Affective Assessment

CHAPTER 2/LESSON 4

Balagtas, M.U., David, A.P., Golla, E.F., Magno, C.P., & Valladolid, V.C. (2019). Assessment in
Learning 2: Outcomes-based Worktext. Quezon City: Rex Book Store, Inc.
 What is Affective Assessment?
❑Affective Assessment refers to the measurement of learners’ feelings, values,
interest, attitudes, motivation, beliefs, etc.

⮚ It gives focus on non-cognitive outcomes of learning rather than measuring

the content knowledge and skills the students have acquired.

⮚ This type of assessment is viewed to be more difficult to measure because

feelings, interests, values, and other affective traits are internal characteristics
and not directly observable.

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 Why is affective assessment important?
❑ Affective assessment is valuable for several reasons:
⮚ Internal factors such as feelings, emotions, interest, motivation, etc. affect
students’ learning.
⮚ It provides an opportunity for teachers to better understand his or her
students as human being and not just a thinking person to learn the
prescribed content knowledge and skills.
⮚It can provide teachers more information about students’ difficulties,
struggles or behavior problems to improve their learning.
⮚ Students’ engagement to affective assessment helps them see through
their own feelings, emotions, interests -- a kind of self reflection to
understand and improve themselves.

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 Taxonomy of Affective Domain of Learning
Krathwohl et al. (1964) developed a taxonomy of affective qualities that
can serve as guide in doing affective assessment as summarized in
the first two columns of the following matrix and sample behaviors in
each level are presented

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 LEVEL DEFINITION BEHAVIOR EXAMPLES

Receiving awareness or attention ask , choose, view read a science book

to the object or activity identify

answer, write, discuss, answer questions

posed in the science
Responding attending or reacting to perform, help , tells book
certain events or stimuli
comply, select

differentiate, complete attends voluntarily a

describe reports science exhibit
Valuing giving worth to the share, explain,
content by showing
involvement to the propose
event or object, join, justify , work

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 LEVEL DEFINITION BEHAVIOR EXAMPLES

I
Compare, generalize, propose a science
modify, relate, exhibit in the school
Organizing internalizing with a new
value Synthesize, adhere
Alter, combine

act
discriminate joins a science club and
run as a club officer
Characterizing acting consistently with modify
the new value qualify
question
revise
serve
solve

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 Taxonomy of Affective Domain of Learning ( Krathwhol et.al 1964)

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 Important Affective Traits for Assessment in Learning
TRAIT MEANING
Attitude person’s predisposition to respond favorably or
unfavorably to an object, person, or activity
Values traits or characteristics that a person holds in high importance
Beliefs conviction or opinion one holds to be true
Interest psychological state that draws a person’s attention
to an object, idea, or event.

Motivation inner drive, emotion, or desire that moves one to a particular

action

Self Confidence person’s perception about himself/herself and his/her

abilities to perform successfully the task given to him/
her.

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 How Can We Measure Affective Learning?

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 Assessment Tools to Measure Affective Learning Outcomes

Measuring Description Strength Limitations

Instrument

1. Self Report Self inventory tool Easy and economical to the respondent may not be
where the respondent is asked to administer telling the truth and his/her
answer Immediate results can tendency to be subjective
a question about himself/herself, be obtained since questions are non-
his/her behavior, emotions, feelings, or
view factual
-----------------------------------------------
requires the respondent to select on a -------------------------------
a. Rating Scale scale a rating reflecting the level of scaling gives deeper
agreement or disagreement on items insight into what the Statements about attitude,
that are related to a particular topic, students’ perception, etc. takes time to
experience, or issue are thinking and feeling construct
Internal consistency of the
scale not easy to establish

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 Assessment Tools to Measure Affective Learning Outcomes
Measuring
Description Strength Limitations
Instrument
b. Semantic employs ratings of concepts with Reversing the position of possible misinterpretation of
Differential contrasting adjectives placed at positive and negative numerical value in between
opposite ends of the number adjectives balances the the two adjectives
scale. scale that creates less
biased measurement

c. Checklist. it is a tool for identifying usually Easy and simple for Not sensitive to measuring
through check mark (√) the presence respondents the differing levels of affective
or absence of a feeling, attitude, or behavior
behavior
--------------------------- ------------------------------------------------- -------------------------------- --------------------------------------
2. Interview an oral assessment of student learning Allows getting and Face-to-face encounter may
through spoken words and casual exploring in-depth be uncomfortable or create
conversation information about the trait anxiety to interviewee
being assessed that cannot
be captured by written
instrument or observation May take longer time to
include setting the
environment for conversation
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 Assessment Tools to Measure Affective Learning Outcomes

Measuring
Description Strength Limitations
Instrument
a special form of documentation done students can open up and Some students may not have
3. Student Journals by students that records his or her express their thoughts and the confidence to write their
personal experiences and thoughts feelings through their feelings and thoughts in essay
related to a particular activity or writing and gives that
lessons serve as inputs for the
teacher in her/his
discourse with the student

4. Observation that involves looking out for the allows the teacher to
presence or absence of behaviors of assess student behavior in Unstructured observation can
learners in a natural setting the actual teaching , more be time consuming
natural and authentic
source of information
Mere observation can lead to
misinterpretation or wrong
conclusion about trait being
assessed

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 I. What instrument is shown below? Check where you find yourself in each item.

What is your score? How do you describe yourself as a science student?

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 2. What assessment tool is illustrated here?
Place a check mark in each line that describes what is problem solving to you.

Describe your general perception about problem solving.

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 And…

3. What measuring tool is sampled below?

How do you perceive your reading class? your English class?

What class is more positive for you, Reading or English? Why did you say so?
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