Authentic Assessment of

the Affective Domain

Learning Outcomes

select use target- interpret

performance
define the appropriately and learner- assessment data/
different focal developed, appropriate results for monitoring
concepts in high quality affective and evaluating
the affective affective assessment learner achievement
to improve learner
domain; assessment methods and performance and
tools; tools, and inform instruction.
AFFECTIVE TARGETS

 Attitudes. Attitudes are defined as a mental predisposition to

act that is expressed aby evaluating a particular entity with
some degree of favor or disfavor. Individuals generally have
attitudes toward objects, people, or institution.

 Values. Attitudes are also attached to mental categories. Mental

orientations towards concepts are generally referred to as values.
AFFECTIVE TARGETS

Why study attitudes?

Attitudes can influence the way we act and think in the social
communities we belong.

They can function as frameworks for references for forming conclusions

and interpreting or acting for against an individual, a concept, or an
idea.
AFFECTIVE TARGETS

Why study attitudes?

Several studies in the past concluded that poor performance in school
mathematics cannot be strictly attributable to differential mental abilities but
to the students’ attitudes toward the subject.

When mathematics are recited, students with negative attitude towards

mathematics tend to pay less attention and occupy their minds with
something else. Thus, attitude may influence behavior. People will behave in
ways consistent with their attitudes.
AFFECTIVE TARGETS
▪ Interest is, therefore, both a
Interest. The term interest can
describe two distinct (though
often co-occurring) experiences:
an individual’s momentary
experience of being captivated
by an object as well as more
lasting feelings that the object is
enjoyable and worth further
exploration.
psychological state
characterized by increased
attention, effort, and affect,
experienced in a particular
moment (situational interest),
as well as an enduring
predisposition to reengage with
a particular object or topic
over time (individual interest)
(Hidi & Renninger, 2006).
 AFFECTIVE TARGETS
SITUATIONAL INTEREST
Can directly promote learning by
increasing attention and engagement.
Interest predicts traditional measures of
educational success, including future
course taking and performance.
Ex: A student who sees a painting by Monet for
the first time in an art history class may be
captivated by the bright colors and unusual
brushstrokes, and as a result, will pay more
attention and engage more deeply.
INDIVIDUAL INTEREST
Highlights individuals’ stable preferences
for specific content.
The immediate experience of interest
reflects a well-developed personal
preference to enjoy and value a particular
subject or activity across situations.
Ex: students interested in geophysics might be
especially likely to be in a state of interest
during a lecture on tsunamis, whether the
lecture is entertaining or not, because their
interest is more developed and less dependent
on situational factors
 AFFECTIVE TARGETS

 Motivation. Motivation is a reason or set of reasons for engaging in a particular

behavior, especially human behavior as studied in psychology and
neuropsychology.
❑ Why motivate students?
1. direct behavior toward particular goals;
2. lead to increased effort and energy;
3. increase intention of, and persistence in, activities;
4. enhance cognitive processing;
5. determine that consequences are reinforcing, and
6. lead to improved performance.
 THEORIES IN MOTIVATION

 Abraham Maslow’s hierarchy of human needs theory is the most widely discussed theory
of motivation.
 THEORIES IN MOTIVATION

 Frederick Herzberg presents

another need theory: the
two factor theory, the
“MOTIVATION-HYGIENE
THEORY”.
 It concludes that certain
factors in the workplace
result in job satisfaction,
while others do not, but if
absent lead to
dissatisfaction.
 THEORIES IN MOTIVATION

 Clayton Alderfer expanded

Maslow’s hierarchy of
needs. He formulated the
ERG Theory (existence,
relatedness and growth).
AFFECTIVE TARGETS
❑Types of Motivation:
1. Intrinsic motivation - which
occurs when people are
internally motivate to do
something because it either
brings them pleasure, they
think it is important, or they feel
that what they are learning is
morally significant.
2. Extrinsic motivation - comes
into play when a student is
compelled to do something or
act a certain way because of
factors external to him (e.g.
money or good grades).
AFFECTIVE TARGETS
 AFFECTIVE TARGETS

 Self – concept. The term self-concept is used in psychology as a means of

identifying the thoughts and beliefs that a person has about them and
how they perceive themselves.

❑ Why is self-concept important?

