CHAPTER 4

ASSESSMENT IN THE AFFECTIVE DOMAIN

The affective domain is part of a system that was published in 1965 for identifying,
understanding and addressing how people learn. In the Bloom’s taxonomy published in 1965,
three domains were identified: cognitive, affective and psychomotor domains. In this chapter, we
shall be concerned with the second of these domains which is affective domain.
Unlike the cognitive domain which emphasizes measurement of reasoning and mental
faculties of the student, the affective domain describes learning objectives that emphasizes a
felling tone, an emotions or degree of acceptance or rejection. It is admittedly, a far more
difficult domain to objectively analyze and assess since affective objectives vary simple attention
to selected phenomena to complex but internally consistent qualities of character and conscience.
Nevertheless, much of the educative process needs to deal with assessment and measurement of
student’s abilities in this domain. For instance, it is often heard that certain people are “schooled”
but not “educated”. This cliché simply refers to the fact that much of the processes in education
today are aimed at developing the cognitive aspects of development and very little or no tome is
spent on the development of the affective domain. The development of the psychomotor domain
is also an important consideration in education. however, due to space and tine limitations, this
bool shall not cover the appropriate measurement and evaluation techniques in the psychomotor
domain. The interested reader, however, is referred to list references given at the end of this
chapter for more information.
We shall first discuss the taxonomy developed in the affective domain as a starting point
of our discussion on measurement and evaluation in this particular educational domain of
interest.

4.1 The Taxonomy in the Affective Domain

The taxonomy in the affective domain contains a large number of objectives in the
literature expressed as interests, attitudes, appreciations, values and emotional sets or biases.
[from Krathwohl et al, 1964]. The descriptions of each step in the taxonomy culled from the
Krathwohl’s Taxonomy of Affective Domain (1964) are given as follows:

Receiving is a being aware of the sensitive to existence of certain ideas, material, or

phenomena and being willing to tolerate them. Examples include: to differentiate, to listen (for),
to respond to.
Responding is committed in some small measure to the ideas, materials, or phenomena
involved be actively responding to them. Examples are: to comply with, to follow, to commend,
to volunteer, to spend leisure time in, to acclaim.
Valuing is willing to be perceived by others as valuing certain ideals, materials, or
phenomena. Examples includes: to increase measured proficiency in, to relinquish, to subsidize,
to support, t debate.
 Organization is to related the value to those already held and bring into a harmonious
and internally consistent philosophy. Examples are: to discuss, to theorize, to formulate, to
balance, to examine.
Characterization by value or value set is to act consistently in accordance with the
values he or she has internalized. Examples include: to revise, to require, to be rated high in the
value, to avoid, to resist, to manage, to resolve.

If we are desirous to apply the continuum of Krathwohl et al. to our teaching, then we are
encouraging students to not just receive information at the bottom of the affective hierarchy.
Instead, as teachers, we would like for them to respond to what they learn, to value it, to organize
it and maybe even characterize themselves as environmentalists, geology majors or earth
scientist. Notice that in these science subjects, for instance, it is important to also mention and
perhaps study the biographies of great scientist since these serve as inspiration for them to
emulate the way that great scientist have led lives and devoted their talents to the cause of
science.

We are also interested in students’ attitudes toward science, scientists, learning science
and specific science topics. We want to find teaching methods that encourage students to draw
them in. Affective topics in educational literature include attitudes, motivation, communication
styles, classroom management style, learning styles, use of technology in the classroom and
nonverbal communications, interests, predisposition and self-efficacy. As teachers, we need to be
careful about our own actions that may negatively impact on students’ attitudes which go straight
into the affective domain. For instance, facial expressions but reveal sarcasm, body movements
that betray distrust and dislike, should all be avoided.

The affective domain is the least studied and most often over-looked domain in
educational literature despite the fact that almost every researcher or author begins with a
premise on the importance of the affective domain in the teaching-learning process. The reason,
perhaps, is the fact that affective domain is the most nebulous ad the hardest to evaluate of
Bloom’s three domains. Traditional assessment procedures, for instance, concentrate on the
cognitive aspects of learning and as teacher’s majority of us typically focus our efforts on the
development of tests and instruments for measuring cognitive learning. However, it important to
realize that by tapping the potentials of the affective domain in enhancing learning, we increase
the likelihood of the real and authentic learning among our students. Similarly, students may
experience affective roadblocks to learning that can neither be recognized nor solved when using
a purely cognitive approach.
4.2 Affective Learning Competencies
Affective desired learning competencies are often stated in the form of instructional
objectives. What then are instructional objectives?
 Instructional objectives are specific, measurable, short-term, observable student behaviors.
 Objectives are foundation upon which you can build lessons and assessments that you can prove
meet your overall course of lesson plans.
 Think of objectives as tools you use to make sure you reach your goals. They are arrows you
shoot towards your target. (goals)
 The purpose of objectives is not to restrict spontaneity or constrain in the discipline; but to ensure
that learning is focused clearly enough that both students and teacher know what is going on, and
so learning can be objectively measured. Different archers have different styles, so do different
teachers. Thus, you can shoot your arrows (objectives) in many ways. The important thing is that
they reach your target (goals) and score that bullseye!

