Affective Assessment
But first . . .
.
React!
React!
React!
In Bloom’s taxonomy published,
three domains were identified:
cognitive, affective and
psychomotor domains.
The affective domain is part of a system
that was published in 1965 for
identifying, understanding, and
addressing how people learn.
Affective Assessment
Domains of Learning
It emphasizes a feeling tone, an It emphasizes measurements of
emotion or degree of reasoning and the mental
acceptance or rejection. faculties of the student.
Cognitive VS Affective Assessment
Levels of Learning
Affective Domain
Receiving Responding Valuing Organization Characterization
Accept Complete Accept Codify Internalize
Attend Comply Defend Discriminate Verify
Develop Cooperate Devote Display
Recognize Discuss Pursue Order
Examine Seek Organize
Obey Systematize
Respond Weigh
Behavioral Verbs
Affective Domain
What does it measure?
This is the process of gathering information about the
outcomes of education that involve disposition or personal
feelings such as attitudes, sense of academic self-
confidence or interest in something that motivationally
predisposes a person to act or not to act.
It also involves individual’s choice whether he/she likes to
finish
a task or how s/he would like to do it.
Affective Assessment
Attitud
e
It is learned predisposition to respond in a
consistent favorable or unfavorable manner with
respect to a given object.
Affective/ Disposition Targets
Anderson & Bourke (2000) cited by Stiggins (2001)
School-Related
Values
Values are beliefs about what should be desired, what
is important or cherished, and what standards of conduct
are acceptable.
Values influence or guide behavior, interest, attittudes
and satisfactions.
Values are enduring. They tend to remain stable over
fairly
long periods of time.
Values are learned and tend to be of high intensity and
tend
to focus on ideas.
Affective/ Disposition Targets
Anderson & Bourke (2000) cited by Stiggins (2001)
School-Related
Values
The following are values related to academic success:
Belief in the value of education as a foundation for a productive life
Belief in the benefits of strong effort in school
A strong sense of the need for the ethical behavior at testing time (no
cheating)
The belief that a healthy lifestyle (for ex. No drugs) underpins academic
success
Feeling about the key aspects of their schooling , that predispose students
to
behave in academically productive ways
Affective/ Disposition Targets
Anderson & Bourke (2000) cited by Stiggins (2001)
Academic Self
Concept
It is a learned vision that results largely from evaluation of
self by others over time. It is the sum of all evaluative
judgements one makes about one’s possibility of
success and/or productivity in an academic context.
Affective/ Disposition Targets
Anderson & Bourke (2000) cited by Stiggins (2001)
Locus of
Control
It is the student’s attributions or belief about the reasons
for
academic success or failure.
Internal- the attributions come from within.
“I succeeded because I tried hard.”
External- the attributions come from external contributions
or
factor.
“I was lucky to receive a grade of 99 .”
“I performed well because I had a good teacher.”
Affective/ Disposition Targets
Anderson & Bourke (2000) cited by Stiggins (2001)
Self
efficacy
Its target is a task, a (school) subject, an instructional
objective and the like. The direction is best captured by “I
can” versus “I can’t”. A “can’t do” attitude lies at the
heart of a concept known as learned helplessness.
The symptoms include a lack of persistence in the face
of failure, negative affect and negative expectations about
the future.
Affective/ Disposition Targets
Anderson & Bourke (2000) cited by Stiggins (2001)
Interes
t
A disposition organized through experience which impels
an individual to seek out particular objects,
activities, understandings, skills or goals for attention or
acquisition.
Affective/ Disposition Targets
Anderson & Bourke (2000) cited by Stiggins (2001)
Academic
Aspirations
The desire to learn more, the intent to seek out and
participate in additional education experiences.
Affective/ Disposition Targets
Anderson & Bourke (2000) cited by Stiggins (2001)
Anxiety
It is the experience of (emotional) tension that results from
real or imagined threats to one’s security.
Affective/ Disposition Targets
Anderson & Bourke (2000) cited by Stiggins (2001)
1. Interest Inventory- measures learners area of interest
2. Personality inventory- measures learners traits such as
self- concept, social adjustment, problem solving
styles, and other traits.