✓ A person’s self-concept helps them define who they think they are and how
they fit into the world.
✓ Every individual wants to know themselves and feel as though they belong.
✓ It applies to everyone, because everyone is going to have some kind of belief
about who or what they are.
AFFECTIVE TARGETS

 Locus of control.
― A locus of control orientation is a belief about whether the
outcomes of our actions are contingent on what we do (internal
control orientation)
― or on events outside our personal control (external control
orientation), explained psychologist Philip Zimbardo in his 1985 book
Psychology and Life.
 AFFECTIVE TARGETS

❑ What Role Does Your Locus of Control Play in Your Life?

▪ Internal locus of control is often used synonymously with "self-determination"
and "personal agency."
▪ In some situations, having an external locus of control can be a good thing
particularly when a person's level of competence in a particular area is not
strong.

Research has suggested that men tend to have

a higher internal locus of control than women
and that locus of control tends to become
more internal as people grow older.
AFFECTIVE TARGETS

EXTERNAL INTERNAL
 AFFECTIVE TARGETS

 Self–efficacy. Self-efficacy is an impression that one is capable of

performing in a certain manner in attaining certain goals.
 It is a belief that one has the capabilities to execute the courses of
actions required to manage prospective situations.
 Self-esteem refers to a person’s sense of worth, whereas self-
efficacy refers to a person’s perception of their ability to reach a
goal.
AFFECTIVE TARGETS

Anxiety. Anxiety is defined as a painful or apprehensive

uneasiness of mind usually over an impending or
anticipated ill. (Merriam 3 Webster, 2012).
• Some students can be motivated by anxiety. Stress is
how a person mentally and physically reacts to
circumstances that are considered difficult or
challenging (Beckner, 2004).
AFFECTIVE TARGETS
AFFECTIVE TARGETS

Creativity. Creativity is defined as the tendency to generate or

recognize ideas, alternatives, or possibilities that may be useful in
solving problems, communicating with others, and entertaining
ourselves and others.

• The ability to generate alternatives or to see things uniquely does not

occur by change; it is linked to other, more fundamental qualities of
thinking, such as flexibility, tolerance of ambiguity or unpredictability, and
the enjoyment of things heretofore unknown.
AFFECTIVE TARGETS

SIGNIFICANT BENEFIT OF CREATIVITY IN THE CLASSROOM.

1. Creativity is multidisciplinary.
2. Creativity allows for self-expression.
3. Creativity promotes thinking and problem-solving.
4. Creativity reduces stress and anxiety.
5. Creativity allows one to enter his “happy zone” and have fun.
6. Creativity gives a sense of purpose.
7. Creativity leads to feelings of accomplishment and pride.
8. Creativity can link others with the same passion.
9. Creativity improves your ability to focus.
10. Creativity promotes risk-taking and iteration.
11. Creativity is a prerequisite for innovation.
12. Creativity encourages life-long learning.
AFFECTIVE TARGETS

 Epistemological Beliefs. Epistemological beliefs are individuals’

fundamental assumptions about knowledge, its nature, and
appropriate ways to create it (Hofer and Pintrich 2002;
Schommer 1994).
 In this way, an understanding of these beliefs is relevant for understanding
paid work, because modern working life - as well as society more broadly - is
subject to constant change. Hence, employees face demands to constantly
develop their individual competence throughout their working lives (Harteis
and Gruber 2004).
 AFFECTIVE TARGETS

 Epistemological beliefs are individuals' beliefs about knowledge and

knowing.
 Beliefs about the nature of knowledge, termed 'epistemological beliefs', are relevant
to understanding educational strategies of both learners and teachers. ... Beliefs
about the nature of knowledge influence learning and teaching (Bendixen & Rule,
2004).

 Example:
 Epistemological beliefs on CoViD 2019
 Epistemological beliefs on prevention o toward CoViD 2019
 Epistemological beliefs on Effective Study Habits and Time Management in the New
normal education
 AFFECTIVE TARGETS

 Epistemological Beliefs. (Example)

John knows that there are cows in his friend Frank's field.

This can reasonably be considered something that John knows,

because:

He believes it to be true (belief).

