LESSON 4

AFFECTIVE
ASSESSMENT
How do you assess affective outcomes
AFFECTIVE ASSESSMENT
of student’s learning?
Deals with the measurement of feelings,
attitude, or interest. It deals with the affect
Desired Significant Learning
Outcomes: dimension of student’s learning.
( From the Latin affectus, meaning “feelings”
• Develop an assessment tool to measure ) includes a host of constructs, such as
affective outcomes of learning. attitudes, values, beliefs, opinions, interests,
and motivation. They are the non cognitive
outcomes of learning that are not easily seen
or explicitly demonstrated. The type of
What is affective assessment? Why
assessment in this domain is not aimed to
assess affective domain?
determine what the students have learned.
Rather, it looks into how students feel when
they are learning, how their learning
experiences have influenced their emotions
and future behavior.
Affective Assessment
2
 What is the taxonomy of affective
Affective Assessment does not determine the domain in learning?
grades the students get unlike the cognitive and
psychomotor assessment rather it helps teachers In the assessment of cognitive domain, you have
determine what steps needs to be taken to help
students achieve academic success. used the Revised Bloom’s Taxonomy of Cognitive
Processes identified as remembering,

STIGGINS ( 2005 ) understanding, applying, analyzing, evaluating,

and creating.
Motivation and desire represent the very foundation KRATHWOHL et al. ( 1964 )
of learning. If the students do not want to learn, there Developed a taxonomy of effective qualities that
will be no learning. can serve as guide in doing affective assessment.
These include the following behavior:

1. To Receive
POPHAM ( 2011 ) in this level of affective behavior, the learner
demonstrates an awareness in an activity that is
Contends that affective variables are often more happening such that he/she gives attention to
significant than cognitive variables. that activity. 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 indicates willingness in receiving that
Affective Assessment stimulus.
3
2. To Respond 5. To Characterize
in this case, the learner reacts to a given stimulus or in this level of affective trait, the learner
information that has been received. If a learner demonstrates his or her beliefs and attitudes not
participates in a class discussion, and not merely only in a single event or situation but in multiple
listening, then the learner is in this level of behavior. events, showing consistency of the behavior that
This behavior maybe compliance to a given task, establishes an image or character of the learner.
voluntary engagement, or doing an activity with
interest.
3. To Value What is the taxonomy of affective
this is the level where the learner demonstrates domain in learning?
commitment to the object, knowledge, or activity.
Here, the learner has internalized a set of specific In the education field, the most common
values such that these values are manifested through variables for affective assessment are the
overt behaviors. For example, picking up litters outside following:
the classroom without teacher’s presence or saving 1.
money for a book, or putting off lights after class on Attitudes
This is the most talked about affective factor in a
own
4. To volition.
Organize student’s learning. We always talk about attitude
this is the level where the learners has internalized toward something. This means we are referring
and integrated his or her feelings, emotions, beliefs, to a person’s reaction whether negative or
opinions, etc., resulting to actions where new values positive, favorable, or unfavorable toward an
and traits emerged. In this level the learner is able to object, activity, person, or environment to
discern independently the right from wrong, and teaching.
he/she is able to make a decision on what is more It is important to note that attitude cannot be
valuable based on his or her own judgement. taken as solely affective. It also has cognitive
component where the learner has the content
Affective Assessment
knowledge that defines the worth or value of the
4
object or situation.
OTHUON ( 2010 ) 3. Interest
Found out that negative attitude toward English is the Is a psychological state that draws a person’s
most affective and psychological factor that results in attention to an object, idea, or event. In a
the students’ poor performance in English. classroom setting, it is what students are “into”
or the learner’s disposition about a topic, such
ABIDIN et. al as reading, science, mathematics, history, etc.
(The
2012 ) of students to master a second language is It is interest that drives the learner to be
ability attentive to the topic or discussion or engage
not only influenced by the mental competence or in any academic activity. Interest maybe
language skills but also by the students’ attitudes and personal or situational. Interest is directly
perceptions toward the target language. 4. Motivation
linked with enjoyment and joy in doing
2. Values and Beliefs something.
Values are characteristics or traits that a person Brown ( 1987 ) defines motivation as an inner
holds in high importance. These includes principles drive, impulse, emotion, or desire that moves
that one considers to be right, and consequently which one to a particular action. It arouses and sustain
guides the person’s future actions and decisions. In a behavior. It can lead to to increased effort and
school setting, values that are included in the energy to pursue a goal.
curriculum are honesty, patience, perseverance, Motivation has other intrinsic factors like
respect for others, cleanliness, and order, care for curiosity, appreciation, valuing for learning, as
environment, etc. Beliefs, on the other hand, refer to well as extrinsic factors like praise, grades for
our convictions or opinions we hold to be true even completion, certification, etc.
without evidence. These values and beliefs determine Ausubel ( 1968 ) has identified six needs and
attitudes which are correlated with a learner’s desires that are integral parts of motivation: (1)
performance. This sequential relationship reinforces the need of exploration, (2) the need for
the importance to assess these affective factors that manipulation, (3) the need for activity, (4) the
Affective
can Assessment in developing their instructional plan
aid teachers need for stimulation, (5) the need for 5
to attain intended curriculum goals and objectives. knowledge, and (6) the need for ego
 1. Self-Report Questionnaire
5. Self- confidence
This refers to how a person feels about his or her Is a type of assessment where the respondent
abilities to accomplish a task or reach a goal. It is the is asked to answer question about
person’s perception of himself/herself and his or her himself/herself, his or her behavior, emotions,
capabilities to perform successfully the task given to feelings, or views. It serves many purposes to
him/her. Empirical studies showed self-confidence is include diagnosis of students’ mental and
associated with academic success. emotional state. This assessment tool is easy to
administer to get immediate results and
information directly from the person who is most
knowledgeable about himself/herself.
What assessment tools are used to Self-report inventories use a variety of formats.
Thea. Likert
most scale
common are presented in the
measure affective learning?
following:
This measuring tool, invented by Rennis
Likert, is a series of questions or items that
Measurement of affective traits is more challenging
requires the respondent to select on a scale a
compared to measuring cognitive and psychomotor
rating reflecting the level of agreement or
dimension of learning. Such measurement may be
disagreement on items that are related to a
direct or indirect.
particular topic, experience, or issue. The
A variety of methods for indirect assessing intended
responses, both in descriptive and numeric
affective learning outcome have been espoused.
form, range from one extreme to another, such
Some of the most common assessments include self-
as “strongly agree” to “strongly disagree”,
report inventory, questionnaire, opinionnaire,
where “5” is the numerical value of extreme
semantic differential, observation and interview.
positive feeling and “1” for the extreme
negative. This kind of scaling gives deeper
Affective Assessment insight into what the students are thinking and
6
feeling.
Affective Assessment 7
Writing Statements for Rating Scale for Self- Steps in the Construction of the Rating Scale
Report
Some guidelines might be of help in creating your self-
report assessment instrument.

