Lesson 4

AFFECTIVE
ASSESSMENT
Learning Outcome:
 Develop an assessment tool
to measure affective
outcomes of learning
 Significant Culminating Performance Task &
Tasks Success Indicators
Success
1. Define the affective
Indicators
Present at least an
factors that are important experiential sample
in students’ learning. situation to illustrate how
feelings & emotion can
influence learning.
2. Identify the taxonomy of Present a list of affective
affective behaviors in qualities that students
students’ learning. should demonstrate in a
course or subject vis-à-vis
the defined taxonomy in
the affective domain.
3. Demonstrate knowledge Present & explain the
 Tasks Success Indicators
4. Develop Develop the behavioral
understanding on the indicators in at least
various assessment one aspect of affective
methods & tools that domain in students’
could measure affective learning
outcomes of learning.
5. Review literature or Present a sample
research studies that research instrument
deal with the used to assess
assessment of affective students’ affective
traits. behavior.
6. Develop an Present & discuss the
 W
i s hy
a t e aff ass
h
W ct nt? i v e e
e e do cti ss
ff
a ssm ma ve
s e in ?
a s

from the Latin word

“affectus”, meaning
“feelings”
 Affective
Assessment
type of assessment deals with the affect
dimension of students’ learning
includes a host of constructs such as
attitudes, values, beliefs, opinions,
interests & motivation
non-cognitive outcomes of learning that
are easily seen or explicitly demonstrated
not aimed to determine what the students
have learned, rather looks into how
students feel while they are learning
affective assessment does not determine
the grades the students get
 Purpose of
Affective
Assessment
For Teachers:
 It essential to know the feeling of pleasure,
enjoyment, or even anxiety that learners
experience
 Teachers will be able to individualize their
approaches to students & reshape the lesson plan
based on the identified needs of students
 It rather helps teachers determine what steps
need to be taken to help students achieve
academic success
 It will guide teachers to improve their teaching
 Purpose of
Affective
Assessment

For Students:

Self-awareness of feelings, emotions, &

attitudes can make them reflect on how
they are in the process of learning
Student attainment is a result of the
functioning of his/her whole personality.
Cognitive & affective assessment should
work in tandem as what empirical
 d e s i r e
n a n d
i v a t i o v e r y
 Mot s e n t t h e
i n g Aff
repr e l e a r n var ecti
o n o f n t
d a t i o t w a ia b ve
foun t s d o n
b e of t l es
t u d e n w i l l sig en a re
 If s t h e r e nifi mo
a r n ,
to le l e a r n i n g c a n re
no c og t th
n
var itive an
ia b
l es
Pop
h
(20 am,
( 2 0 0 5 )
i ns , 11)
S t i gg
 Taxonomy of Affective Domain

Krathwohl's Affective Domain

Level and Definition

1. To receive: learners demonstrates an
awareness in an activity that is happening
such that s/he gives attention to that
activity.
2. To respond: learners reacts to a given
stimulus or information that has been
received
 Taxonomy of Affective Domain

Level and Definition

4. To organize: the learner has internalized
& integrated his/her feelings, emotions,
beliefs, opinions resulting to actions where
new values & traits emerged.
5. To Characterize: the learner
demonstrates his/her beliefs & attitudes not
only in a single event or situation but in
multiple events, showing consistency of the
behavior that established an image or
 Affective Variables in Learning

e st
u d re
ti t te
A t s Va l u e s and In
Beliefs

self-
Mo confid
ti en
va ce
ti o
n
 Attitude
s
The attitude toward learning, subject, teachers,
classmates, homework, projects, or even attitude
with wearing of uniforms, attendance to flag
ceremony and others.

Negative attitude The ability of students to

master a second
towards English is the
language is not only
most affective & influenced by the mental
psychological factor competence or language
that results in the skills but also by
students’ performance students’ attitudes &
in English. perceptions toward the
 lu e s Value
Va s that
i ef s i n cl u d ar e
B e l cu r r ic ed in
u lum th e
patien ar e h o
Bel ce, pe n e s ty
iefs respe r s ev er a ,
r ct for nce,
con efer c lean other
opi v i c t o l i n e ss s,
nio tion our care f & ord
ns o or env er,
be w e r ironm
wit tru hol ent.
hou e ev d to Values & Beliefs determine
t ev en
i de attitudes which are
n ce
. correlated with a learner’s
performance.
 e s t Personal or
ter Situational
In
It is what students
are “into” or the
learner’s
disposition about
topic, such as
reading, science,
mathematics,
history & etc.
 ti An inner drive, impulse,
otva
i emotion, or desire that moves
M
on one to a particular action.
(Brown,1987)