We have reproduced the taxonomy of educational objectives in the affective domain below as
adopted from Krathwohl. Each level of affective domain is given a description and an example of an
appropriate objective or learning competency is provided. Notice that in far more difficult to state an
objective in the affective domain because they often refer to be tested and measured using traditional
methods. We also mention in passing that we assess and measure the affective domain in schools but
such measurements will not be used to grade students on this domain.

Level Definition Example

Receiving Being aware of or attending to Individual would read a book
something in the environment passage about civil rights.
Responding Showing some new behaviors Individual would answer
as a result of experience questions about the book, read
another book by the same
author, another book about
civil rights, etc.
Valuing Showing some definite The individual might
involvement or commitment demonstrate this by voluntary
attending a lecture on civil
rights.
Organization Integrating a new value into The individual might arrange a
one’s general set of values, civil rights rally.
giving it some ranking among
one’s general priorities.
Characterization by Value Acting consistently with mew The individuals is firmly
value committed to the value,
perhaps becoming a civil rights
teacher.
Figure 1- The Taxonomy in the Affective Domain
 Adapted from: Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of Educational
Objectives. Handbook II: Affective domain. New York David MacKay.

Likewise, we provide some examples of verbs or behavioral terms that can be used to express
learning competencies or objectives in the affective domain. We cannot stress enough the importance of
using behavioral terms in specifying our learning competencies. Behavioral terms tend to simplify the
assessment and measurement methodologies that are suggested in this textbook. Behavioral objectives
focus on observable behaviors which can be easily translated in quantitative terms.

Receiving Responding Valuing Organization Characterization

 Accept  complete  accept  codify  internalize
 Attend  comply  defend  discriminate  verify
 Develop  cooperate  devote  display
 recognize  discuss  pursue  order
 examine  seek  organize
 obey  systematize
 respond  weigh
Figure 2. Behavioral verbs Appropriate for the Affective Domain

In the affective domain, and in particular, when we consider learning competencies, we also consider
the following focal concepts:

Attitudes. Attitudes are defined as a mental predisposition to act that is expressed by evaluating a
particular entity with some degree of favor or disfavor. Individuals generally have attitudes that focus on
objects, people or institutions. Attitudes are also attached to mental categories. Mental orientations
towards concepts are generally referred to as values. Attitudes are comprised of four components:

A. Cognitions- Cognitions are our beliefs, theories, expectancies, cause and effect beliefs, and
perceptions relative to the focal object. This concept is not the same as “feelings” but just a
statement of beliefs and expectations which may vary from one individual to the next.
B. Affect- The affective component refers to our feeling with respect to the focal object such as
fear, liking, or anger. For instance, the color blue evokes different feelings for different
individuals: some like the color blue but others do not. Some associate the color blue with
loneliness while others associate it with calm and peace.
C. Behavioral Intentions- Behavioral intentions are our goals, aspirations, and our expected
responses to the attitude object.
D. Evaluation- Evaluations are often considered the central component of attitudes. Evaluations
consist of the imputation of some degree of goodness or badness to an attitude object. When
we speak of a positive or negative attitude toward an object, we are referring to the evaluative
component. Evaluations are a function of cognitive, affect and behavioral intentions of the
object. It is often the evaluation that is stored in memory, often without the corresponding
cognitions and affect that were responsible for its formation (Robert Scholl, University of
Rhode Island, 2002)

Why study attitudes? Obviously, attitudes can influence the way we act and think in the social
communities we belong. They can function as frameworks and references for forming conclusions and
interpreting or acting for or against an individual; individuals, a concept or an idea. For instance, think
about your attitudes toward “drinking alcoholic beverages” or “gambling” or “going on an all-night bar
hopping spree every night”. Or, perhaps, think about your attitude towards “mathematics and
mathematical equations”. Do these attitudes shape the way you think and correspondingly act? What is
your response? How is your response informed by each of these attitudes?

