MAJORSHIP: VALUES EDUCATION

Focus: Development of Values Education Assessment Tools

By: Prof. Myra Villa D. Nicolas

Competencies:
1. Use tools for assessing authentic learning, including traditional techniques in Values Education
2. Interpret and use assessment results to improve teaching and learning.

PART I – CONTENT UPDATE

What is Evaluation?
Evaluation is the systematic process of determining the extent to which educational objectives are achieved by
learners. This is done by the teacher for purposes of appraising and grading students. Evaluation provides on-going
feedback about students’ performance and how such performance compares to established criteria or standards.

What is the Nature of Affective Learnings?

The choice of evaluation strategies depends on what is being taught and the nature of what is being taught. The
difference in the nature of values as affective outcomes from cognitive learning outcomes makes the evaluation of values
learning more difficult.
 Values are relative. Values are a result of experiences and personal, social, cultural and historical circumstances.
Because of this, people’s values differ.
 Values vary in intensity. Although two people might possess the same value, the intensity or priority given by both
persons to the value differ.
 Values are not quantifiable. The presence or absence of the value in a person can only be detected.
 There are gaps between what a person knows and how s/he acts or behaves. Knowledge of what is desirable and
good does not always lead to choosing and doing what is desirable and good.
 Values are manifested in three dimensions: cognitive, affective and behavior. Thinking that values are purely
affective is a misconception.

Krathwohl’s Taxonomy of the Affective Domain

Krathwohl’s taxonomy is ordered according to the level of internalization. Internalization is the process whereby a
person’s affect passes from a general awareness level to a point where the affect is internalized and consistently guides
or controls a person’s behavior (Seels and Glasgow, 1990).

Level Definition Example

Receiving Being aware of or attending to the Listening to the lecture.

existence of something in the
environment

Responding Showing some new behaviors as Answering/asking questions

a result of the experience about the lecture

Valuing Showing some definite Explaining the concept

involvement or commitment learned to another person or
thinking how what is learned
can be used or applied

Organization Relating the values to those Making long-range

already held and giving it some commitment to arrange
ranking among one’s general his/her actions relative to the
priorities lecture heard

Characterization Acting consistently with the Firmly committing to using

By value new value what is learned to develop
oneself and become known
for it
Evaluation of Values
 As in the cognitive domain, the first step in evaluating the affective domain is to state the general objectives or
general behavior that is to be measured and evaluated, taking into consideration the learner’s level of
manifestation of the value.
 The second step is to define the general behavior operationally by translating this into specific behaviors
indicative of the value.
 The third step is to select and devise an appropriate approach or instrument to gather evidences of the presence
or absence of the behavior.

Evaluation Tools for the Cognitive Component of Values

The cognitive component of values is measured using the same methods used in other subject areas.
 Simple Recall Type (Identification) consists of questions calling for a single word or expression or group of words
as answer. The answer is described or defined in the item.
 Multiple choice type is made up of items, each of which presents three or more options from which the correct or
better response is chosen.
 Matching type of test is composed of two columns, the stimulus and the response columns. Each item in one
column is to be matched with the item to which it corresponds in the other column.

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MAJORSHIP: VALUES EDUCATION
Focus: Development of Values Education Instructional Materials and Assessment Tools
By: Prof. Myra Villa D. Nicolas

 Dichotomous response test (Yes-No, True-False) consists of items which have two options from which the correct
answer is chosen
 Enumeration type
 Essay test, sometimes called free-response test, requires students to organize and express their answers in their
own words. It provides an opportunity for higher-level thinking.

Evaluation Tools for the Affective Component of Values

 Scales are devices consisting of symbols which represent positive or negative feelings, or degree of possession
of certain skills or behaviors.
- Likert Scales consist of symbols that represent levels of agreement or disagreement to a statement.
- Rating Scales consist of numbers representing the frequency or degree to which various skills or traits
are demonstrated.
- Semantic Differential Scales consist of bipolar adjectives with a series of blanks or lines between them. A
student responds to the item by checking the appropriate blank that represents his/her position in the
scale.
- Guttman Scales consist of a series of statements which represent a gradient of agreement to a concept.
The learner is asked to check the statement which s/he agrees to. Agreement with one item implies
agreement with the lower-order items.