Intrinsic Factors Extrinsic Factors

Curiosity Praise

Grades for
Appreciation
completion
Valuing for Certificatio
learning n
Six needs & desires that are integral parts of
motivation (Ausubel,1968)

The need for exploration

The need for manipulation

The need for activity

The need for stimulation

The need for knowledge

The need for ego enhancement

 Self - confidence

Refers to how a person feels

about his/her abilities to
accomplish a task or reach a
goal.
It is the person’s perception
of himself/herself & his/her
capabilities to perform
successfully the task given
to him/her
 Assessment tools used to measure
affective learning

1.Self - Report Questionnaires:

A type of assessment where the

respondent is asked to answer a question
about himself/herself, his or her behavior,
emotions, feelings or views
Assessment tool easy to administer to get
immediate results & information directly
from person who is most knowledgeable
 Self – report inventories use a variety of
formats. The most common are presented
in the following:
a. Likert scale measuring tool invented
by Rensis Likert, is a series of questions or
items that requires the respondents to
select on a scale a rating reflecting the
level of agreement or disagreement on
items that are related to a particular topic,
experience or issue.
 Rating Scale on Views about
Mathematics & Mathematics
Strong Agree Slightl Disagr Strong
Learning
ly y ee ly
Agree Agree Disagr
(4) ee
(5) (3) (2)
(1)
1. Mathematics is the
study of formulas,
rules & procedures in
solving – problem
2. In Mathematics,
 Strong Agree Slightl Disagr Strong
ly y ee ly
Agree Agree Disagr
(4) ee
(5) (3) (2)
(1)
3. To be able to solve
mathematics problems,
you have to memorize &
follow procedures as
taught in class.
4. Mathematics is an
exact
 Thesubject that
5 - point scale is the most common continuum,
requires precision &
but more
accuracy.
fitted to adult respondents
 A 4-point or 3 – points scale will be easier for
 v i n g
f h a
e r o l e Like
d a n g s c a w ise,
n e e r i c , 1 des
c ri p
O n u m 3 , 2 t i ve
th e 5 , 4 , a t labe
s o f ty t h num ls and
l u e i b i l i e
va p o s s t h e valu ric sc
th e w i t h e ca al e
i s t i o n i l l b e to b n va
o p e w e mor y r
an v a l u e to c on
grue e
gh e r c t i v n
h i a tt r a ts . the t wi
o r e d e n Like th
m s p o n i t e m rt
r e s.
the a R ea d i n g
m p l e: i n
For ex a tor y.
I n v en l f.”
Interes t
b y m y se
g b o o k s
r e a d i n y e x tr a
“I like m o n e y to b u
s a ve m y
“ I
l i ke .”
ks I
 Rating Scale on Attitude Towards Science Lesson

Always Sometim Rarely Never

es
1. I enjoy being in
science class.
2. My science teacher
gives me interesting
things to do in &
outside the school.
3. Doing experiment in
 Rating Scale on Attitude Towards Science Lesson

Always Sometim Rarely Never

es
4. I love listening to
what my teacher says
about the world we live
in.
5. I enjoy making
science assignments &
projects with my
classmate.
6. Handling microscope
 Writing Statement for Rating Scale for
Self-Report
1. Statements should refer to the present
conditions rather than past or future
situations.
2. The statement should be relevant to the
psychological construct being measured.
3. Avoid factual statement since the nature of
what is assessed are affective traits.
4. Statement should elicit a response that leads
itself to one interpretation.
 Writing Statement for Rating Scale for
Self-Report

6.Considering that responses in the

instrument reflect gradation, statements
should no longer contain always, nearly,
only, never, & just. These words are
ambiguous.
7. Use vocabulary appropriate for the level
of understanding of the respondents
8. Avoid double negative sentences.
eps in the Construction of the Rating Sca

• Select the affective trait you want to assess which

1. you find relevant to teaching-learning situation.

• Construct items that are clear, definite & focused

2. on the trait you want to measure.

• Pilot test or field try the inventory & revise the

3. parts that appear to be unclear.
Steps in the Construction of the Rating Sca

• Administer the self-report inventory to your

target respondents
4.

