Scribd
Upload
341 views25 pages

Assessment in Affective Domain Rating Scales and Checklists

This document discusses various tools used to assess students' affective domain, which involves feelings, values, appreciation, enthusiasms, motivations, and attitudes. It describes rating scales, checklists, and observation instruments. Rating scales measure attributes on a numeric scale and provide feedback on student performance. Checklists involve teachers marking whether attributes are present or absent in students. The document provides steps to construct these tools and examples of different types of rating scales like Likert scales and semantic differential scales that assess reactions to concepts.

Uploaded by

Cantos, Luke Emmanuel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
341 views25 pages

Assessment in Affective Domain Rating Scales and Checklists

This document discusses various tools used to assess students' affective domain, which involves feelings, values, appreciation, enthusiasms, motivations, and attitudes. It describes rating scales, checklists, and observation instruments. Rating scales measure attributes on a numeric scale and provide feedback on student performance. Checklists involve teachers marking whether attributes are present or absent in students. The document provides steps to construct these tools and examples of different types of rating scales like Likert scales and semantic differential scales that assess reactions to concepts.

Uploaded by

Cantos, Luke Emmanuel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 25

A BLESSED DAY!

REVIEW OF THE
PAST LESSON
Assessment and Evaluation in Social
Studies

ASSESSMENT IN THE
AFFECTIVE DOMAIN:
RATING SCALES,
CHECKLISTS, AND
OBSERVATION
INSTRUMENTS
Luke Emmanuel Cantos
LEARNING
OBJECTIVES
At the end of this topic, the students can:

Identify the differences between rating scales


01 and checklists as a tool of assessment;

Develop self-made assessment tools in the


02 affective domain; and

03 Demonstrate understanding by active listening


on how assessment tools in affective domain is
being made and utilized
WHAT IS AFFECTIVE DOMAIN?

- it describes learning
objectives that emphasize
a feeling tone, an emotion,
or a degree of acceptance
or rejection.
DEVELOPMENT OF
ASSESSMENT
TOOLS/STANDARD
ASSESSMENT TOOLS
RATING SCALES
This is a set of categories designed to elicit
information about a quantitative attribute in
social science. Common examples are the Likert
scale and 1-10 rating scales for which a person
selects the number which is considered to
reflect the perceived quality of a product. The
basic feature of any rating scale is that it
consists of several categories. These are
usually assigned integers. According to Nitko
(2001), rating scales can be used for teaching
purposes and assessment.
RATING SCALES
1. Rating scales help students understand the
learning target/outcomes and to focus
students' attention on performance.
2. Completed rating scale gives specific
feedback to students as far as their strengths
and weaknesses with respect to the targets to
which they are measured.
3. Students not only learn the standards but
also may internalize the set of standards
4. Ratings help to show each students' growth
and progress
Rating Scale (Attitude towards
Mathematics)
Directions: Put the score on the column for each of the statements as it
applies to you. Use 1 to 5, 1 being the lowest and 5 the highest possible
score.
TYPES OF RATING SCALES
1. NUMERICAL RATING
SCALE
2. DESCRIPTIVE GRAPHIC
RATING SCALE
3. SEMANTIC DIFFERENTIAL
SCALE
4. LIKERT SCALE
NUMERICAL RATING SCALE
-translate the judgment of
quality or degree into numbers.
To increase the objectivity and
consistency of results from
numerical rating scales, a short
verbal description of the quality
level of each number may be
provided.
Directions: Indicate the degree to which the student
contributes to team activity by encircling the appropriate
number.

The numbers represent the following values:

4 - constantly appropriate and effective;


3 - generally appropriate and effective;
2 - needs improvement, may do other unrelated tasks; and
1 - unsatisfactory, disruptive and do other tasks not related
to the activity

To what extent does the student participate in team


meetings and discussions? 1 2 3 4
DESCRIPTIVE GRAPHIC RATING SCALE
-A better format for the rating is this
descriptive graphic rating scale that
replaces the ambiguous single word
with short behavioral descriptions of
the various points along the scale.
Describing the points of the scale by
behavior descriptions leads to
increased consistency of ratings
across raters and students.
Directions: Make your ratings on each of the following by
placing X anywhere along the horizontal line under each
item. In the space for comments(s), include anything that
helps clarify your rating. To what extent does the
student participate in team meetings and discussions?
SEMANTIC DIFFERENTIAL SCALE
-it 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 is shown in the next
slide:
SEMANTIC DIFFERENTIAL SCALE
LIKERT SCALE
-is a simple and widely used self-
report method in assessing affect. It
requires that individuals tick on a box
to report whether they "strongly
agree", "agree", "undecided", "disagree",
or "strongly disagree", in response to a
large number of items concerning
attitude, object or stimulus. An
example is shown in the next slide:
LIKERT SCALE
CONSTRUCTING A LIKERT SCALE
1. Write a series of statements
expressing positive and negative
opinions toward attitude objects.
2. Select the best statements (at least
10), with a balance of positive and
negative opinions and edit as necessary.
3. List the statements combining the
positive and negative and put the letters
of the five-point scale to the left of each
statement for easy marking.
CONSTRUCTING A LIKERT SCALE
4. Add the directions, indicating how
to mark the answer and include a key
at the top of the page if letters are
used for each statement.
5. Some prefer to drop the undecided
category so that respondents will be
forced to indicate agreement or
disagreement.
CHECKLISTS
-are the most common and
perhaps the easiest
instrument to construct in the
affective domain. A checklist
consists of simple items that
the student or teacher marks
as "absent" or "present".
STEPS IN CONSTRUCTING A
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 evidence of good
interpersonal relation.
STEPS IN CONSTRUCTING A
CHECKLIST
•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.
OBSERVATION TOOLS
Thank you and God bless!

You might also like