Several studies in the past, for instance, concluded performance in school mathematics cannot be
strictly attributable to differential mental abilities but to the students’ attitudes toward the subject. When
mathematics classes are recited, students with negative attitude towards mathematics tend to pay less
attention and occupy their minds with something else. Thus, attitudes may influence behavior. People will
behave in ways consistent with their attitudes.

Motivation. Motivation is a reason or set or reasons for engaging in a particular behavior,

especially human behavior as studied in psychology or neuropsychology. The reasons may include basic
needs (e.g., food, water, shelter) or an object, goal, state of being, or ideal that is desirable, which may or
may not be viewed as positive, such as seeking a state of being in which pain is absent. The motivation
for a behavior may also be attributed to less apparent reasons such as altruism or morality. According to
Geen (1995), motivation refers to the initiation, direction, intensity and persistence of human behavior.
There are many theories that explain motivation. The need theory is one of these theories. Abraham
Maslow’s hierarchy of human needs theory is the most widely discussed theory of motivation. The theory
can be summarized as thus:

 Human beings have wants and desires which influence their behavior; only
unsatisfied needs can influence behavior, satisfies needs cannot.
 Since needs are many, they are arranged in order of importance, from the basic to the
complex.
 The person advances to the next level of needs only after the lower-level need is at
least minimally satisfied.
 The further the progress up the hierarchy, the more individuality, humanness and
psychological health a person will show.
 The needs, listed from basic (lowest, earliest) to most complex (Highest, latest) are as
follows:
o Physiological: food, clothing, shelter
o Safety and security: home and family
o Social: being in a community
o Self esteem
o Self-actualization

Herzberg’s two factor theory is another need theory of motivation. Frederick Herzberg’s two
factor theory, concludes that certain factors in the workplace result in job satisfaction, while other do not,
but if absent lead to dissatisfaction. He distinguished between:

 Motivators; (e.g., challenging work, recognition, responsibility) which gives

positive satisfaction, and
 Hygiene factors; (e.g., status, job security, salary and fringe benefits) which do
not motivate if present, but if absent will result in demotivation.
 The name Hygiene factors is used because, like hygiene, the presence will make you healthier,
but absence can cause health deterioration. The theory is sometimes called the “Motivator-Hygiene
Theory”. From a piratical point of view (vs academic) Herzberg’s two factor theory has proven more
powerful than Maslow since its concepts are simpler to understand. Steve Bicknell did considerable
research into Employee Engagement Data. In particular, the analysis of verbatim comments over 50
companies found there was a common theme between low hygiene- high motivator and low Employee
Engagement. Employees consistently recorded low scores against management/leadership- Employees
were optimistic about success nut happy to complain about leadership since their hygiene factors had not
been addressed. Message- sort the hygiene, then drive the motivation.

Finally, created by Clayton Alderfer, Maslow’s hierarchy of needs was expanded, leading to his
ERG theory (existence, relatedness and growth). Physiological and safety, the lower order needs, are
placed in the existence category, Love and self esteem needs in the relatedness category. The growth
category contained the self-actualization and self-esteem needs.

Motivation is a particular interest to educational physiologists because of the crucial role it plays
in student learning. However, the specific kind of motivation that is studied in the specialized setting of
education differs qualitatively from the more general forms of motivation studied by physiologist and
other fields. Motivation in education can have several effects on how students learn and their behavior
towards subject matter (Ormrod, 2003. It can:

1. Direct behavior toward particular goal.

2. Lead to increased effort and energy.
3. Increase initiation of, and persistence in, activities.
4. Enhance cognitive processing.
5. Determine what consequences are reinforcing.
6. Lead to improved performance.

Because students are not always motivated, they sometimes need situated motivation, which is
found in environmental conditions that the teacher creates. There are two kinds of motivation:

1. Intrinsic motivation occurs when people are internally motivated to do something because it
either brings them pleasure, they think it is important, or they feel that they are learning is
morally significant.
2. Extrinsic motivation comes into play when a student is compelled to do something or act a
certain way because of factors external to him or her (like money or good grades).

Finally, the last concept related to self-efficacy. Self-efficacy is an impression that one is capable
of performing in a certain manner or attaining certain goals. It is a belief that one has capabilities to
execute the courses of actions required to manage prospective situations. Unlike efficacy, which is the
power to produce an effect (in essence, competence), self-efficacy is the belief (whether or not accurate)
that one has the power to produce that effect.

