Republic of the Philippines

APAYAO STATE COLLEGE

San Isidro Sur, Luna, Apayao

College of Teacher Education

WORK TEXT
in
ASSESSMENT LEARNING 2
( Prof Ed 19 )

Prepared by:

JENNIFER P. QUILIT – TABUYO, MST – Math

Instructor

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 Assessment Learning 2

Affective Assessment
Lesson 2

This lesson is focused on the third among the three domains of

learning from Bloom’s Taxonomy, the Affective Assessment.
Affective Assessment is an assessment based on the student’s
attitudes, interest and values. Let us recall Bloom’s Taxonomy of
Learning Domains.
Bloom’s Taxonomy was created in 1956 under the leadership of
educational psychologist, Dr. Benjamin Bloom in order to promote
higher forms of thinking in education, such as analysing and
evaluating, rather than just remembering facts (rote learning). In
this study, he formulated that learning takes place in 3 domains:
 Cognitive
 Psychomotor
 Affective

Objectives
 Explain the role of role measurement and assessment in the
instructional process.
 Construct valid and reliable classroom tests and assessments
that measure a variety of learning outcomes, including
authentic and performence-based assessments, for diverse
student populations.
 Develop and manage own assessment systems and
instruments.
 Administer, score and interpret tests and assessments properly
and use the results effectively.

AFFECTIVE DOMAIN
When one thinks of educational assessment, one often thinks
of cognitive measures. We teach students important concepts, how
to problem solve, and how to think critically. Then we create tests to
determine whether the students can do or know those things.

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What are the affective measures? These are assessments that

focus on students’ attitudes, interests, and values. For instance, an
assessment that measures how students view themselves as
learners would be an example of an affective assessment instrument.
Dr. Pophan (2006) has a bias towards affective measures. He
argues that affective measures are equally, it not more, important as
cognitive measures. Whereas cognitive assessments measure what
students can do, affective assessments measure what students will
do in the future. When teachers measure children’s attitudes toward
the democratic process, we gain insights into how they will likely act
toward the democratic system when they grow up. Knowing this is
equally important, if not more than, to knowing whether the
students can name and describe the three branches of government
in the U.S.
Detractors of affective measurement argue that teachers should
not be measuring (and therefore influencing) a student’s values. For
example, they don’t want teachers to be influencing a student’s
political or religious views. As Dr. Popham points out, there are
universal values that we should and can agree to teach our students.
For example, we can and should promote a student’s positive
attitude towards learning. Also, we can promote and nurture a
student’s interest in a specific subject. We can assess and promote
values such as integrity, justice and honesty. So, there are many
attitudes, interests, or values that we can agree to assess.
The best and easiest way to assess these affective measures is
to use use self-reports. Ask students to report their degree of
agreement with statements using a Likert scale. One of the key
things to remember when assessing affect using self-reports is that
we are assessing the attitudes, interests, and values of the group,
not of an individual student. So, tell students that their responses
will be anonymous. Use procedures to ensure anonymity; this will
reduce the students’ tendency to respond in a socially desirable way.
Minimizing this tendency will increase the validity of any inferences
that we make from the results.
The table below provides an example of how the Bloom’s
Taxonomy of Affective Domain are used in the formulation of the
Behavioral Objectives.
Level and Definition Illustrative Verbs Example
Receiving refers to the asks, chooses, Listening to
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student’s willingness to describes, follows, discussions of