 Checklists contain a list of descriptions or behaviors identified by the teacher as essential. These are checked to
indicate their presence or absence in the student. Checklists are less informative than other tools.
 Ranking test requires a student to order objects or constructs along some dimensions. Answers cannot be
corrected or scored because the rankings only reflect differences in priorities and interpretations.
 Situational tests place students in a problem situation resembling real-life experiences. The students are then
required to choose a course of action or decision based on their analysis of the situation. Responses are rated in
terms of standards of goodness, desirability or consistency.
 Projective tests require students to respond to indefinite stimulus situations. The students’ responses are
believed to be determined mainly by their motives and other personal unconscious factors. Those that can be
used in class include sentence completion and picture analysis. Responses to these projective tests cannot be
used to grade students but can provide additional information about them.
 Interview involves a direct and personal contact between the teacher and the student. During the process, the
teacher has the chance to ask questions to clarify certain things relevant to the information s/he wishes to gather.
 Logs and Journals are recorded narratives written by students. Logs are concise, objective, factual and
impersonal while journals are free-flowing, subjective and relying on opinions, feelings and personal interpretation
of experiences.

Evaluation Tools for the Behavioral Component of Values

The use of observation as a method for collecting data in typical behavior situations involves directly studying the
learner’s behavior and recording the information believed to be relevant. When planning to do classroom observations,
the following questions should be considered:

 What do you want to observe?

 What aspects of learning or behavior do you want to observe?
 Do you want to observe individual students, small groups or the whole class?
 Will you observe on one occasion or repeatedly?
 How will you record your observations?

To record the observed data, the teacher can use any of the following:
 Anecdotal record – a record of a critical or unusual incident that has occurred to the student
 Running record – reports a continuous stream of events as they occur without selecting a specific focus
 Checklists – a list of items that describe specific aspects of learning that the teacher selects if observed

Other Indicators of Values

Calauag (1985) gave a list of other methods that can help the teacher determine the attitudes and sentiments of
the learners:
 Money - the amount of money a person is willing to spend on certain things and activities is a reflection of his/her
attitudes and interests.
 Time - the amount of time an individual spends on certain activities is, to some extent, a reflection of his attitude
towards them
 Fund of information - the amount or type of information an individual possesses about a certain object, individual
or issue is a reflection of his attitude or interest
 Speed of decision (reaction time) - it may be that decisions are made more quickly about questions on which the
learner has the strongest conviction.
 Written expressions - analysis of such documents as biographies, diaries, records, letters, journals, compositions
can be very revealing of an individual’s attitudes

General Rules for Writing Test Items

 Write the items so that it is at the proper level of difficulty for the students. Items should be expressed in settings
familiar to the students.
 Do not include more than one problem in one item.
 Do not use tricky statements or double negatives, they take time to decipher and are difficult to interpret.
 Avoid ambiguities so that there can be only one interpretation.
 Make sure the directions are clear. Students should know exactly how you want them to answer the test items.
 Various types of tests should be used to avoid monotony.

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MAJORSHIP: VALUES EDUCATION
Focus: Development of Values Education Instructional Materials and Assessment Tools
By: Prof. Myra Villa D. Nicolas

 PART II – ANALYZING TEST ITEMS

Directions: Analyze each item carefully and choose the letter that represents the best answer in each item.
1. Which of these statements show the distinction of the cognitive and affective measures of learning?
A. Affective measures have no correct answers unlike cognitive measures.
B. Cognitive measures draw inferences from the consistency and desirability of responses unlike affective
measures.
C. Affective measures are scored based on the correctness of responses unlike cognitive measures.
D. Affective measures have reliability and validity problems unlike cognitive measures.

Cognitive measures – not affective measures – have correct answer keys. As such cognitive
measures do not depend on the desirability of the responses but on the correctness of responses. This
makes options B and C wrong. Reliability and validity are issues of cognitive measures, making option D
incorrect. The correct answer is A. The subjective nature of affective measures does not allow for
correct answers keys.

2. Which of these methods provide the least information about the students’ learning?
A. scales C. situational tests
B. checklists D. projective tests

The correct answer is B. Checklists only provide information about the presence or absence
and/or frequency of manifestation of behaviors. More than this, scales indicate the extent of possession
of the behaviors in question. Situational tests indicate how the behaviors are manifested. Projective tests
provide the greatest amount of information because they can reflect even those below the level of
conscious awareness.
3.
Mr. de Torre is worried because many of his students expressed their preference for live-in over marriage. Which of
the following would best give Mr. de Torre the students’ reason for their preferences?
A. Observation C. Ranking
B. Scales D. Interview

The reason for the students’ preferences would not be reflected in their behaviors so
observation is not the appropriate method. Scales would simply reflect favorableness or unfavorableness
of behaviors and ideas but would not give him the exact information that he seeks. Ranking reflects
students’ preferences but not the reasons for them. The best method to get the exact information from
the students is to ask them questions relative to their preferences. D is the correct answer.