It is important here to understand the distinction between self-esteem and self-efficacy. Self-
esteem related to a person’s sense of self-worth, whereas self-efficacy relates to person’s perception of
their ability to reach a goal. For example, say a person is a terrible rock climber. They would likely have a
poor self-efficacy in regard to rock climbing, but this wouldn’t need to affect their self-esteem; most
people don’t invest much of their self- esteem in this activity

Research on learning has indicated that in certain circumstances, having less-efficacy for a
subject may be helpful, while more negative attitudes towards how quickly/well one will learn, can
actually prove of benefit. One study uses foreign language classroom to examine students’ beliefs about
learning, perceptions of goal attainment, and motivation to continue language study. (Christine Galbreath
Jernigan. What do students expect to learn? The role of learner expectancies, beliefs and attributions for
success and failure in student motivation.) Survey and interview results indicated students’ attributions
for success and failure and their expectations for certain subjects’ learning ability played a role in the
relationship between goal attainment and volition. It appears that over-efficaciousness negatively affected
student motivation. For other students who felt they were “bad at language”, their negative beliefs
increased their motivation to study.

EXERCISES

1. Enumerate the different levels in the taxonomy of the affective domain. Discuss each of these
levels.
2. What is an “attitude”? why is the study of attitude important? How will understanding of attitudes
and predisposition enhance teaching?
3. What is “motivation”? discuss the need theories on motivation: Maslow, Herzberg and ERG
theories.
4. Why are the “needs” as presented by Maslow arranged in the hierarchy? What do you mean by
hierarchy of needs?
5. The phrase: “motivation-Hygiene” is often used to describe Herzberg’s two-factor theory. What
are the hygiene factors? Why are they important in the educative process?
6. What is “self-efficacy”? how does this concept figure in the educational measurement field? Why
is this concept important to teachers?
7. Give one example of a learning competency objective in the affective domain for each of the
levels in the taxonomy of Krathwohl et. al. Assume that you rea teaching an English literature
subject.
8. Describe the potential of tapping the affective domain in enhancing the learning of students.

4.3 Development of Assessment Tools

Assessment tolls in the affective domain, in particular, those which are used to assess attitudes,
interests, motivations and self-efficacy, have been developed. There are certain good practices that are
considered good practices in developing these instruments. We consider a few of the standard assessment
tolls in the affective domain.

Self-report. Self-report is the most common measurement tool in the effective domain. It
essentially requires an individual to provide an account of his attitude or feelings toward a concept or idea
or people. Self-reports are also sometimes called “written reflections”. In using this measurement tool, the
teacher requires the students to write his/her thoughts on the subject matter, like, “Why I like or dislike
Mathematics?” The teacher ensure that the students write something which would demonstrate the
various levels of the taxonomy e.g., lowest level of receiving up to characterization.

Rating Scales. A rating scale is a set of categories designed to elicit information about
quantitative attribute in social science. Common examples are the Likert scale and 1-10 rating scales for
which person selects the number which is considered to reflect the perceived quality of a product. The
basic feature of any rating scale is that consists of a number of categories. These are usually designed
integers.

Semantic Differential Scale

The Semantic Differential (SD) tries to assess an individual’s reaction to specific words, ideas or
concepts in terms of ratings on bipolar scales defined with contrasting adjectives at each end. An example
of an SD Scale is:

Good ____ ____ ____ ____ ____ _____ ____ Bad

3 2 1 0 1 2 3

Usually, the position marked 0 is labeled “neutral”, the 1 position are labeled “slightly”, the 2
positions “quite””, and the 3 positions “extremely”. In the illustration above, for instance, a “3” close to
good would mean “extremely good” reaction while “3” close to bad would be an “extremely bad”
reaction. The scale actually measures two things: directionality of a reaction (e.g., good versus bad) and
also intensity (slight through extreme). Usually, a person is presented with some concept of interest
without any other explanatory remarks, e.g., Math teacher, and asked to rate it on number of such scales.
Ratings are combined in various ways to describe and analyze the person’s feelings. A number of basic
considerations are involved in SD methodology:

