Lesson 4: Affective Assessment

Lesson Outcomes: The learners are expected to have;                

 Manifested knowledge of the various types of affective assessment tools.
 Identified the appropriate assessment tool to measure affective learning
 Develop an assessment tool to measure affective outcomes of learning.

ACTIVATE:
How are we going to assess the affective dimension of students’ learning? Will
the attitudes, values, beliefs, opinions, interests, and motivation affect the learning of
the students?

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ACQUIRE

A. What is affective assessment? Why assess affective domain?

- deals with the measurement of feelings, attitudes, we are into affective
assessment .
- type of assessment that deals with the affect dimension of students’
learning.
- affective domain deals with the attitudes, values, beliefs, opinions,
interests and motivation- - noncognitive outcomes of learning that are
not easily seen or explicitly demonstrated. The type of assessment in
this domain is not aimed to determine what the students learned.
 Rather, it looks into how students feel while they are learning, how
their learning experiences have influenced their emotions and future
behavior.
- It is essential for teachers to know the feeling of pleasure, enjoyment
or even anxiety that learners experience because these feelings will
have a bearing on their attitudes, motivation, and beliefs that
eventually be manifested in their future behavior.
- Useful for students as well for self-awareness of feelings, emotions,
and attitudes can make them reflect on how they are in the process of
learning. This type of metacognition has proven to enhance learning
contribute to success in the academic task. Cognitive and affective
assessment should work in tandem as what empirical studies have
proven.
- Affective assessment does not determine the grades the students get.
- Helps the teacher determine what steps need to be taken to help
students achieve academic success because knowledge of what
students view, perceive and feel as they are engaged in learning
activities will guide them in improving their teaching strategies and
enhance learning
- Provide supplemental information about a learning activity or behavior
problem that affects learning.

B. Taxonomy of Affective Domain in Learning (Krathwol et al, 1964)

1. To receive:
The learner demonstrates an awareness in an activity that is happening such
that he/she gives attention to that activity. Involves willingness to receive the
stimulus
2. To respond:
The learner reacts to a given stimulus or information that has been received.
This behavior maybe compliance to a given task, voluntary engagement, or
doing an activity with interest.
3. To value:
The learner demonstrate commitment to the object, knowledge, or activity.
He/she internalized a set of specific values such that these values are
manifested through overt behaviors.
4. To organize:
 The level where the learner has internalized and integrated his or her
feelings, emotions, beliefs, opinions ,etc., resulting to actions where new
values and traits emerged. It is on this point where the learners is able to
discern independently the right from wrong, and he/she is able to make
decision on what is valuable based on his or her own judgment.
5. To characterize:
The learner demonstrates his or her beliefs and attitudes not only in a single
event or situation but in multiple events, showing consistency of the behavior
that establishes an image or character of the learner. The behavior extends
beyond school setting and becomes part of his or her lifestyle.

C. Affective Variables in Learning:

1. Attitudes- refers to a person’s reaction whether negative or positive, favorable or

unfavorable toward an object, activity, person, or environment. Student’s toward
learning counts on the subject, teachers, classmates, homework, and projects,
uniforms, attendance to the flag ceremony, and others. We want our learners to
have positive attitude on the things mentioned and foster negative attitudes on
things such as cheating, bullying, fighting, drugs, absenteeism and smoking.
2. Values and Beliefs- are characteristics or traits that a person holds of high
importance. These include principles that ne considers to be right and
consequently guides the person’s future action and decisions. Values in school
includes honesty, patience, perseverance, respect for others, cleanliness and
order, care for environment. Beliefs refer to our convictions or opinions we hold
to be true even without evidence. Beliefs about things in education such as
mathematics, academic freedom, gender equality, etc. These beliefs emanate
from multiple resources, from what one hears, reads, sees, and experiences.
Values are developed from beliefs.
It is important that teachers provide positive learning experience to students
because from these experiences, they form beliefs that lead to the formation of
values that are desired. These beliefs and values determine the attitudes which
are correlated with the learners’ performance.
3. Interest – is a psychological state that draws a person’s attention to an object,
idea, or event. In the classroom setting, it is what the students are “into” or the
learner’s disposition about the topic or the subject matter. It is the interest that
drives the learner to be attentive to the topic of discussion or engage in any
academic activity.
4. Motivation- is an inner drive, impulse, emotion, or desire that moves one to a
particular action (Brown, 1987). It arouses and sustains behavior. It can lead to
increased effort and energy to pursue a goal.
Motivation has other intrinsic factors like curiosity, appreciation, valuing for
learning as well as extrinsic factors like praise, grades for completion,
certification, etc.
Six needs and desires that are 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

With these needs, it is a very important role of the teachers to create a learning
environment that can provide these needs in order for the learners to reach the
highest level of motivation.

5. Self-Confidence – refers to how a person feels about his or her abilities to

accomplish a task or reach a goal. It is the person’s perception of himself/herself
and or her capabilities to perform successfully the task given to him/her.

D. Assessment Tools Used in Measuring 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. It serves many purposes to include diagnosis of
students’ mental and emotional state.

