CHAPTER 6: DEVELOPMENT OF AFFECTIVE

ASSESSMENT TOOLS

Gwendelyn E. Quijano
2nd yr BEED-ECED
Ms. Geronima Acosta
 KEY TERMS:
Affective: Attitudes and feelings.

Affective Domain: Is a part of a system that

was published in 1965 for identifying
understanding and addressing how people
learn. This describes learning objectives that
emphasize a feeling tone, and emotion, or a
degree of acceptance or rejection.

Assessment Tools: In the affective domain are

those which are used to assess attitudes, and
interests, motivations and self-efficacy.
 OVERVIEW
Assessment of the affective domain is one of
the requirements of the 21st
teaching-learning proposition. Both the
traditional and authentic assessment tools
are to be utilized to come up with good and
quality results. There are various instruments
or tools that can be used but it's has it owns
focus and each instrument is designed to
cater to a specific purpose. In this chapter
are the various methods and assessment
tools that can be used to assess the affective
domain of learners.
 OBJECTIVES
At the end of this chapter, students will be
able to:

★ Understand the Development of

Affective Assessment Tools.
★ Established whether the various
methods and assessment tools that can
be used in the classroom to teach
students.
★ Operationalize the proper Affective
Assessment Tools.
 METHODS OF ASSESSING AFFECTIVE TARGET
These are the three feasible methods of
assessing affective traits and dispositions.

These methods are:

★ Teacher Observation
★ Student Self-Report
★ Peer Ratings
 1.THREE CONSIDERATION ASSESSING AFFECT:
● Emotions and feelings change quickly
especially for young children and during
early adolescence - To obtain a valid indication
of an individual student's emotion or feeling.
● Use varied approaches in measuring the
same affective trait as possible - It is better
not to rely on a single method because of
limitations inherent and that method.
● Decide what type of data or results are
needed, is it individual or group data? -
Consideration of what the purpose of
assessment is will influence the method that
must be used.
1.1 TEACHER OBSERVATION
Teacher Observation is one of the essential
tools for formative assessment.

★ Determine in advance ★ Classify those and create

how specific behaviors separate list of positive
relate to the target. student behaviors and
★ List of student another list for negative
behaviors and actions student behaviors.
that correspond two
positive and negative
dimensions of the
traits.
1.1 TEACHER OBSERVATION
These behavior is provided foundation
and developing guidelines, checklist,
or rating skills to positive behaviors are
called “approach behaviors” while
the negative ones are “avoidance
behaviors”.

★ Approach Behaviors result in

direct, frequent, and intense
contact.
★ Avoidance Behaviors result in less
direct, less frequent, and less
intense contact.
 1.1.1 UNSTRUCTURED 1.1.2 STRUCTURED
OBSERVATION OBSERVATION
Unstructured observation (anecdotal) Structured observation is different
may also be used for the purpose of from unstructured observation in
making summative judgments.
terms of preparation needed as well
as in the way observation is recorded.
Unstructured observation is more In structured observation, more time
realistic, which means teacher can is needed since checklist or rating
record everything they have observed
and are not limited by what is forms are to be made since it will be
contained in a checklist or rating scale. used to record observation.
 STRUCTURED OBSERVATION
★ Determined behaviors to be observed in advance.
★ Records students important data such as time, data,
and place
★ If unstructured, record brief descriptions of relevant
behavior
★ Keep interpretation separate from description
★ Record both positive and negative behaviors
★ Have as much observations of each student as
necessary
★ Avoid personal bias
★ Record images lead the observations
★ Apply a simple and efficient procedure
 1.2 STUDENT SELF REPORT 1.2.1 STUDENT INTERVIEW
Having a casual conversation or Teachers may have direct movement
interview. Student can also respond with the student wherein teachers
to a written questionnaire or survey can probe and response for better
about themselves or other students. understanding.
Teachers can clarify questions, probe
where appropriate for clarification or
response, and note non-verbal
behavior.
 1.2.2 SURVEYS & QUESTIONNAIRES
Constructed-Response format
It is a straightforward approach asking ★ Keep measures focus on specific
students about their effect by affective traits
responding to simple statement or ★ Establish trust with students
question. ★ Match response format to the
trait being assessed.
Selected-Response format ★ Ensure anonymity if possible
Rating Scale, Semantic Differential Scale ★ Keep questionnaires brief
and Checklist. ★ Keep items short and simple
It assures anonymity. It is important ★ Avoid negatives and absolutes
aspect when considering the traits that ★ Write items in present tense
are personal such as values and self ★ Avoid double barreled items
concept.
 1.2.3 PEER RATINGS (APPRAISAL)
Peer rating is seen as relatively
inefficient in terms of nature of
conducting, scoring, and interpreting
peer ratings.

