Lesson 4:

AFFECTIVE
ASSESSMENT

Group 4
Desired Significant Learning
Outcomes:

In this lesson, you are expected to:

• Develop an assessment tool to

measure affective outcomes of
learning.
Lesson 4: Affective Assessment

• What is affective assessment?

• Why assess affective domain?
• What is the taxonomy of affective
domain in learning?
• What are the affective variables in
learning?
• What assessment tools are used to
measure affective learning?
 What is affective
assessment?
• This type of assessment deals with the affect
dimensions of students’ learning. The affective
domain (from the latin affectus, meaning
“feelings”).
• Affective assessment focuses on measuring
students’ feelings, attitudes, values, beliefs,
opinions, interests, and motivation related to
their learning experiences.
What is affective
assessment?
• They are the non-cognitive outcomes of
learning.

Purpose:
• The type of assessment in this domain is not
aimed to determine what the students
have learned. Rather, it looks into how
students feel while they are learning, how their
learning experiences have influenced their
emotions and future behavior.
Importance:
• Understanding students' affective
domain helps teachers tailor their
approaches, address individual needs, and
reshape lesson plans based on identified
affective characteristics.

• It contributes to metacognition, self-

awareness, and ultimately enhances the
learning process.
Integration with Cognitive
Assessment:
• Affective assessment works in
tandem with cognitive assessment.
• While cognitive assessment evaluates
knowledge and skills, affective
assessment provides insights into
students' attitudes and motivations,
offering a holistic understanding of their
learning experience.
Affective Assessment Guides Academic
Success

• Affective assessment helps teachers

determine steps to help students achieve
academic success by understanding their
views, perceptions, and feelings during
learning activities.
Motivation and Desire Drive Learning

• According to Stiggins (2005), motivation

and desire are essential for learning,
highlighting the importance of students’
willingness to learn.
Affective Variables Shape Academic
Achievement

• Popham (2011) argues that affective

variables, such as attitude, interest, and
motivation, are often more significant than
cognitive variables in determining
academic success.
Growing Importance of Affective
Assessment

• While cognitive assessment has

traditionally received more attention,
assessment of affective characteristics has
become more important in recent years,
despite being more challenging due to the
range of objectives and internal qualities
involved.
Why assess affective domain?

Assessing the affective domain is crucial

in education for several reasons:

• Understanding Student Well-being

• Enhancing Learning Engagement
• Promoting Holistic Development
• Identifying Barriers to Learning
• Fostering Positive Relationships
Bloom’s Taxonomy ( Taxonomy of learning)
3 Domains
What is the taxonomy of
affective domain in
learning?
The taxonomy of the affective domain,
developed by Krathwohl et al. (1964).
It consists of five levels of affective
behavior:

1. To receive:
• In this level of affective behavior, the
learner demonstrates an awareness in
an activity that is happening such that
he/she gives attention to that activity.
1. To receive:

• This level involves willingness to

receive the stimulus.
For example:
Looking at the teacher during lecture is
an awareness on a learning stimulus, but
listening and paying attention indicate
willingness in receiving that stimulus.
2. To respond:

• In this case, the learner reacts to a given

stimulus or information that has been received.
If a learner participates in a class discussion,
and not merely listening, then the learner is in
this level of behavior. • This behavior may be
compliance to a given task, voluntary
engagement, or doing an activity with interest.
3. To value:

• This is the level where the learner

demonstrates commitment to the object,
knowledge, or activity. Here, the learner has
internalized a set of specific values such that
these values are manifested through overt
behaviors. For example, picking up trash
outside the classroom without teacher’s
presence or saving money for a book.
4. To organize:

• This is 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.
At this level, learners independently
distinguish between right and wrong, making
decisions based on personal judgment of what
holds greater value.
5. To characterize:

• At this level, learners consistently

demonstrate their beliefs and attitudes
across various situations, establishing a
character that extends beyond the
classroom and becomes part of their
lifestyle.

For instance, if learning patience through an

experiment, the student may apply this trait
What are the affective variables in
learning?