Likert scale – a measuring tool, invented by Rensis Likert, is a series of

questions or items that requires the respondent 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.
Example of a Likert Scale:

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Guidelines in Writing Statements for Rating Scale for Self-Report:

- Statements should refer to the present conditions rather than past or
future situations.
- The statement should be relevant to the psychological construct being
measured.
- Avoid factual statement since the nature of what is assessed are
affective traits.
- Statement should elicit a response that lends itself to one
interpretation.
- Statements should be clear and simple sentences using precise and
direct language.
- Considering that responses in the instrument reflect gradation,
statements should no longer contain always, nearly, only, never and
just. These words are ambiguous.
- Use vocabulary appropriate for the level of understanding of the
respondents.
 - Avoid double negative sentences.

Steps in the Construction of the Rating Scale:

1. Select the affective trait you want to assess which you find relevant teaching-
learning situation. Make sure that you and your school is going to benefit from it
and use the data to improve the present situation.
2. Construct items that are clear, definite, and focused on the trait you want to
measure. Consider the different levels of affective taxonomy in constructing the
items. In addition, since what you are assessing is on emotion or affect, items
should include positive and negative positions that will make the respondent think
carefully the answer to the item.
3. Pilot test or field try the inventory and revise the parts that appear to be unclear.
This is advised when you want to measure more encompassing and long term
affective learning outcomes.
4. Administer the self-report inventory to your target respondents. It is advised that
adequate time like on power test is provided for completion of the inventory.
5. Analyze the results and consider the findings and draw implication.

2. Semantic Differential- This is a widely used scale that employs ratings of

concepts with contrasting adjectives placed at opposite ends of the number
scale.
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semantic-differential-questions/ 4/03/2021
3. Checklist – a form of self- report that asks persons to indicate whether they
demonstrate a set of qualities or behaviors. It is a tool for identifying the
presence or absence of a feeling, attitude or behavior. The behaviors that are
checked will reflect what values and beliefs learners hold.
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4/03/2021

2. Interview – an oral assessment of student learning that is conducted through

spoken words and casual conversation

- 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. -
- ables to probe responses that the other forms of assessment tool cannot. The
students can qualify and expand their previous answers, which can be vague at the
earlier part of the conversation.
- provides students opportunity to open other thoughts and ideas, and the teachers can
be flexible to adapt questions as the need arises.
- can provide a powerful “moment of sharing” where the learner is able to express
face-to-face his or her feeling and emotions.

- maybe structured or unstructured

Structured – planned sequence of questions, which lead to open-ended

discussions between the teacher and the students, either done individually or by group

Unstructured – no planned sequence of questions, appear to be natural

and it can create a more conversational environment for sharing, wherein the teacher
will be able to elicit more truthful information from students about themselves.

For interview to be an effective assessment tool, the following are general steps in
developing and conducting an interview:

1. Select the assessment objectives

2. List the oral questions in sequence based on the objectives. However, the
sequence is not absolute, instead, there should 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 statement that will make the learner be at
comfort level with the teacher.
5. About 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 record the nonverbal
behavior like body movements during the interview process.

Sample: The Interview

Questions Teacher 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?

4. Student Journals
- Special form of documentation that records personal experiences and
thoughts
- Reflection of learners own perception about a problem, a situation, or
an activity they are tasked
- Journal writing gives students an opportunity to rewind previous
experiences that can give them new perspective in facing future
actions.
- Opens the door for one-to-one dialogue between the teacher and the
student.
 - Creates an environment of partnership where teachers and students
resolve issues and conflicts of ideas and understanding in confidential
manner.

In choosing journal writing as an assessment tool for affective learning

outcomes, here are some guide questions 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 your student to write about?
 How much do you want your 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 small
group, with teacher)?
 Who will read the journal? (i.e., with teacher only, with other
teachers, with selected students)?
 How will the students be graded (i.e., Pass/Fail, Rubric, No Scoring
needed)?

5. Observation
- assessment tool that involves looking out for the presence or absence
of behaviors of learners in a natural setting.
- Allows the teacher to assess student behavior In the actual teaching
and learning process unlike the forms of assessment that require
separate time with the student to answer the measuring instrument
- A rich source of clues that can be both obtrusive and unobtrusive
measures of attitude, beliefs, disposition, character, etc.

The measures obtained from observation approach can be made more valid and
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. The checklist or rating scale
will also be used in collecting and recording your data.
3. Consult with a colleague or expert about the behavior listed as doable
for observation or not. You can try this with a sample of students.
 4. Have a colleague/colleagues to work with you in the actual observation
time.
5. Be clear on ethical issues.
6. Record the observation immediately. Use the checklist, supplemented
by anecdotal records that are an open-ended way to record
observation. Record factual observation and be cautious 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.

APPLY
Answer each of the following questions. Write your answer in your notebook.

1. What is affective learning?

2. Why do we need to measure affective learning?
3. What are some affective traits that are relevant to students’ learning?
4. Why is it more challenging to measure the affective domain of learning?
5. What are the levels of the affective domain of learning?
6. What tools can you use to measure the affective dimension of learning? What
are the advantages and limitations of each measuring tool?

ASSESS
Assessment part will be posted in your Google Classroom.