4. Which of the following activities would rank highest on Krathwohl’s taxonomy?

A. learning the regulations of the school
B. condemning the wrong decisions of politicians
C. living in the Philippines instead of in other countries
D. changing one’s opinion of another person because of a prior experience

5. Mrs. Sison wants to determine if her students are applying the things that they learned in the previous lessons. What
is the best way to do this?
A. Interview all the students
B. Observe each student in the class
C. Give the students a situation test
D. Ask students to rate themselves using a scale

6. Which of the following is NOT a good behavioral indicator of the value “self-discipline”?
A. Obeys rules and regulations.
B. Respects the rights of others.
C. Puts things in their proper places.
D. Speaks softly even when disagreeing with others.

7. Ms. Evangelista wants to know the students’ level of possession or manifestation of the values discussed during the
quarter. What test will provide this information?
A. Observation C. Checklist
B. Projective Test D. Scale

8. Which of the following does a student who is in the valuing level of cleanliness do?
A. teaches others how to maintain cleanliness
B. shows satisfaction in cleaning the environment
C. makes cleanliness consistent with his/her other values
D. knows the importance of keeping the surroundings clean

9. Which rule in constructing attitude scale items is violated by the test item below? “People with disabilities have special
needs.”
A. Avoid statements that are factual.
B. Avoid using ambiguous statements or words.
C. The statement should contain only one complete thought.
D. Avoid statements that provide clues to the correct answer.

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MAJORSHIP: VALUES EDUCATION
Focus: Development of Values Education Instructional Materials and Assessment Tools
By: Prof. Myra Villa D. Nicolas

10. Which among the following indicates the highest level of value acquisition?
A. Enjoys helping others. C. Listens closely to instructions of the teacher.
B. Shows interest in the subject matter. D. Enhances own strengths and abilities.

11. Mrs. Sanchez wants to know if Eva is as honest as she claims in her written tests. What is the best way of finding this
out?
A. Interview Eva. C. Observe Eva’s behavior.
B. Ask Eva’s best friend. D. Give Eva more written tests.

12. Mr. Soriano would like to use a test for evaluating affective outcomes which is easy to score, construct and interpret.
Which test should she consider last?
A. Projective tests C. Checklist
B. Guttman scale D. Rating scale

13. Ms. Perez gave her class an essay test. One item asks: “Explain your position on the death penalty issues.” What will
the students’ responses to the item reflect?
A. Their knowledge and opinion about the value of life.
B. Their unconscious motives about the value of life.
C. Their actions pertaining to the value of life.
D. Their motives and plans about the issue.

14. When evaluating values, it is important to note the

A. consistency of knowledge, feeling and manifestation of the value
B. regular and repetitive characterization of the value
C. positive feelings and attitude towards the value
D. extensive knowledge about the value

15. The teacher may do the following during an interview except

A. verify his/her interpretation of the received information
B. get detailed information from the interviewee
C. give his/her own opinion and suggestions
D. ask personal questions

16. In the evaluation of affective learning outcomes, the definition of the value to be evaluated refers to the
A. description of the value by giving its meaning
B. identification of the evaluation tools that will be used
C. translating the value into its specific behavior indicators
D. identification of the target level of acquisition of the specific value

17. Mrs. Uy tried to know how helpful her students are by placing them in a simulated experience without their knowledge
involving an elderly woman asking for assistance to cross the street. She recorded their individual reactions and
responses and classified them according to some criteria she had initially set. Mrs. Uy used a variant of which type of
test?
A. Situational test C. Attitudinal test
B. Multiple choice test D. Checklist test

18. Juan believes that he has fully internalized the value of integrity. What indications must he manifest to show that what
he claims is true?
A. He should be satisfied and happy because he knows he has integrity.
B. He should know what actions and standards constitute integrity.
C. He should make integrity one of his priority values.
D. He should be fully convinced that he has integrity.