In the education field, the most common

variables for affective assessment are the
following:

1. Attitudes
2. Values and Beliefs
3. Interest
4. Motivation
5. Self-confidence
1. Attitudes:

• Refers to a person's reaction, whether

positive or negative, toward an object,
activity, person, or environment.

Example: Attitude toward learning,

subjects, teachers, classmates,
homework, projects, wearing uniforms,
attendance to flag ceremony, etc.
Cognitive Component of Attitudes:

• Attitudes are not solely affective but also

influenced by cognitive factors, such as
knowledge and beliefs about the object or
situation.

• For example, understanding the health risks of

smoking and nicotine ideally leads to a
negative attitude towards smoking, but this
may not always be the case due to various
factors influencing behavior.
• Attitude involves both affective (feelings) and
cognitive (thoughts) ; it's not just about
emotions but also affected by what we know
and believe.

• Othuon (2010) found that negative attitudes

toward English contribute to poor performance
in the subject.

• Abidin et al. (2012) highlighted that students’

attitudes and perceptions toward a second
2. Values and Beliefs
VALUES: BELIEFS:

• Characteristics or traits • Convictions or opinions

held in high importance. held to be true without
evidence.
• Principles that guide future
actions and decisions. •Can be about various topics
like mathematics, freedom,
• In education, values gender equality, etc.
include honesty, patience,
respect, cleanliness, etc. •Emerge from experiences
and can change over time.
Relationship between Beliefs and
Values:

• Beliefs lead to the formation of

values.
• Both can change based on learned
experiences.
• Positive learning experiences help
form beliefs and values desired in
students.
Importance of Assessing
Affective Factors:

• Beliefs and values impact

attitudes, which are linked to
performance.

• Assessing these factors helps

teachers plan instruction to
achieve curriculum goals.
3. Interest:

• A psychological state that captures

a person's attention towards an
object, idea, or event.

• In the classroom, it reflects a

student's inclination or disposition
towards a subject like reading,
science, mathematics, etc.
 Personal vs. Situational Interest:

Personal interest Situational interest

• Is driven by individual preferences • Arises from external factors like

and choices, such as reading books liking a particular teacher or
voluntarily. enjoying a specific activity.

Example: A student who spends their Example: A student who develops

free time reading novels because they an interest in history because of
genuinely enjoy reading. an engaging history teacher.
Importance of Assessing
Interest:

• Helps teachers understand how

receptive students are to lesson content.

• Low interest indicates the need for

intervention strategies, such as creating
more engaging learning experiences or
fostering interactions among students
4. Motivation:

• Defined by Brown (1987) as an inner drive,

impulse, or desire that leads to action,
sustaining behavior and increasing effort
towards a goal.

• Highly motivated learners are willing to

invest time and effort, finding excitement and
enjoyment in academic tasks, which
enhances cognitive processing and improves
learning outcomes.
 Intrinsic and Extrinsic Factors:

Intrinsic factors originate from within the Extrinsic factors come from external
individual and are inherently rewarding. sources and involve rewards or
They are driven by personal interest and consequences outside of the individual’s
enjoyment. control.

Examples: (Curiosity) A student’s natural Examples: ( Praise ) Positive feedback or

inclination to explore and learn about recognition from others, such as teachers
new topics out of genuine interest. or peers, for completing a task.
Needs and Desires Integral to
Motivation:

• Ausubel (1968) identified six needs and desires

that contribute to motivation

• The need for exploration • The need for

activity
• The need for manipulation
• The need for stimulation
• The need for knowledge
Importance of Creating a Supportive
Learning Environment:

• Teachers play a critical role in creating a

learning environment that addresses these
needs and desires, fostering high levels of
motivation in learners.

• Assessment of motivation is essential to

understand learners' engagement and to tailor
instructional strategies accordingly.
5. Self-confidence:

Definition: Self-confidence is an individual's

belief in their ability to accomplish tasks or
achieve goals.

Importance: It significantly impacts academic

success by influencing how students approach
learning tasks and assessments.
Association with Academic
Success:

• Empirical studies, such as those by

Stankov et al. (2012), have shown that self-
confidence is positively correlated with
academic success. For example, students
who believe they are skilled in Math tend to
perform well on Math and English tests.
Benefits of Self-confidence Tests:

• Offer insights into students' strengths and

weaknesses in specific subjects.

