this water
that causes this transfer of heat? (3pts.)
Scoring Plan: 1 pt. = States heat transferred by convection.
1 pt. = Indicates that convection transfers heat by
movement and thus mixing of the heated fluid.
1 pt. = Indicates that convection movement is caused
by fluid expanding when heated, thus becoming

more buoyant and rising

 Grading & Reporting
Grades are symbols that represent a
value judgment concerning the
relative quality of a student’s
achievement during specified period
of instruction.
Grades are important to:
- Inform students and other audiences
about student’s level of achievement
- Evaluate the success of an
instructional program
- Provide students access to certain
educational or vocational
opportunities
- Reward students who excel