 Bipolar adjective scales are a simple, economical means for obtaining data on people’s reactions.
With adaptations, such scales can be used with adults or children, persons from all walks of life,
and persons from culture.
 Ratings on bipolar adjective scales tend to be correlated, and three basic dimensions of response
account for most of the co-variation in ratings. The three dimensions, which have been labelled
Evaluation, Potency and Activity (EPA), have been verified and replicated in an impressive
variety of studies.
 Some adjective scales are almost pure measures of the EPA dimensions; for example, good-bad
for Evaluation, powerful-powerless for Potency and fast-low for Activity. Using a few pure scales
of this sort, one can obtain, with considerable economy, reliable measures of a person’s overall
response to something. Typically, a concept is rated on several pure scales associated with a
single dimension, and the results are averaged to provide a single factor score for each dimension.
Measurements of concept on the EPA dimensions are referred to as the concept’s profile.
 EPA measurements are appropriate when one is interested when is interested in the affective
responses. The EPA system is notable for being a multi-variate approach to affect measurement.
It is also a generalized approach, applicable to any concept or stimulus, and thus it permits
comparisons of affective reactions on widely desperate things. EPA ratings have been obtained
for hundreds of word concepts, for stories and poems, for social roles and stereotypes, for colors,
sounds, shapes and for individual persons.
  This SD has been used as a measure of attitude in a wide variety of projects. Osgood, et al.,
(1957) report exploratory studies in which the SD was used to assess attitude change as a result of
mass media programs and as a result of messages structures in different ways. Their chapter on
attitude balance or congruity theory also presents significant applications of the SD to attitude
measurement. The SD has been used by other investigators to study attitude formation (e.g.,
Barclay and Thumin, 1963), attitudes towards organizations (e.g., Rodefeld, 1967), attitudes
toward jobs and occupations (Triandis, 1959; Beardsleee and O’Dowd, 1961; Gusfield and
Schwartz, 1963), and attitudes towards minorities (Protho and Keehn, 1957; Williams,
1964;1966). The results in these, and many other studies the validity of the SD as a technique for
attitude measurement.

Thurstone and Likert Scales

Thurstone is considered the father of attitude measurement. He addressed the issue of how favorable
an individual is with regard to given issue. He developed an attitude continuum to determine the position
of favorability of the issue.

Below is an example of a Thurstone scale of measurement.

Example (from Thurstone, 1931)

Directions. Put a check mark in the blank if you agree with the item.

_______1. Blacks should be considered the lowest class of human beings. (scale value= 0.9)

_______2. Blacks and whites must be kept apart in all social affairs where they might be taken as
equals. (scale value = 3.2)

_______3. I am not interested in how blacks’ rate socially. (scale value= 5.4)

______4. A refusal to accept blacks is not based on any fact of nature, but on prejudice which should
be overcome. (scale value= 7.9)

______5. I believe that blacks deserve the same social privileges as whites. (scale value= 10.3)

In 1932, Likert developed the method of summated ratings (or Likert’s scale), which is still widely
used. The Likert scale requires the individuals tick on a box to report whether they “strongly agree”,
“agree”, are “undecided”, “disagree”, or “strongly disagree”, in response to a large number of items
concerning an attitude object or stimulus. Likert scales are derived as follows: First, you pick individual
items to include. You choose individual items. Second, you choose how to scale each item. For example,
you construct labels for each scale (e.g., 1 to 11) to represent the interpretation to be assigned to the
number (e.g., disagree strongly=1, disagree slightly =2, etc.). Third, you ask your target audience to mark
each item. Fourth, you derived a target’s score by adding the values that target identified on each item.

Below is an example of the use of Likert Scale:

Statement 1. I do not like to solve algebraic equations.

Response options:

 1. Strongly Disagree
  2. Disagree
 3. Agree
 4. Strongly Agree

It is common to treat the numbers obtained from the rating directly as measurements by
calculating averages, or more generally any arithmetic operations. Doing so is not however justified. In
terms of the levels of measurement proposed by S.S. Stevens, the data are ordinal categorizations. This
means, for example, that to agree strongly with the above statement implies a least favorable perception
of algebraic equations than does to agree with the statements. However, the numbers are not interval-level
measurements in Stevens’ schema, which means that equal differences do not represent equal intervals
between the degree to which one value algebraic equations. For example, the difference between strong
agreement is not necessarily the same as the difference between disagreement and agreement. Strictly,
even demonstrating that categories are ordinal requires empirical evidence based on patterns of responses
(Andrich, 1978)

In 1994, Guttman suggested the attitude should be measured by multidimensional scales, as

opposed to unidimensional scales such as those developed by Thurstone and Likert. Guttman pointed out
that there should be a multidimensional view of the attitude construct. He developed the Scalogram
Analysis, Cumulative Scaling, or as usually called, Guttman Scaling. The major characteristics of this
scale is that the response to one item helps predict the responses to other items. For instance, if the
individual responds negatively to the item “I like oranges”, he is not likely to respond positively to the
item “Oranges are great for breakfast”.