• Aid in identifying areas where students

may require additional support or practice.

• Assist teachers in adapting instructional

strategies to address students' varying
confidence levels and learning needs.
What assessment tools are used
to measure affective learning?

• Measurement of affective traits is more

challenging compared to measuring cognitive
and psychomotor dimension of learning.
(Because it is intangible)

• Such measurement may be direct or

indirect.
 Direct and Indirect

Direct Measurement: Indirect Measurement:

• Provides concrete and immediate • Allows for the assessment of

results but may not capture complex traits but may be
complex or internalized traits. influenced by biases or inaccuracies
in self-reporting.
Example: Evaluating a student’s
ability to solve math problems by Example: Asking students to
having them complete a math test. complete a survey about their
attitudes towards a particular
subject.
Common methods for indirectly assessing
intended affective learning outcomes
include:

1. Self-report inventory
2. Questionnaire
3. Opinionnaire
4. Semantic differential
5. Observation
6. Interview
1. Self-Report Questionnaires:

• Are assessments where respondents

answer questions about themselves, their
behavior, emotions, feelings, or views.

Purposes: These questionnaires are used to

diagnose students’ mental and emotional
states, as well as to measure changes in
attitudes, interests, or motivations over time.
Ease of Administration: Relatively easy to
administer, providing immediate results and direct
insights from students.

Limitations: Potential lack of honesty in

responses due to social desirability bias or desire
to please the teacher.

Preventing Bias: Create a supportive

environment, emphasize honesty, assure
confidentiality, and use anonymous surveys when
possible.
Self-report inventories use a variety
of formats. The most common are
presented in the following:

a.) Likert scale is a measuring tool

consisting of a series of questions or
items where respondents rate their level
of agreement or disagreement on a scale.
Invention: Invented by Rensis Likert, it
allows respondents to select a rating
reflecting their agreement or disagreement
with items related to a specific topic,
experience, or issue.

Scale Range: Responses typically range from

“strongly agree” to “strongly disagree,” with
numerical values assigned to each response (e.g.,
1 for strongly disagree, 5 for strongly agree).
Example of Likert scale:
Example of Likert Scale instrument that indicate the
numerical Scale:

• One danger of having numerical scale value is the

possibility that an option with higher value will be
more attractive to the respondent.

Descriptive Scale labels And Numeric Scale:

• The 5-point scale is the most common continuum, but this will be
more fitted for adults.
• The 4-point scale is easier for younger respondents.
• Some visuals may be used such as: emoji, to catch the attention of
the younger respondents in answering the instrument
Example:
Guidelines for creating a self-report
assessment instrument:

1. Present tense statements only.

2. Statements should reflect the
psychological construct being measured.
3. Avoid factual statements; focus on
affective traits.
4. Ensure statements elicit responses
with clear interpretations.
Guidelines for creating a self-report
assessment instrument:

5. Use clear, simple, and precise

language.
6. Omit ambiguous terms like “always,”
“nearly,” “only,” “never,” and “just.”
7. Use vocabulary suitable for
respondents’ understanding.
8. Avoid double negatives in sentences.
Steps in constructing a rating scale:

1. Choose a relevant affective trait for

assessment, ensuring benefit to teaching
and learning.
2. Develop clear, focused items covering
various levels of affective taxonomy and
including positive and negative positions.
Steps in constructing a rating scale:

3. Pilot test the inventory to identify and

revise unclear parts, considering
feedback from comparable respondents.
4. Administer the inventory to target
respondents, allowing adequate time for
completion.
Steps in constructing a rating scale:

5. Analyze results using a 1 to 5 scale, with

numerical values reversed for negative
items. Use simple statistics like frequency
counts, cumulative percentages, and mean
computation to interpret data. Adapt data
analysis based on the intended use,
whether for classroom improvement or
broader implications in the learning
b. Semantic Differential

• This is a widely used scale that employs

ratings of concepts with contrasting
adjectives placed at opposite ends of the
number scale.
For example, the concept of “Problem
Solving” can be assessed using the
following semantic differential scale:
Example:
C. Checklist