19. Mr. Jimenez wants to use the ranking method in his class. What information will the tool give him about his students?
A. Their knowledge of the values being assessed
B. The importance of the values being assessed
C. The level of internalization of the values being assessed
D. Their degree of satisfaction while manifesting the values being assessed

20. Which of the following behaviors represents an affective learning outcome?

A. Organizes daily activities C. Recites the Preamble of the Constitution
B. Explains the nature of values D. Defines the term “evaluation”

21. Values are difficult to evaluate because

A. they cannot be taught C. there is no available evaluation tool
B. they are not easily quantified D. very little is known about their nature

22. Which of the following scale items is faulty and poorly constructed?
A. My favorite subject is Mathematics. C. I respect the rights of other people.
B. I cannot afford not to communicate. D. I control my temper during arguments.

23. While correcting the class papers on the final test, Nestor helps a friend who is in danger of failing his Math course by
changing some of his friend’s incorrect answers. What information will you have about Nestor given his behavior?
A. Nestor should never be trusted to check test papers again.
B. Nestor values loyalty to a friend over honesty.

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MAJORSHIP: VALUES EDUCATION
Focus: Development of Values Education Instructional Materials and Assessment Tools
By: Prof. Myra Villa D. Nicolas

C. Nestor experienced a moral dilemma.

D. Nestor is a very generous person.

24. Mr. Rusco observed the following behaviors of Rene. He demonstrates belief in the common good, responsibly
completes laboratory tasks assigned by his teacher, shows awareness of the importance of justice, and demonstrates
self-reliance by working independently all the time. Which value is in the responding level?
A. Common good C. Justice
B. Responsibility D. Self-reliance

25. Erika manifests the following behaviors. She knows a lot of things about her own religion, always talks to adult with
respect, prioritizes honesty over loyalty to her friends and helps people whenever she is requested. Which value is
developed by Erika in the responding level?
A. Religiosity C. Honesty
B. Respect D. Helpfulness
PART III – ENHANCING TEST TAKING SKILLS
Directions: Choose the letter that represents the best answer.
1. Affective outcomes of learning are difficult to evaluate because
A. there is inadequate knowledge about the nature of affective learnings
B. of unavailability of affective evaluation tools
C. of the very nature of affective learnings
D. they are better felt than measured

2. In the evaluation of values along the three dimensions – cognitive, affective, behavior – what should be noted is the
A. congruence of the value in the three dimensions
B. prevalence of value in the knowledge level
C. manifestation of the value in the behavioral level
D. appreciation of the value in the affective level

3. Mrs. Santos’ science class is conducting an experiment. While the experiment is going on, she notices that Judy is
happily taking down notes as her partner Shirley looks on pensively. What level of value acquisition is Shirley in?
A. Receiving C. Valuing
B. Responding D. Organization

4. In the same situation in item no. 3, what level of commitment is Judy in?
A. Receiving C. Organization
B. Responding D. Characterization

5. Which rule in test construction is violated by the test item below?

“Values Education is an interesting subject but I like Science better.”
( ) Strongly Agree
( ) Agree
( ) Uncertain
( ) Disagree
( ) Strongly Disagree

A. Avoid statements that are factual

B. Keep the language of the statement simple and direct
C. The statement should contain only one complete thought
D. Avoid using ambiguous statements or words.

6. The unreliability of evaluation results of affective learnings is attributable to the

A. changeable attitudes of learners
B. difference in the intensity of the attitudes of students
C. difficulty of constructing the test items
D. susceptibility of the test to faking

7. In an essay test, Arnel noted item #3 which asks “What is your personal definition of nationalism?” If Arnel answers
the item, what will his answer indicate?
A. Arnel’s position about the issue of nationalism
B. Arnel’s command of essential knowledge about the concept
C. Arnel’s analysis of the kind of nationalism Filipinos have
D. Arnel’s ability to learn by memorization

8. Results of ranking are not used as a basis for grading the students because
A. they cover a very limited aspect of behavior
B. there is an unlimited variety of possible responses
C. the ranking method is rarely used for grading students
D. they only reflect differing priorities of students

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MAJORSHIP: VALUES EDUCATION
Focus: Development of Values Education Instructional Materials and Assessment Tools
By: Prof. Myra Villa D. Nicolas

9. Mr. Reyes asked his class what they know about abortion as a life issue. He was surprised to hear Joel talk about the
immorality of abortion based on his readings. Mr. Reyes deduced that Joel is against abortion and values life. How
did Mr. Reyes know this?
A. The fund of information Joel has about the issue reflects his sentiments.
B. Mr. Reyes probably knows Joel very well because he is Joel’s teacher.
C. Mr. Reyes based his assumption on Joel’s other works and projects.
D. The length of time Joel spoke about the issue reflects his attitude about abortion.