1. Statements should refer to the present conditions 1. Select the affective trait you want to
rather than past or future situations. assess which you find relevant to
2. The statement should be relevant to the teaching-learning situation. Make sure
psychological construct being measured. that you or your school is going to benefit
3. Avoid factual statement since the nature of what from it and use the data to improve the
is assessed are affective traits. present situation.
4. Statement should elicit a response that lends 2. Construct items that are clear, definite,
itself to one interpretation. and focused on the trait you want to
5. Statements should be clear and simple sentences measure.
using precise and direct language. 3. Pilot test or field try the inventory and
6. Considering that responses in the instrument revise the parts that appear to be unclear.
reflect gradation, statements should no longer The purpose of field testing the
contain always, nearly, only, never, and just. instrument is to detect unclear questions
These words are ambiguous. and statements and procedural difficulties
7. Use vocabulary appropriate for the level of the intended respondents can experience
understanding of the respondents. with the questionnaire.
8. Avoid double negative sentences. 4. Administer the self-report inventory to
your respondents. It is advised that
adequate time like on power tests is
provided for completion of the inventory.
Affective Assessment 5. Analyze the results and consider the
8
findings and draw the implication.
b. Semantic Differential
In this example, the students are asked to express
This is a widely used scale that employs ratings of their attitudes toward problem solving. In semantic
differential it reversed to balance the scale and
concepts with contrasting adjectives placed at opposite
create a less biased measurement. The response
ends of the number scale.
could then be summed, and a mean could be
determined in each of the adjectives pairs.
c. Checklist

Is a form of self-report that asks person’s to

indicate whether they demonstrate a set of
qualities or behaviors. In affective
assessment, it is a tool for identifying the
presence or absence of a feeling, attitude, or
behavior.

