Authentic

Assessment in
the Affective
Domain
APPROPRIATE
METHODS
Appropriateness of Assessment Methods are the
strategies, techniques, tools and instruments for
collecting information to determine the extent to
which the students demonstrate the desired learning
outcomes.
These are...
 Written-Response Instruments
This includes objective tests (multiple-choice, true or
false, matching type or short answer test), essays,
examinations, and checklists.

Product-Rating Scale
These scales measure products that are frequently
rated in education such as book reports, maps,
charts, diagram, notebook, essay and creative
endeavor of all sorts.

Performance Test
One of these is the performance checklist which consists of
the list of behaviors that makes up a certain type of
performance.
 Oral Questioning
An appropriate assessment method when the objectives are:
 To the students’ stock knowledge; and
 To determine the student’s ability to communicate ideas in a coherent verbal
sentence

Consider:
 State of mind
 Feelings
 Anxiety
 Nervousness

Observation and Self-Report

These are useful supplementary assessment
methods when used in conjunction with oral
questioning and oral test.
 Selecting Appropriate Assessment Methods

• Observation
Effective teachers observe their students from the time they enter
the classroom. During instruction, teachers observe students’
behavior to gain information about students’ level of interest and
understanding of the material or activity.

• Questioning
Teachers ask questions for many instructional reasons including
keeping students’ attention on the lesson, highlighting important
points and ideas, promoting critical thinking, allowing students’ to
learn from each others answers, and providing information about
students’ learning.
Development of Affective Assessment Tools

According to McMillan (2007), the method of assessing

affective targets has three feasible methods to evaluate
affective traits and dispositions.
The three feasible methods are Student Self-Report, Teacher
Observation and Peer Ratings.
Student Self-Report

In this method, there are ways to show students’ influence as self -

report. The common and coordinate way is having a casual discussion
or interview. Students can answer to a survey or questionnaire about
themselves or to other students.
 Constructed-Response format

A straight forward approach inquiring students about their affect by reacting to statement or to a
question. The other way to actualize Constructed-Response format is by means of an essay.

Selected-Response format

Composed of questions to which there is typically one best answer. Sometimes referred to as
objective assessments (Suskie, 2018).
 Teacher Observation

This method is one of the

necessary tools for
formative assessment. In
using observation, the
primary thing to do is
determine in advance
how particular behaviors
relate to the target.
Peer Ratings
Is the least common method among the
three feasible methods of assessing affect.
Because of the nature of learners, they
don't continuously take this activity
seriously and most regularly than not they
are subjective in conducting this peer
rating. Hence, peer rating is seen as
generally inefficient in terms of
conducting, scoring, and interpreting peer
ratings. However, teachers can precisely
observe what is being assessed in peer
ratings since teachers are very much
engaged.
 Type of affect that needs
to be assessed
Interpreting and
Utilizing the Different
If the information needed
Methods or is from grouped or
individual responses
Combination of
Methods in Assessing
Affect
The use of information
 OTHER
AFFECTIVE
MEASURES AND
ASSESSMENTS
 Non – Test Indicators

Every student goes through assessment to measure if they achieved the expected learning
outcomes at the end of the course. Academic tests are typically relied upon to assess the
performance of students in educational tasks which focus more on the cognitive
development. “Educated but not well – mannered.” A school must pursue goals not just
focusing on the high-test scores of its students but also on their personality, attitude, and
behaviour while learning which affects their social being. This can be seen on the
students’ performances while not being informed that they are being judged. The
assessment tools that can be include are portfolios, anecdotal records, non – test
instruments such as questionnaires, interview guidelines, observation guidelines, check
list, and rating
scales.
Transversal Competencies (TVC) refers Transversal Competencies
to knowledge, skills, values, and
attitudes that are integral to life in the
21st century. We need to adapt and
collaborate with our fast-changing world,
technological advances that continuously
shaping our lives and workplaces. A
change from old educational goals is
needed in order to achieve this. Students
who will become future workers need to
be ready and must have a sophisticated
and complex problem – solving skills,
communication and coordination skills.
This will help the success of an
individual and also well-functioning
society.
 Global citizenship
Understanding the wider world, and our place in it.
It is about our rights, responsibilities and taking
active roles in our community.

 Awareness and openness

 Tolerance and respect for diversity
 Responsibility and ability to resolve conflict
 Ethical and intercultural understanding
 Democratic participation
 Respect for the environment
 National identity and the sense of belonging
Critical and innovative thinking
This is how we think extensively and profoundly
using abilities, attitudes and dispositions such as
reason, reasoning, resourcefulness, creativity and
ingenuity in all learning areas at school and in their
lives outside school.

 Creativity
 Entrepreneurship
 Resourcefulness
 Application skills
 Reflective thinking
 Reasoned decision making
 Physical health and religious beliefs
Giving importance for our well – being while
continuously living and working, and also respecting
different religious beliefs.

 Respect for religious values

 Appreciation of health lifestyle
 Intrapersonal skills
These are the skills within ourselves or the internal
skills and habits that help us control thoughts, cope with
problems, and learn new knowledge. Such abilities,
which contribute to emotional intelligence, include
aspects such as self-confidence and resilience.

 Self – discipline
 Ability to learn independently
 Flexibility and adaptability
 Self – awareness
 Perseverance and self – motivation
 Compassion
 Integrity and self – respect
 Interpersonal skills
These are the abilities we use every day as we connect
and communicate, both individually and in groups, with
other people. They have a broad range of abilities, but
especially communication skills such as listening and
speaking effectively. They also provide the capacity to
control the feelings and regulate them.

 Communication skills
 Organizational skills
 Teamwork and collaboration
 Sociability and collegiality
 Empathy and compassion
 Media and information literacy
 Ethical use of ICT
 Ability to critically evaluate information and
media content
 Ability to obtain and analyze information through
ICT
21st century skills are needed to be
equipped by the students to become
globally competitive and able to adapt
with the fast – changing world and
advanced technologies.
These are the four C’s (Critical thinking, Creativity, Collaboration,
and Communication) that teaches students about the mental
processes needed to adapt to a new work environment and strengthen
it.
These are usually called the IMT skills (Information, Media, and
Technology) that are concerned about different element in digital
understanding.
Also called FLIPS (Flexibility, Leadership, Initiative, Productivity,
Social Skills) these are the skills we need in our daily life wherever
we are, especially in workplace.