3. Observation Techniques
1.Casual Information Observations-
unstructured, unplanned or an observation without using any
instrument
Tools and Techniques
Affective Assessment
3. Observation Techniques(cont)
2. Observation Guides- structured or with the use of a
planned
instrument to record observations
3.Clinical Observations- a prolonged process in
diagnosing clients in a controlled clinical setting, which
involves the use of sophisticated techniques and instruments
Tools and Techniques
Affective Assessment
3. Observation Techniques(cont)
4.Anecdotal Records- a narrative record of observations of
a particular learner behavior during a given situation or
event free from interpretations and conclusions
5.Scales- consists of list of characteristics or behaviors to
be observed and an evaluative scale to indicate the
degree to which they occur
6. Checklist- a set of traits that an observer has to mark
if
demonstrated by a particular learner
Tools and Techniques
Affective Assessment
4. Self-Reporting Techniques
1. Autobiography- enables the learners to describe his/her
own
life and experiences
2.Self-Expression Essay- seeks to assess the
learner’s response to a particular question or concern usually
in a short essay form
Tools and Techniques
Affective Assessment
4. Self-Reporting Techniques (cont)
3. Self-Description- requires the learner to paint a picture
of
himself/herself in words
4.Self-Awareness Exercises- designed to help
learners become more aware of their feelings, emotions, and
values
5.Questionnaire- provides an opportunity to easily
collect a great deal of information that may be useful
in further understanding the learner client in identifying
problems as well Tools and Techniques
as opinions, attitudes, and values Affective Assessment
4. Self-Reporting Techniques (cont)
4.6 Structured Interview- enables the counselor to
obtain specific information and to in-depth behavior or
responses
5. Group Assessment Techniques
1.Sociometric Technique- provides information on
social relationships such as degrees of acceptance,
roles and interactions within groups
2.Guess Who Technique- best used with relatively
well- established groups in which members are well
acquainted with each other Tools and Techniques
Affective Assessment
3.Communigram- assesses the frequency of
verbal participation of a learner in a particular group within
a given period
4.Social Distance Scales- measures the distance of a
learner between other persons and himself/herself that
is usually identified through the reaction to given
statements that
compare attitudes of acceptance of rejection of other people
Tools and Techniques
Affective Assessment
1. Closed- Item or Forced-choice Instruments- answers are
selected from the given
choices
a. Checklist- measures students’ preferences,
hobbies, attitudes , feelings, beliefs, interests, etc. by
marking a set of possible responses.
b. Scales- these measure the extent or degree one’
of s
response
Formats of Affective Assessment Tools
Types of Scale
1.Rating Scale- measures the degree or extent of
one’s attitudes, feelings, and perception about ideas,
objects and people by marking a point along 3- or 5- point
scale.
2.Semantic Differential Scale- measures the degree of
one’s attitudes, feelings, and perception about ideas,
objects, and people by marking a point along 5- or 7- or 11-
point scale of contrasting adjectives at each end.
3.Likert Scale- measures the degree of ones agreement
or disagreement on positive or negative statements
about objects and people.
Formats of Affective Assessment Tools
Closed- Item or Forced-choice Instruments (cont)
c. Alternative-Response – measures students’
preferences, hobbies, attitudes, feelings, beliefs, interests,
etc. by choosing between two possible responses
d. Ranking- measures students’ preferences or priorities
by
ranking a set of attitudes or objects.
Formats of Affective Assessment Tools
2. Open-Ended Instruments- there are no choices for
the
answers
Sentence Completion- measures students’ preferences over
a variety of attitudes and allows students to answer
by completing an unfinished statement which may vary in
length
Survey- measures the values held by an individual by
writing
one or many responses to a given question
Essay- allows the students to reveal and clarify
their preferences, hobbies, attitudes, feelings, beliefs,
interestsFormats
and the like of Affective
by writing Assessment
their reaction or opinion on aTools
given question
1. Avoid statements that refer to the past rather than to
the
present
2. Avoid statements that are factual or capable of
being interpreted as factual
3. Avoid statements that may be interpreted in more than
one way
4. Avoid statements that are irrelevant to the
psychological
object under consideration
5. Avoid statements that are likely to be endorsed by
almost
everyone or by almost no one
Suggestions in Writing Affective Assessment Items
6. Select statements that are believed to cover the
entire
range of affective scale of interests
7.Keep the language of the statements simple, clear
and direct
8. Statements should be short, rarely exceeding 20 words
9. Each statement should contain only one complete thought
10.Statements containing universals such as all,
always, none, and never often introduce ambiguity and
should be avoided
Suggestions in Writing Affective Assessment Items
11.Words such as only, just, merely, and others of
similar nature should be used with care and moderation
in writing statements
12.Whenever possible, statements should be in the
form of simple sentences rather than in the form of
compound or complex sentences
13. Avoid the use of words that may not be understood
by
those who are to be given the completed scale
14. Avoid the use of double negatives
Suggestions in Writing Affective Assessment Items
Examples of Assessment Tools
Attitude Scale
Checklist
Semantic Differential
Likert Scale
Word Association
Unfinished Sentence
Unfinished Story
Thank You!