There really are cows in the field (truth).
John saw cows in the field as he was driving up to Frank's farm
(justification).
 Sources:

 Navarro, R & De Guzman-Santos, R. (2013). Authentic Assessment of Student Learning Outcomes,

Assessment of Learning 2, 2nd Edition. Quezon City, Lorimar Publishing Inc.
 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5839644/?fbclid=IwAR04m0eoA1HGjDNAYRI5j4D3XBS
ex0u3JJWonDVYSDEKmr246mnct15X84M#:~:text=Interest%20is%20a%20powerful%20motivational,predi
sposition%20to%20reengage%20over%20time
 https://www.aconsciousrethink.com/8941/self-concept/?fbclid=IwAR033dW_33t2HK-
O2FQxyk0pNBqzWi-PdktB96yH0SnXonZ-
7RYVHQjpCIY#:~:text=Self%2Dconcept%20heavily%20influences%20behavior,aware%20of%20them%20
or%20not
 https://opentextbc.ca/socialpsychology/chapter/the-cognitive-self-the-self-
concept/?fbclid=IwAR3HNPeh4jCoSSI2h6E83ltjgfAWvNz_BE5irUTo3pA9sPH-_p9-5A0VriU
 https://www.verywellmind.com/what-is-locus-of-control-2795434
 https://courses.lumenlearning.com/wm-organizationalbehavior/chapter/herzbergs-two-factor-theory/
ASSESSMENT TOOLS IN THE
AFFECTIVE DOMAIN
APPROPRIATE METHODS

There are certain good

practices in developing these
instruments.
Assessment tools in the
affective domain, in particular,
those which are used to assess
attitudes, interests, motivations,
and self-efficacy, have been
developed.
Types of Affective Assessment Tools

1. Questionnaire
2. Interviews
3. Observation
How to develop affective assessment tools?
GUIDELINES FOR DEVELOPING AN AFFECTIVE ASSESSMENT:
1. The instrument must be suitable for its function and purpose.
2. It must be based on traits and characteristics to be assessed (or based on the theoretical
framework of the study if it is for research purposes).
3. It must be valid and reliable
4. The assessment tool should be designed and constructed to minimize cheating.
5. It must be free of bias.
6. It should not contain measures that function as hints for other desired responses.
7. The researcher may need to read extensively to identify which aspects of the theory are
appropriate for investigation.
8. The researcher should gather a group of items from different sources such as persons.
knowledgeable in the field, accepted theories or hypotheses, personal experience, or material
from studies reported in books and professional journals.
9. The responses gathered from each respondent in the research study should be independent of
outside influences, such as someone else ideas or products.
GUIDELINES FOR DEVELOPING AN AFFECTIVE ASSESSMENT

• Be clear, specific, and direct. ...

• Use the participants' vocabulary. ...
• Talk like a real person and treat the questions like a conversation. ...
• Ask only one question at a time. ...
• Practice good grammar. ...
• Avoid bias and loaded words
 QUESTIONNAIRE
• Questionnaire – a series of questions designed to elicit information through oral
or written form. It is a written instrument that requires the respondent/subject to
react either by writing out their answers or selecting from among existing possible
answers or options.

❖ FEATURES:

• It is the most commonly used in quantitative research.

• It can be both paper-and-pencil and oral tests.
• It measures both cognitive and affective domains.
• It includes survey schedules, indexes/indicators, profiles, studies, opinionnaires,
batteries, tests, checklists, scales, inventories, forms, etc.
• It can be self-administered, posted or presented in an interview format.
• It can generate qualitative and exploratory data in case of open-ended questions.
 QUESTIONNAIRE
❖ Three Types of Data Gathered Through Questionnaire:

1. Factual Questions – includes demographic information, socio-

economic status, academic performance, etc.
2. Behavioral Questions – deals with past and present deeds, actions,
performances, acts, manners, activities, etc.
3. Attitudinal Questions – comprises of world views. It covers
people’s opinions, attitudes, beliefs and values
Forms of Questionnaires for Affective Domain

❖ Paper-and-Pencil Test
❖ Oral Questioning
❖ Interview guide (for interviews and conferences/focus group
discussion/interview)
❖ Observation
 Affective Appraisal

• Self-Report Methods – provide full understanding when gathering data on

students’ needs, problems, adjustments, interests, and attitudes by using a
rating scale for attitude surveys, inventories, and sociometric devices.
❖ Self-Report Techniques:
1. Likert Scales
2. Semantic Differential Scale
3. Thurnstone Attitude Scale
4. Guttman Scale
5. Interests Inventories
 Likert Scale

• Likert Scale – a method for measuring attitude by listing clearly

favorable and unfavorable attitude statements and ask the subjects or
respondents to respond to each statement using the following five-point
scale: strongly agree (SA), agree (A), undecided (U), disagree (D) and
strongly disagree (SD).

• It was developed by Rensis Likert in 1932.

 Likert Scale

❑Likert scales are derived as follows:

First, you pick individual items to include. You choose individual items that
you know correlate highly with the total score across items.

Second, you choose how to scale each item. For example, you construct
labels for each scale value to represent the interpretation to be assigned
to the number (e.g., 1 = disagree strongly, 2 = disagree slightly, etc).