attend to particular gives, holds, controversial
phenomena of stimuli identifies, locates, issues with an
(classroom activities, names, points to, open mind.
textbook, music, etc) selects, sits erect,
replies, uses
Participating in
Responding refers to answers, assists,
team problem
active participation on complies, conforms,
solving activities.
the part of the student. discusses, greets,
Questions new
At this level he or she helps, labels,
ideals, concepts,
not only attends to a performs, practices,
models, etc in
particular phenomenon presents, reads,
order to fully
but also reacts to it in recites, reports,
understand
some way. selects, tells, writes
them.
Valuing is concerned Accepting the
with the worth or value idea that
completes, describes,
a student attaches to a integrated
differentiates
particular person or curricula is a
thing good way to learn
Recognizing own
Organization is adheres, alters, abilities,
concerneed with arranges, combines, limitations, and
bringing together compares, completes, values and
different values, defends, explains, developing
resolving conflicts generalizes, realistic
between them, and identifies, integrates, aspirations.
beginning the building modifies, orders, Accepts
of an internally organizes, prepares, responsibility
consistent value system relates, synthesizes from one’s
behavior.
Characterization by a acts, discriminates, A person’s
value or value set. The displays, influences, lifestyle
individual has a value listens, modifies, influences
system that has performs, practices, reactions to
controlled his or her purposes, qualifies, many different
behavior for a questions, revises, kinds of
sufficiently long time for serves, solves, uses, situations. Shows

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him or her to develop a verifies self-reliance

characteristis “life-style” when working
independently.
Uses an objective
approach in
problem solving.

Developing the Affective Domain

Certain positive values need to be introduced to our students
through the various academic subjects. For instance, a mathematics
teacher can develop and still the value of “self-discipline”, of honesty,
and integrity in his lessons. It is well known that mathematics,
apart from its utilitarian function, develops disciplined minds and
forces the students to think logically. A way to do this would be to
study the lives of great mathematicians whose works inspire the
students.
There is an on-going debate among educators today about the
relative importance of developing a child’s IQ or intelligence
Quotient as opposed to developing his “EQ or Emotional Quotient”.
Research shown that, those with fully developed “EQ’s” tended to be
more successful, better able to adjust to his environment, and
contribute more positively to the society.

A. Affective Learning Competencies

Affective learning competencies are often stated in the
form of instructional objectives. These are the specific
statements of learner behaviour or outcomes that are expected
to be exhibited by students after completing a unit of
instruction. A unit of instruction may, for example mean:
a six-week lesson on Filipino culture
a on-week lesson on algebraic expression
a class period on “subtracting with borrowing”

B. Two Types of Instructional Objectives

a. Behavioural objective – specifies an observable,
measurable behavior to be exhibited, the conditions under
which is to be exhibited, and the criterion for mastery.
b. Expressive objective – specifies an educational activity
but does not specify the particular outcome of the activity.
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Unfortunately, they are not always well-written and do not

always fit a particular class of style.
Instructional objectives often have to be formulated by
classroom teachers to fit their individual classrooms.

Example: By Friday, the student will be able to recite the

names of the months in order.

Instructional objectives are specific, measurable, short-

term, observable student behaviors.
Objectives are the foundation upon which you can build
lessons and assessments that you can prove meet your over-all
course or lesson goals.
Think of objectives as tools used to make sure you reach
your goals; then set the arrows you shoot towards your target
(goal).
The purpose of objectives is to ensure that learning is
focused clearly enough that both students and teachers know
what is going on, and so learning can be objectively measured.

C. Focal concepts in Affective Domain

The word attitude (from Latin aptus) is defined within the
framework of social psychology as a subjective or mental
preparation for action.
Attitudes are defined as a mental predisposition to act
that is expressed by evaluating a particular entity with some
degree of favor or disfavor.

MEASURING ATTITUDES
When reviewing the literature that deals with attitude change
and instructional technology, it is very apparent that attitude
measurement is often done very poorly. Simonson (1979)
commented on the sad state of attitude measurement in the
educational technology literature, and more recent reviews have not
revealed any improvements in testing methodology (Simonson &
Maushak, 1995). The move to more qualitative-based research and
measurement has not changed this situation, and may be
contributing to a decline in the quality of attitude testing.
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Four (4) Components of Attitude

Cognitions are our beliefs, theories, expectations, cause-and-
effect beliefs, perceptions relative to the focal point;
statement of beliefs and expectations which vary from one
individual to the next.
Affects refers to feelings with respect to the focal object-fear,
liking, anger
Behavioral Intentions refers to our goals, aspirations, and our
expected responses to the attitude object
Evaluation often considered the central component of
attitudes; it consists of the imputation of some degree of
goodness or badness to an attitude object