• A checklist is a form of self-report that asks

persons to indicate whether they demonstrate
a set of qualities or behaviors.
• For affective assessment, 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.
An Example of Self-Report Behavior
Checklist
Another example of
checklist:
2. Interview

• Oral assessment conducted through

conversation.
• Collects in-depth information not captured by
written instruments or observations.
• Probing responses and expanding on initial
answers.
• Provides flexibility for both students and
teachers to adapt questions as needed.
• Builds trust between the interviewer and
interviewee.
 Structured vs. Unstructured
Interviews:
Structured Interviews: Unstructured Interviews:

• Follow a planned sequence of • Appear more natural and

questions. conversational.
• Tends to be more formal and • Offer flexibility in the discussion
controlled. flow.

Example: “Can you describe your Examples:

experience with the recent group “Tell me about your overall
project?” experience in this class.”
Effectiveness of Interviews:

• Effective tool for affective assessment,

going beyond cognitive improvement.
• Motivates students to learn through
spoken words and personal interaction.
• Questions such as performance on
assignments, exciting test questions, and
challenging tasks evoke students' feelings
and engagement.
Steps in Developing and Conducting an
Effective Interview Assessment:

1.Select Assessment Objectives

2. Sequence Oral Questions
3. Prepare Recording Sheet
4. Conduct the Interview
5. Record Responses
3. Student Journals

• Effective for assessing and monitoring student

thinking and attitudes.
• Provides guided opportunities for students to
"think aloud" through writing.
• Special form of documentation recording personal
experiences and thoughts.
• Reflects learners' perceptions about problems,
situations.
Reflective Aspect of Journal Writing:

• Allows students to rewind experiences for new

perspectives in future actions.
• Provides an avenue for expressing thoughts
and feelings, revealing both cognitive and
affective aspects.

Example: Question like "When is a person a hero

to you?" elicits beliefs, values, and knowledge on
heroism.
One-to-One Dialogue and
Partnership:

• Opens a channel for confidential one-to-one

dialogue between teachers and students.
• Fosters a partnership environment for
resolving issues and conflicts of ideas.
• Written journals offer information for
teacher feedback, questions, and developing
diverse thinking.
Considerations for Using Journal
Writing as an Assessment Tool for
Affective Learning Outcomes:

1. Purpose of Journal Writing 6. Audience for

Journals
2. Format of Writing. 7. Grading Criteria

3. Topic Selection
4. Length of Writing
5. Feedback Mechanism
4. Observation

• Involves observing student behavior

in natural settings during teaching and
learning.
• Provides insights into attitudes,
beliefs, disposition, and character.

Example: PE teacher observes

basketball game to assess honesty,
 Structured vs. Unstructured
Observation:
Structured Observation: Unstructured Observation:

• Involves preparation of • Open-ended, no formal

checklist or rating form prior to recording during observation.
observation.
• Requires clear planning and
• Checklist defines positive and identification of observable
negative behaviors related to the behaviors.
trait.
• Subjectivity in interpretation
• Provides straightforward should be considered.
recording of observed behaviors.
Examples:
Guidelines for Valid and Reliable
Observations:

1. Define Affective Trait:

- Clearly define the affective trait targeted for
observation.
2. Use Checklist or Rating Scale:
- Develop a checklist or rating scale to specify
observable affective behaviors.
- Utilize the checklist for collecting and recording
observational data.
3. Seek Expert Consultation:
- Consult with colleagues or experts to validate
the feasibility of observed behaviors.
- Conduct a trial observation with a sample of
students.
4. Collaborative Observation:
- Collaborate with colleagues during the actual
observation.
- Enhances reliability by having multiple
perspectives.
5. Ethical Considerations:
- Ensure clarity on ethical issues related to student
observation.
6. Immediate Recording:
- Record observations promptly using the checklist
and supplement with anecdotal records.
- Focus on factual observations, avoiding personal
interpretation and biased statements.
7. Review Data: - Reflect on observed outcomes.
8. Decide Future Steps:
- Decide on future steps based on the observation
results.
9. Adjust Planning:
- Planning and apply interventions based on
observations.
10. Monitor Progress:
- Continuously track student progress by assessing
observed behaviors.
Thank you
for
listening!