Affective Assessment
9
 2. Interview
This is an oral assessment of student learning
that is conducted through spoken words and
casual conversation. This assessment tool
allows the teacher to collect and explore more
in-depth information about the traits being
assessed that cannot be captured by written
instrument nor even be observed. It provides
students opportunity to open other thoughts
and ideas, and the teachers can be flexible to
adapt questions as the need arises. It can
provide a powerful “moment of sharing” where
the learner is able to express face-to-face his
or her feelings and emotions. Interviews may
be structured or unstructured. In the
structured interview, there is a planned
sequence of questions, which lead to open-
ended discussion between the teacher and the
student , either done individually or by group.
One limitation though of the structured
interview is that predetermined questions tend
to limit flexibility. On the other hand, informal
interview will appear to be natural, and it can
Affective Assessment
create a more conversational environment for
sharing, wherein the teacher will be able 10 to
For the 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 statements that
will make the learner be at comfort level with the
teacher.
5. Record the responses, both elicited responses and
responses that were aided by 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 a
response. It will also be worth noting to record the
nonverbal behavior like body movements during
the interview process.

Affective Assessment
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 In choosing journal writing as an assessment tool for
affective learning outcomes, here are some guide
3. Student Journals questions to consider:
• What is your purpose for the student journal
These are affective tools that can be used in writing(i.e., critical thinking, reflection, self-
assessing and monitoring student thinking and awareness, goal review, developing self-
attitudes. Journal writing gives students guided confidence, overcoming anxiety)?
opportunities to “think aloud” through writing. It is a • What is the format (i.e., handwritten free
special form of documentation that records personal form, typed, full sentences)?
experiences and thoughts. It is a reflection of learners’ • What is the topic? What do you want the
own perception about a problem, a situation, or an students to write about?
activity they are tasked with. In journal writing, • How much do you want your students to
students are given opportunity to rewind previous write (i.e., number of pages, number of
experiences that can give them new perspectives in paragraphs, or number of words)?
facing future actions. Students are givenn the • How will the students be given feedback
opportunity to open up and express their thoughts and (i.e., individual, with a small group, with the
feelings, which can reveal their thinking both on the teacher)?
cognitive and affective aspect of the problem task. • Who will read the journal (i.e., with the
Journal writing opens the door for a one-to-one teacher only, with the other teachers, with
dialogue between the teacher and the student. While selected students)?
the primary intention of journal writing is to capture • How will the students be graded (i.e.,
students’ feelings and emotions, the discourse can Pass/Fail, Rubric, no scoring needed)?
lead to improving the cognitive domain.

Affective Assessment 12
4. Observation

It is an assessment tool that involves looking out for

the presence or absence of behaviors of learners in a
natural setting. Observation allows the teacher to
assess student behavior in the actual teaching and
learning process unlike other forms of assessment that
require separate time with the student to answer the
measuring instrument. This method is a rich source of
clues that that can be both obtrusive and unobtrusive
measures of attitudes, beliefs, disposition, character,
etc. Like interview, observation may be structured or
unstructured. An unstructured observation is open-
ended, with no formal recording of what is observed as
assessment process is ongoing. On the other hand, in
the structured observation, you need to prepare a
checklist or rating form before the actual observation.

Affective Assessment
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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.
This 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. Affective Assessment
5. Be clear on ethical issues.
6. Record the observation immediately. Use the
checklist, supplemented by anecdotal records. 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.

Affective Assessment
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 Summary
Affective learning deals with the measurement of feelings, attitude, or interest. It
deals with the affect dimension of student’s learning. The type of assessment in
this domain is not aimed to determine what the students have learned. Rather, it
looks into how students feel when they are learning, how their learning
experiences have influenced their emotions and future behavior. Affective
Assessment does not determine the grades the students get unlike the
cognitive and psychomotor assessment rather it helps teachers determine what
steps needs to be taken to help students achieve academic success.

Affective Assessment 15
 In the taxonomy of affective learning it includes the following behavior or trait:
To receive, To respond, To value, To organize, To characterize. There are also
variables in affective learning that includes: Attitudes, Values and Beliefs,
Interest, Motivation and Self-confidence. Measurement of affective traits is more
challenging compared to measuring cognitive and psychomotor dimension of
learning. Some of the most common assessments include self-report inventory,
questionnaire, opinionnaire, semantic differential, observation and interview.

Affective Assessment
16
 Meet our team
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JENNIVEVE
JESELLE BALILI NOEL CADAVEDO MANILYN OGOC
SALCEDO

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ANGELIE OCOL GEROME BERNIDO IRINE BELOY JOVIELYN CATUBAY

Affective Assessment
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ROXANNE
JORICHO CATUBAY AL GHADZALE
PESALBON
LAYLING

Affective Assessment
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Thank
you