10. In a dilemma situation, the learner’s stage of moral development is best determined
A. by asking how s/he will react in the given situation
B. by limiting his/her choices to two
C. through his/her reasons for his/her actions
D. through his/her knowledge of the problem

11. Which of these statements show the distinction of the cognitive and affective domains at the measurement level?
A. Affective measures have no correct answers unlike cognitive measures
B. Affective measures draw inferences from the correctness of responses unlike cognitive measures
C. Cognitive measures depend on the consistency and desirability of responses unlike affective measures
D. Cognitive measures are drawn using commonly used measurement tools unlike affective measures

12. Ms. B makes use of a Likert scale to evaluate her class’ learning after a lesson on abortion. What information will she
draw from the scale about her class?
A. The frequency of their approval of abortion
B. Their knowledge about the concept of abortion
C. Their degree of agreement or disagreement to abortion
D. Whether they have practiced abortion or not

13. A person who has reached the highest level of acquisition of social responsibility as a value should
A. feel the importance of the value of social responsibility
B. be aware of the importance of social responsibility as a value
C. put into practice the value of social responsibility\
D. balance social responsibility and freedom

14. Which of the following behaviors represents an affective behavior?

A. Recites the Preamble of the Constitution
B. Defines the term “evaluation” using his/her own words
C. Prepares an income tax return
D. Buys only organic foods

15. Which of the following affective behaviors is in the responding level of value acquisition?
A. Pays attention to a film about genetics
B. Listens willingly to classical music
C. Involves him/herself actively in a human rights organization
D. Identifies commonality in all religions

16. The Thematic Apperception Test utilizes a series of pictures about which the learner will make up his/her own
stories. The pictures are believed to stir the imagination and reveal dominant sentiments of the learner. This test is
an example of which evaluation method?
A. Projective Techniques C. Observation
B. Situational Test D. Anecdotal Records

17. The reason why the acquisition of value is difficult to measure is because
A. values deal with intangible, qualitative factors
B. values represent a hierarchy of acceptance
C. values involve quantitative factors
D. there is no known evaluation strategy for values

18. “I cannot afford not to communicate”. This Likert scale test item is faulty because
A. it includes more than one problem C. it provides clues to the correct answer
B. the statement is tricky D. the direction is not clear

19. Which of the following essay questions require the highest level of thinking?
A. What does this passage mean: “Be the best of whatever you are”.
B. Summarize the advantages and disadvantages of value indoctrination or imposition
C. Illustrate through an example the importance of teaching values through clarification
D. State the rules in constructing test items

20. Scales usually use an odd-number of scale points because

A. it allows for a neutral category
B. it is better than using an even –number of scale points
C. it forces the student to mark the favorable or unfavorable categories
D. the middle category indicates the presence or absence of the value

21. A student who is in the Valuing level of honesty

A. accepts the intrinsic value of being honest

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MAJORSHIP: VALUES EDUCATION
Focus: Development of Values Education Instructional Materials and Assessment Tools
By: Prof. Myra Villa D. Nicolas

B. makes honesty consistent with his/her other values

C. is predisposed to respond to situations honestly
D. acts honestly because it is required of him/her

22. When defining the general behavior of concern for others into specific behavioral indicators, the indicators must be
observable, measurable, or at least describable. Which of the following is NOT a good behavioral indicator of concern
for others?
A. shares ideas/materials with others C. avoids hurting the feelings of others
B. participates actively in reach out activities D. shows tact in disagreeing with others

23. Mr. Cruz wanted to evaluate his class’ application of value learnings. To do this, he observed each student, noted
what happened in a given period and what the incident probably meant. What evaluation tool did he utilize?
A. Checklist C. Questionnaire
B. Anecdotal Records D. Scale

24 Mr. Ruiz would like to find out whether her students practice concern for others or not. She listed the indicators of the
value and marks the indicator exhibited by each student at a given time. What evaluation tool did Ms. Ruiz use?
A. Scale C. Checklist
B. Situationnaire D. Projective Technique

25 Mr. Baylon needs to find out his class’ degree of possession of values he has previously identified. What test will give
him the information that he needs?
A. Checklist C. Observation
B. Projective Technique D. Scales

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