Characteristics of Quantitative Attitude Measurement

Before procedures for measuring attitudes are discussed, there
are several general characteristics of measurement that should be
considered in order to determine if an evaluation technique is an
effective one. Good tests have these characteristics. Basically, a
quantitative approach to attitude measurement requires that
measures be:
 Valid. The instrument must be appropriate for what needs
to be measured. In other words, a valid test measures the
construct for which it is designed. A test of “attitude
toward chemistry” will have items that deal directly with
the concept of chemistry.
 Reliable. The measure should yield consistent results. In
other words, if people were to take a reliable test a second
time, they should obtain the same, or nearly the same,
score as they got the first time they took the test,
assuming no changes accurred between the two testings.
Fairly simple to administer, explain, and understand. Generally,
the measures that yield a single score may be deficient in meeting
the intent of other characteristics of good measurement. Most tests
of single attitudes have about 10 to 30 items, are valid, and have
reliability estimates above.
 Replicable. Someone else should be able to use the
measure with a different group, or in a different situation,
to measure the same attitude. Replicable tests of attitude
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should be usable in a vriety of situations. In other words,

a test of computer anxiety should measure the existence
of that construct in college students, parents, elementary
schools students, and even stockbrokers.

Categories of Attitude Measurement Techniques

There are four widely used and accepted categories, or
approaches, for collecting attitude information. These approaches
are:
 Self-reports, where the members of a group report directly
about their own attitudes. Sel-reports include all
procedures by which a person is asked to report on his or
her own attitudes. This information can be provided orally
through the use of interviews, surveys, or polls, or in
written form through questionnaires, rating scales, logs,
journals, or diaries. Self-reports represent the most direct
type of attitude assessment and should be employed,
unless the people who are being investigated are unable or
unwilling to provide the necessary information. Questions
like “How do you feel about XT” where X is the attitude
construct under investigation are often asked in self-
reports.
 Reports of others, where others report about the attitudes
of a person or group. When the people whose attitudes are
being investigated are unable or unlikely to provide
accurate information, others can be questioned using
interviews, questionnaires, logs, journals, reports, or
observation techniques. Parents of children can be asked
how their children feel about X, wher X is the attitude
construct under investigation.
 Sociometric procedures, where members of a group report
about their attitudes toward one another. Sociometrics are
used when the researcher desires a picture of the patterns
within a group. Members of groups can be asked
questions like “Who in your group fits the description of
XT” where X is the attitude position being studied.

Records, which are systematic accounts of regular occurences,

such as attendance reports, sign-in sheets, library checkout records,
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and inventories. Records are very helpful when they contain

information relevant to the attitude area in question.
Within each of these categories, there are strategies for
measuring attitude-related behaviors. Most commonly, attitude
measurement is accomplished by one of the following techniques:
 Questionnaires and rating scales. Questionnaires and
rating scales are instruments that present information to
a respondent in writing and then require a written
response, such as a check, a circle, a word, a sentence, or
several sentences. Attitude rating scales are special kinds
of questionnaires. They are developed according to strict
procedures that ensure that responses can be summed to
yield a single score representing one attitude.
Questionnaires and rating scales are often used because
they permit anonymity, permit the responder time to
answer, can be given to many people simultaneously,
provide uniformity across measurement situations, permit
relatively easy data interpretation, and can be mailed or
administered directly. Their main disadvantage is they do
not pen-nit as much flexibility as do some other
techniques.
 Interviews. Interviews are face-to-face meetings between
two or more people in which the respondent answers
questions. A survey is a highly structured interveiew.
Often surveys are conducted over the telephone, an
approximation of face-to-face interviewing. A poll is a
headcount. Respondents are given a limited number of
options and asked to select one.
 Written reports, such as logs, journals, and diaries. Logs,
journals, and diaries are descriptions of activities,
experiences, and feelings written during the course of the
Program. Generally they are running accounts consisting
of many entries prepared on an event, on a daily or weekly
basis. The main advantage of this approach is that reports
provide a wealth of information about a person’s
experiences and feelings.