CHECKLIST

The most common and perhaps the easiest instrument in the affective domain to construct is the
checklist. A checklist consists of the simple items that the student or teacher marks as “absent” or
“present”. Here are the steps in the construction of the checklist:

 Enumerate all the attributes and characteristics you wish to observe relative to the concept being
measured. For instance, if the concept is interpersonal relation, then you might want to identify
those indicators or attributes which constitute an evidence of good interpersonal relation.
 Arrange these attributes as a “shopping” list of characteristics
 Ask the students to mark those attributes or characteristics which are present and to leave blank
those which are not.

Below is an example of the checklist for Teachers (Observational Guide) with emphasis on the
behavior. “Getting Students’ Attention” by Sandra F. Rief (1997). Notice that the observational guide will
probably consist of several other items are like: focusing students’ attention, maintaining students’
attention, and keeping students on the task during seatwork, each of which requires corresponding series
observable behaviors like the example given for getting students’ attention.

CHECKLISTS FOR TEACHERS

By: Sandra F Rief, M.A.E74 (1997)
Getting Students’ Attention
  Ask an interesting, speculative question, show a picture, tell a little story, or read a related
poem to generate discussion and interest in the upcoming lesson.
 Try “playfulness”, silliness, a bit of theatrics (props and storytelling) to get attention and peak
interest.
 Use storytelling. Students of all ages love to hear stories, especially personal stories. It is very
affective in getting attention.
 Add a bit of mystery. Bring in an object relevant to the upcoming lesson in a box, bag, or
pillowcase. This is a wonderful way to generate predictions and can lead to excellent
discussions or writing activities.
 Signal students auditory: ring a bell, use a beeper or timer, play a bar of music on the piano or
guitar, etc.
 Vary your tone of voice: loud, soft, whispering. Try making a louder command “Listen!
Freeze! Ready!” followed by a few seconds of silence before proceeding in a normal voice to
give directions.
 Use visual signals: flash the lights or raise your hand which signals the students to raise their
hands and close their mouths until everyone is silent.
 Frame the visual material you want your students to be focused on with your hands or with
colored box around it.
 If using an overhead, place an object (e.g., little toy car or plastic figure) to be projected on
the screen to get attention.
 Clearly signal: “Everybody…. Ready….”
 Color is very effective in getting attention. Make use of colored dry-erase pens on
white boards, colored overhead pens for transparencies and overhead projectors, and
colored paper to highlight keywords, phrases, steps to computation problems, spelling
patterns, etc.
 Model excitement and enthusiasm about the upcoming lesson.
 Use eye contact. Students should be facing you when you are speaking, especially
while instructions are being given. If students are seated in clusters, have those
students not directly facing you turn theirs and bodies around to face you when
signaled to.
CHAPTER EXERCISES
A. What is self-report? What should such a self-report essentially contain? How should a
teacher instruct the students in writing self-report?
B. What is a rating scale? Enumerate the various types of rating scales and explain how
these rating scales are formulated?
C. What is the difference between a Thurstone scale and a Likert Scale? In what way does
Guttman scaling improve on both types of scales?
D. What is a sematic differential scale? Illustrate the use of a semantic differential scale in
the measurement of attitude.
E. Construct a rating scale for each of the following situations:
 1. Measuring attitude towards Mathematics
2. Measuring interest in the literary arts
3. Motivation to study instruments
4. Predisposition to Work Instrument
5. Measuring attitude towards language studies
F. Construct a checklist for each of the following activities:
1. Classroom observation for practice teacher
2. Good interpersonal relations checklist
3. Checklist for behavior demonstrating good manners and right conduct
4. Checklist for good practices in typing
5. Checklist for good practices in laboratory experiments
CHAPTER REFERENCES
Citations

Bibliography
Ormord, J. E. 2006. Educational Psychology: Developing Learners (5th Edition), "Glossary". N.J. Merill:
Upper Saddle River.

http://www.des.emory.edu/mfp/efftalk.html

Goal Setting and Self-Efficacy During Self-Regulated Learning

http://www.des.emory.edu/mfp/eff.html

Karyn Ainsworth, Fall Quarter Seminar Paper: What is teaching? / What is Learning?

Diffusion of the Internet within the Graduate School of Education, 2. Conceptual Framework 2.3.3.2
Bandura: Efficacy x Value

Albert, Bandura, Gian Vittorio