ASSESSMENT TOOLS

FOR AFFECTIVE
LEARNING

MODULE
3
B. SEMANTIC
DIFFERENTIAL
 a widely used scale
that employs rating
of concepts with
contrasting adjectives
placed at opposite
ends of the number
scale
C. CHECKLIST
 a form of self-repost that asks
persons to indicate whether they
demonstrate a set of qualities or
behaviors

 a tool for identifying the

presence or absence of a feeling,
attitude or behavior

 behaviors that are checked will

reflect what values and beliefs
learners hold
2. INTERVIEW
 an oral assessment of student
learning that is conducted
through spoken words and
casual conversation.
 this assessment allows the
teacher to collect and explore
more in-depth information
about the trait being assessed
that cannot be captured by
written instrument nor even be
observed.
 not just answerable by "yes" or
"no"
STRUCTURED AND
UNSTRUCTURED INTERVIEW
STRUCTURED
 planned sequence of questions
 open ended discussions
 done individually or by group
UNSTRUCTURED
 informal interview
 appear to be natural and it can
create a more conversational
environment for sharing

2. INTERVIEW
For interview to be an affective
assessment tool, the following are the
general steps in developing and
conducting an interview:
1) Select the assessment objectives.
2) List the oral questions in sequence
based on objectives. However, the
sequence is not absolute, instead,
there would be a room for flexibility.
Questions should start with general
questions followed by more specific
ones.
3) Make a report sheet or any form to
record responses
4) Conduct the interview. Start with
the assessment that will make the
learner be at comfort level with the
teacher
5) Record the responses, both elicited
responses and responses that were
aided by prompts. Record as well the
questions that were not answered,
and additional questions that were
given during the probing process.
Record the wait time for the
response. It will also be worth noting
to be record the nonverbal behavior
like body movements during the
interview process.

3. STUDENT JOURNALS
 affective tools that can be used in
assessing and monitoring student
thinking and attitudes
 gives students guided
opportunities to “think aloud”
trough writing
 special form of documentation
that records personal experiences
and thoughts.
In choosing journal writing as an assessment tool
for effective learning outcome, here are some
guide question 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 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 teacher, with selected students)?
 How will the students be graded (i.e., Pass/Fail,
Rubric, no scoring needed)?
4. OBSERVATION UNSTRUCTURED
 involves looking out for the OBSERVATION
presence or absence of  open-ended with no formal
behavior of learners in a recording or what is observed
natural setting as assessment process is
 allows the teacher to access ongoing
student behavior in the actual
teaching and learning process STRUCTURED
 rich source of dues that can be OBSERVATION
both obtrusive and an obtrusive  you need to prepare checklist
measures of attitude, belief, or rating from before the actual
disposition, character observation
4. OBSERVATION
The measures obtained from observation
approach can be made more valid and
reliable with the following guidelines:
1) Set a clear definition of affective
traits that you want to observe.
2) Prepare a checklist or rating scales
that will define the more specific
affective behavior you want to
capture.
3) Consult with a colleague or expert
about the behavior listed is doable
for observation or not.
4) Have a colleague/colleagues to work
with you in actual observation time.
5) Be clear in ethical uses.
6) Record the observation immediately.
Use the checklist, supplemented with
anecdotal records that are an Open-
ended way to record observation.
Record factual observation and be
cautions on personal interpretation and
biased statements.
7) Review data. Reflect on outcomes.
8) Decide future steps based on the
observation results.
9) Adjust planning and apply
interventions.
10) Monitor progress.
THANK
YOU!