A Recommended Process for Attitude Measurement

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Attempts at measurement, including the evaluation of attitude,

require that a systematic process be followed. Using structured
procedures increases the likelihood of an effective measurement
taking place. Guidelines for attitude measurement usually
recommend that at least six steps be followed (Henerson, Morris &
Fitz-Gibbon, 1987)
1. Identify the construct to be measured. A construct is simply
defined as the attitude area of interest. It is usually best to
identify specific attitude constructs. Narrow attitude constructs
such as “desire to take a course in chemistry” are probably
better than “liking of chemistry”, and “importance of knowing
about the chemical elements” might be an even better attitude
to measure.
2. Find an existing measure of the construct. Once a certain
attitude construct has been identified, an attempt should be
made to locate an instrument that will measure it. Published
tests are the first choice for measuring attitudes because they
have usually been tried out in other instructional situations
and include some statement of test validity and reliability.
3. Construct an attitude measure. If no existing test of the relevant
attitude is available, and a quantitative measure is needed,
then it is necessary to construct a new test. Of the many types
of attitude measurement possible, one widely used technique
that seems to possess most of the characteristics of a good
measure is the Agreement, or Likert-type, Scale.

When a test is constructed, it is critical that validity and

reliability information be collected for the measure. Of these two
concepts, validity (i.e., appropriateness of instrument) is the most
difficult to determine.

Validity for a test depends on a number of factors, such as the

type of test and its intended use. Basically, there are four categories
of validity:
Construct validity. This concept refers to the extent to which the
measure accurately represents the attitude construct whose name
appears in its title. This can be determined by:

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a. Opinions or experts. Experts are asked to review the test, and

their reactions to it are used to modify the test, or if they do not
have negative reactions, then the test is considered valid.
b. Correlations to other measures of the same construct. In some
situations there may be other, often more complex, measures of
the same variable that are available. Validity can be determined
by asking a sample of learners to complete both the complex
and the simpler versions and then correlating their scores.
c. Measures of criterion group subjects (those who have been
proved to possess the construct). Maurer (1983) validated his
computer anxiety index also using this technique. He observed
learners and identified those who possessed the obvious
characteristics of the computer anxious person. He then
examined their Computer Anxiety Index scores and determined
that their Index scores were also high, indicating that it was
validly measuring computer anxiety.
d. Appeals to logic. Many times, particularly when the attitude can
be easily defined, audiences will accept an instrument as
logically related to the attitude, as long as they know it will be
administered fairly.

Content validity. This refers to the representativeness of the

sample of questions included in the instrument. Content validity is
usually determined by careful analysis of the items in the test.
There is no simple process to determine content validity other than
a close, thoughtful examination of each item separately, and all
items collectively.
Concurrent validity. This refers to the agreement of a test with
another test on the same topic that was administered at
approximately the same time. Concurrent validity is determined by
correlating the results of the two parallel concurrent validity.
Predictive validity. This refers to how well a measure will predict
a future behavior, determined by compairing the results of an
attitude test to a measure of behavior given in the future.
Determining validity is not simple, however. Every educator who
constructs a test of any type should be acutely aware of the need to
develop valid instruments. Because there is no single, established
method for determining validity, the test originator should exercise
great care when constructing, administering, and interpreting tests.
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Reliability is the ability of a measure to produce consistent results.

It is usually less difficult to determine than validity. Reliability also
refers to the extent to which measurement results are free of
unpredictable kinds of error.

4. Conduct a pilot study. While it is possible to obtain validity and

reliability data during the actual testing portion of the
instructional activity, it is preferable to administer attitude
instruments to a pilot audience before any formal use is
undertaken. This is done to obtain appropriate data, and to
uncover minor and potentially troublesome administrative
problems such as misspellings, poor wording, or confusing
directions.
5. Revise tests for use. Results of pilot testing are used to revise,
and refine, attitude instruments. Once problems are eliminated,
the measure is ready to be used with its intended target
audience.
6. Summarize, analyze, and display results. After testing is
completed, the resulting data should be interpreted. Attitude
test results are handled similarly to any other quantitative test
information. Attitude responses should be summarized,
analyzed, and displayed in such a manner that results are
easily and quickly understood by others.