• Analyze the results and consider the findings

and draw the implication.
5.
 Self – report inventories use a variety of
formats. The most common are presented
in the following:
b. Semantic Differential widely used
scale that employs ratings of
concepts with contrasting adjectives
placed at opposite ends of the
number scale.
for example: the concept of “ Problem Solving”
 Problem Solving

Difficult 1 2 3 4 5 Easy

Interestin 1 2 3 4 5 Boring
g

Useful 12345 Useless

Unrealist
Realistic 1 2 3 4 5
ic

Rigid 12345 Loose

 Self – report inventories use a variety of
formats. The most common are presented
in the following:
c. Checklist is a form of self-report
that asks persons to indicate whether
they demonstrate a set of qualities or
behaviors.
An Example of a Self-Report Behavior Checklist
Name Grade
Date

Put a check (√) on the options that correspond to your answer to each
item.
1.How would you like to be 3. Which of the following waste
part of environmental materials do you segregate at
program activities? home?
I do, volunteer to be Papers, newspapers
Glass and bottles
part of the crusade Plastics
I give donations Food leftover
I just let my parents I do not segregate
pay taxes 4. Do you read magazines and
I am not interested publications about
2. Do you follow any of the environmental issues?
television shows about Yes, every time
5. What is your reaction on the signing of Executive Order
26 on Providing for the Establishment Smoke-Free
Environment in Public & enclosed places?
I support the Executive Order to protect the health of
people
I find the Executive Order as anti – poor
It is not my concern
I don’t know what is it all about
6. What is your reaction to environmental polluters?
I will report them to the concerned officials
I will call their attention when I see them doing the
act
I will tells others not to imitate them
It is their concern, they are responsible for their own
action.
7. Are you a member of environmental organization?
 Another form of checklist also
provides a student a list of
adjectives for describing
something or making judgment
about behavior and actiond and
asks the respondents to check
those that apply to them.
Put a check mark (√) on the blanks that are
true to you.
The reading class is: I find English:
boring fun
routine interesting
exciting tiring
fun easy
stimulating difficult
informative irrelevant
unpleasant useful
 Assessment tools used to measure
affective learning

2. Interview
This is an oral assessment of student
learning that is conducted through spoken words
& casual conversation.
Structured Unstructured
Interviews Interviews
There is a
planned sequence Informal interview
of questions, which will appear to be
lead to open-ended natural, & it can create a
discussions more conversational
between the environment for sharing
teacher & student, wherein the teacher will
either done be able to elicit more
individually or by truthful information from
group students about
themselves.
 General Steps in Developing &
Conducting an Interview
1.Select the assessment objectives.
2.List the oral questions in sequence based
on the objectives.
3.Make a report sheet or any form to
record responses.
4.Conduct the interview.
5.Record the responses, both elicited
 Sample: The Interview
Questions Teachers Notes
• How did you feel about your participation
in our class today?
• What did you think about the story that
we discussed?
• Did the story interest you?
• What is the part of the story that caught
most of your attention? Why did it
interest you most?
• What makes you read a book without
being told so by your teacher?
• How do you like your reading class?
What makes you dislike it if ever you feel
 Assessment tools used to measure
affective learning

3. Student Journals
These are effective tools that can be used
in assessing & monitoring student thinking &
attitudes.
Journal writing gives students guided
opportunities to “think aloud” through writing.
 Some guide questions to
consider in choosing Journal
Writing:
1.What is your purpose for the student
journal writing?
2.What is the format?
3.What is the topic? What do you want the
students to write about?
4.How much do you want your student to
write?
5.How will the students be given feedback?
 Assessment tools used to measure
affective learning

4. Observation
It is an assessment tool that involves
looking out for the presence or absence of
behaviors of learners in a natural setting.
Observation allows the teacher to assess
student behavior in the actual teaching &
learning process unlike other forms of
assessment that require separate time with the
 Structured Unstructured
Observation Observation

You need to It is open – ended,

prepare a with no formal
checklist or rating recording of what is
form before the observed as
actual assessment process
observation. is ongoing.
 Checklist for Structured
Observations in Science Class
Behavior Frequency Of
Occurrences
1. Raises hand during class
discussions.
2. Tells others that the lesson is fun
3. Gives criticism to classmates’
response to teacher questions.
4. Asks questions about issues
connected to the science concepts
presented.
5. Goes through the laboratory
manual before engaging in the
 Rating Scale for Structured
Observations in Science Class
Behavior Not at Rare Someti Most of Almos
all ly mes the t
Time always
1. Raises hand during
class discussions.
2. Tells others that the
lesson is fun
3. Gives criticism to
classmates’ response to
teacher questions.
4. Asks questions about
issues connected to the
science concepts
presented.
The measures obtained from observation
approach can be made more valid &
reliable with the following guidelines:

1. Set a clear definition of the affective trait

you want to observe.
2. Prepare a checklist or rating scale that will
define the more specific affective behavior
you want to capture.
3. Consult with a colleague or expert about
the behavior listed as doable for observation
or not.
4. Have a colleague/s to work with you in the
actual observation time.
Resources
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