The two(2) Methods of Conducting

Peer Ratings are:

★ Guess who approach

★ Socio-metric approach.
 2. UTILIZING THE DIFFERENT METHODS OR
COMBINATION OF METHODS IN ASSESSING AFFECT
2.1. Type of affect a needs to be assessed: 2.3 The use of information

A general reaction to something or If the intention of the affective

someone can best be gathered through assessment is to utilize the results,
observation. a supporting input the grading,
then multiple approaches is
2.2. If the information needed is from
necessary and be mindful of the
group or individual responses and
possibility of having fake results
Grouped response are tendencies are from self-report and even from
needed, selected response self-report their judgment.
method is suited.
 3. AFFECTIVE ASSESSMENT TOOLS:
3.1 CHECKLIST

Checklist is one of the effective formative

assessment strategies to monitor specific
skills, behaviors, or dispositions of
individual or group students (Burke 2009).

Checklist contain criteria that focus on the

intended outcome or target. Checklist
help student in organizing the tasks
assigned to them into logically sequenced
steps that will lead to successful
completion of the task.
 AFFECTIVE ASSESSMENT TOOLS:
REMEMBER

★ Keep measures focus on specific

affective traits
★ Establish trust with students
★ Match response format to the trait
being assessed.
★ Ensure anonymity if possible
★ Keep questionnaires brief
★ Keep items short and simple
★ Avoid negatives and absolutes
★ Write items in present tense
★ Avoid double barreled items
 AFFECTIVE ASSESSMENT TOOLS:
3.1.1 CRITERIA FOR CHECKLIST 3.1.2 WHY USE CHECKLIST:

The criteria must be aligned with A. Make a quick and easy way to
outcomes that need to be observed observe and record, skills criteria, and
and measured. behaviors prior to final test or
summative evaluation.
“When the teachers set criteria, the B. Provide information to teachers if
main emphasis is to use these criteria there are students who need help so as
in making judgement regarding the to avoid failing.
adequacy of student responses and
the criteria will influence the way the C. Provide formative assessment of
response is scored”. students' learning and help teachers
monitor if students are on track with
(Popham 1999). the desired outcomes.
 AFFECTIVE ASSESSMENT TOOLS:
3.2 RATING SCALE B. Completed rating scale gives
specific feedback to students as far as
According to Nitko (2001), rating scales
their strengths and weaknesses with
can be use for teaching purposes and
respect to the targets to which they
assessment.
are measured.

C. Students not only learn the

A. Rating scales help students standards but also be internalized the
understand the learning target or set standards.
outcomes and to focus students'
D. Ratings helps to show each
attention to performance.
students' growth and progress.
AFFECTIVE ASSESSMENT TOOLS:
EXAMPLE: RATING SCALE (ATTITUDES
TOWARDS MATHEMATICS)
 AFFECTIVE ASSESSMENT TOOLS:
3.2.1 TYPES OF RATING SCALES

Numerical Rating Scales

On numerical rating scale translate the

judgments of quality or degree into
numbers.

To increase creativity and consistency of

results from numerical rating scales, a
short verbal description of the quality
level of each number may be provided.
 AFFECTIVE ASSESSMENT TOOLS:
TYPES OF RATING SCALE

Descriptive Graphic Rating Scales

A better format for rating is the

descriptive graphic rating scales that
replaces ambiguous single word with
short behavioral description of the
various point along the scale. Describing
the points of the scale by behavior
descriptions lead to increased
consistency of rating across raters and
students.
 AFFECTIVE ASSESSMENT TOOLS:
3.2.2 COMMON RATING SCALES ERROR
 AFFECTIVE ASSESSMENT TOOLS:
TYPES OF RATING SCALE ★ Disagree (D)
3.3 Likert Scales ★ Strongly disagree (SD)

Another simple and widely used

self-report method in assessing effect is LIKERT SCALE
the use of likert scale where in a list of
clearly favorable and unfavorable attitude
statements are provided.

★ Strongly Agree (SA)

★ Agree ( A)
★ Undecided (U)
 AFFECTIVE ASSESSMENT TOOLS:
5 STEPS IN CONSTRUCTING LIKERT each statement for easy marking.
SCALE INSTRUMENT:
★ Add the directions, indicating
★ Write a series of statement how to mark the answer and
expressing positive and negative include a key at the top of the
opinions towards attitude page if letters are used for each
statements.
statement.
★ Select the best statement at (least
10) with a balance of positive and ★ Some prefer to drop the
negative opinions and edit as undecided category so that the
necessary. respondents will be forced to
★ List the statements combining the indicate agreement or
positive and negative and put the disagreement.
letters of the 5-point scale to the left
of
 AFFECTIVE ASSESSMENT TOOLS:
3.4 Semantic Differential Scale Anonymity is important when the traits
are more personal such as values and
This scales used adjectives pairs the
self-concept. It is also efficient way of
provide anchors for feelings or beliefs that
collecting information.
are opposite in direction and intensity.
 AFFECTIVE ASSESSMENT TOOLS:
3.5 SENTENCE COMPLETION

It captures whatever what comes

to mind from each student.

★ Students’ faking their

responses thinking that the
teacher will notice this there
penmanship.