SOCIOGRAMS – MAPPING THE EMOTIONAL DYNAMICS OF A

CLASSROOM
“A learning environment will happen, whether intentional or not...
so why not go about building a positive environment, intentionally.” –
Rod Locero

Consider the question: “If you were having a birthday party, which
of your three classmates would you invite?”

This situation would probably help you determine how a

particular learner deal with him/herself and with other people.
The process is known as sociogram.

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Sociogram is a graphic representation of social links that a

person has. It is used to analyze the choices or preferences each
student makes within a group.
A sosiogram is a teacher – made device that determines how a
student is viewed by his/her peers as he/she interacts with them. It
is constructed after each student responds to a question that tries
to probe the social affiliation with other students (or classmates).
The result of the sociometric test are tabulated to determine
how many times each student is selected and by whom. The
sociometric results will then be categorized according to how many
times a student was chosen by his/her peers.

Categories of Student in a Class

There are five (5) categorization of students/learners in a class.
They are as follows:
1. Star. A student who is chosen by most of his/her classmates
2. Isolate. A student who is not chosen by any of his classmates
3. Mutual Choice. Students who choose each other
4. One-Way Choice. Students who choose someone but the
choice is not reciprocated
5. Clique. Group of three or more students within a class who all
choose each other.

How to Devise a Sociogram?

1. Formulate a question that is simple and easy to understand.
For example, “If you were having a birthday party, who
among your three classmates would you invite?”
2. Ask students to write their answers on a sheet of paper.
Clearly state any limitations on choices to be made such as
the number of choices and that they have to choose only
their classmates.
3. Tally the number of times each student is chosen.
4. Make a diagram consisting of several circles. Each circle
contains a student’s name. Indicate by an arrow the student
whos chose another classmate.
5. Assess the diagram to determine who among the student is
the most popular and the most unpopular.

Why Sociograms are Valuable in Education?

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Research on social emotional learning suggests that students’

ability to learn is inextricably linked to the classroom environment.
In order to feel comfortable trying new things and mastering new
skills, kids must first feel safe and supported. A healthy classroom
environment isn’t a neat bonus for kids. It’s essential for learning to
occur.
So how can teachers nurture a healthy classroom environment?
In addition to observation and practical knowledge, formal data
collection on classroom relationships can be instrumental in helping
teachers create this positive classroom culture. Sociograms are one
tool that can help teachers get valuable data about the class’s social
relationships. For other tools to measure a classroom’s social
emotional climate, read about Educational Vital Signs.

Uses of Sociograms
1. Allowing a student to work with a chosen classmate or
friends.
2. Placing an isolate in a situation wherein he/she could be a
charade leader or a team captain.
3. Providing training in social skills to the isolates or one-way
choice students.
4. Identifying pathways for social acceptance for students who
often misbehave.
5. In a sense, sociogram can determine thse who are friends
and those who are not.

Limitations of Sociograms
1. Sociograms only indicate choices, not the reasons for such
choices.
2. Sociograms do not necessarily reflect true social acceptance
or integration in case of mutual choices and cliques.
3. Sociograms do not actually reflect isolates as rejected by
his/her classmates. Isolates may be students who are new or
shy in the class.
4. Sociograms may indicate popularity or isolation based on the
kind of questions asked. If the situations were to be changed,
the coices may be quite different.
5. To make the sociograms more valid and reliable, they should
be used at the start and end of the academic year or perhaps,
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administer a sociometric test at the middle of the school year

with different set of questions asked under different
situations.

How to Use a Sociogram to Improve Learning

Here are three patterns to look for when breaking down a class
sociogram.

Isolates – one of the alerts a teacher gets from this is that

there are both boys and girs – the isolates – who no one has chosen
or who have only been chosen by another isolate. While it is wise to
have a certain degree of philosophical skepticism in making initial
assumptions about isolates, they are a cause for concern. You want
to make sure they feel connected and supported in classroom.
Gender – another alert is the clear division between the boys
and the girls. This may or may not be a cause for concern, but
regardless, it’s valuable data.
Groups – there are several quite tight groups which may well
merit some degree of skepticism. Are these groups “cliques” that
exclude others?
If nothing else, the sociogram can be used as a guide for
further, more focused, observation.

Beyond the Sociogram – Creating a Positive Environment

The social side of the classroom is perhaps equally important
as, and inseparable from, the academic side. The school is the sea.
The students are the fish. Only when the sea is healthy and the
right temperature can the fish thrive. Sociograms won’t necessarily
give the teacher the answers to classroom social problems, but they
can serve as a guide and a useful tool. They can help focus our
awareness on students who may not feel connected and need extra
attention. It’s simply another useful tool for teachers to use as they
try to set up a supportive learning environment for every student.

MEASURING VALUES
Values are defined as an individual’s belief about ideal conduct
in the pursuit of truth, wisdom, and beauty. They are usually
learned and are upheld important by groups of people. For example,

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marriage is upheld by the society as a sacred ceremony and anyone

who refuses to accept it as such is considered a social deviant.
Values must first be chosem willingly from a set of alternatives.
Then, they should be cherished by a person. Lastly, they must be
acted upon repeatedly by the individual.
The clarification process of values involves the following steps:
 C – choose willingly from alternatives
 P – prize a value
 A – act on that value repeatedly
Value Clusters
 Self – discipline
 Cleanliness, orderliness, fitness, health, ecological harmony,
orderly conduct and self – control
 Integrity
 Being true to oneself, truthfulness, trustworthiness, sincerity,
and honesty
 Courage
 Assertiveness, positive attitude, spiritual strength
 Respect
 Care, concern, tolerance, consideration
 Responsibility
 Commitment, accountability, reliability
 Nationalism
 Loyalty, pride in one’s country
 Peace/Prudence
 Justice, fairness, harmony serenity
 Self – reliance
 Trustworthiness, independence, industry, resourcefulness,
creativity
 Love/Selflessness
 Service, kindness, friendliness, brotherhood
 Excellence
 Productivity, quality, perseverance
 Spirituality
 Humility, realization of oneness with other people and beings,
purity, sensitiveness to religious values
 Harmony
 Beauty and simplicity

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In measuring a particular value that is internalized in a

student, the specific indicators should be spelled out and the
options may be listed as follows:
 Always
 Often
 Sometimes
 Seldom
 Never

Example of a Rating Scale Measuring Patriotism

Always Often Sometimes Seldom Never
Indicator
5 4 3 2 1
I buy Filipino-made
products.
I sing “Lupang
Hinirang”.
I tell others to visit the
beautiful places in the
country.
I tell others to admire
stories about national
heroes.
I read books about
our national heroes.

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ACTIVITY SHEET NO. 1

Affective Learning Competencies

Name: _______________________________ Date: _____________

Course/Year/Section: ________________ Score: ____________

Direction: Select a lesson/topic in Assessment Learning 2. Then,

construct four (4) Affective Learning Competencies using the two (2)
types of Instructional Ojectives. Summarize your answer by filling in
the table below.
Topic/Lesson Affective Learning Competencies
Behavioral Objectives Expressive Objectives

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ACTIVITY SHEET NO. 2

Sociograms

Name: _____________________________________ Date: _____________

Course/Year/Section: ______________________ Score: ____________

Direction: Determine the categories of the learners in the learners in

the sociogram below. Summarize your answer by filling in the table
with the names of student who fall in each category.

Sam Jill Fleur Ann

Ali Trish Lillie Meg

Beth Liz

Cha

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Category of Student
Mutual One-Way
Star Isolate Clique
Choice Choice

PERFORMANCE TEST

Measuring Values

Name: _________________________________ Date: _____________

Course/Year/Section: __________________ Score: ____________

Direction: Construct a Rating Scale for Measuring a value

“Responsibility” with ten (10) indicators.

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