Third, you ask your target audience to mark each item. Fourth, you derive
a target’s score by adding the values that target identified for each item.
Likert Scale
Example

 Love for the Nation (4-Always, 3-Often, 2-Sometimes, 1-Never)

 1. I am regularly attending the Flag Ceremony in school.
 Semantic Differential Scales

• Semantic Differential Scale – a scale requiring the subjects to express

their feelings about the concept through bipolar statements.

• Usually, the position marked 0 is labeled “neutral”, the 1 positions are

labeled “slightly”, the 2 positions “quite”, and the 3 positions extremely.
For instance, a “3” close to good would mean an “extremely good”
reaction while a “3” close to bad would mean “extremely bad” reaction.
 Semantic Differential Scales

 The scale actually measures two things: (1) directionality of a reaction (e.g. good
vs. bad) and (2) intensity (slight to extreme). Ratings are combined in various ways
to describe and analyze person’s feeling.
Semantic Differential Scales

 A number of basic considerations are involved in SD methodology:

1) Bipolar adjective scales are simple, economical means for obtaining data on
people’s reactions. With adaptations, such scale can be used by any individuals from
all walks of life.
2) Ratings on bipolar adjective scales tend to be correlated and three basic
dimensions of response account for most of the co-variation ratings. The three
dimensions, which have been labeled Evaluation, Potency, and Activity (EPA), have
been verified and replicated in an impressive variety of studies.
Semantic Differential Scales

 A number of basic considerations are involved in SD methodology:

3) Some adjective scales are almost pure measures of the EPA dimensions; for
example, good - bad for Evaluation, powerful - powerless for Potency, and fast - slow
for Activity.
4) EPA measurements are appropriate when one is interested in affective responses.
The EPA system is notable for being a multi-variate approach to affective
measurements.
5) The SD has been used as measure of attitude in a wide variety of projects.
Example:

 Direction: Rate the school canteen by putting “x” mark

on the blank.
Expensive __ __ __ __ __ __ __ Inexpensive
Semantic Differential Scale
 Thurstone Scales

• Thurstone Scale – a scale whose endorsement indicates a positive

or favorable attitude toward the object of interest.

• It is developed by giving several hundred persons (judges) a large

number of statements about a topic.
Thurstone Scales

 Thurstone is considered the “father of attitude

measurement”. He addresses the issue on how
favorable an individual is with regard to a given
issue.
 He developed an attitude continuum to determine
the position of favorability on the issue.
 Thurstone Scales

Directions: Put a check mark in the blank if you agree with the statement:
_______1. Blacks should be considered the lowest class of human beings (scale
value = 0.9)
_______2. Blacks and white must be kept apart in all social affairs where they
might be taken as equals. (scale value = 3.2)
_______3. I am not interested in how blacks rate socially. (scale value = 5.4)
_______4. A refusal to accept blacks are not based is not based on any fact of
nature, but on a prejudice which should be overcome. (scale value = 7.9)
_______5. I believe that blacks deserve the same social privileges as whites.
(scale value = 10.3)
Example

❑ Political views
 ______1. Public servants usually set aside their personal interest to
serve the people. (1.20)
 Guttman Scaling

 A scale that measures how much of a positive or negative attitude a person

has towards a particular topic.
 In 1944, Guttman suggested that attitude should be measured by
multidimensional scales, as opposed to unidimensional scales such as those
developed by Thurstone and Likert.
 Guttman pointed out there should be a multidimensional view of the attitude
construct. He developed the Scalogram Analysis, Cumulative Analysis, or as
usually called, Guttman Scaling.
Guttman Scaling

 The major characteristics of this scale is that the response to one item
helps predict the responses to the other items.
 For instance, if the individual negatively responds to the item, “I like
oranges”, he is not likely to respond positively to the item “Oranges
are great for breakfast”.
Guttman Scaling

 For example, a series of items on attitude could be:

1. "I am willing to be near a cat"
2. "I am willing to have a cat"
3. "I love to have a cat"
4. "I am willing to touch a cat"
Guttman Scaling

 Or a series of items on difficulty:

1. counting from 1 to 50
2. solving addition problems
3. solving subtraction problems
4. solving multiplication problems
5. solving division problems
Guttman Scaling

 Construct a Guttman scale using your views on biodiversity.

 Example
 People should be urged to put their garbage on the right trash.
 The community is practicing “no burning of plastics policy”.
 The local government initiates ”clean and green” program.
 Environmentalists all over the country plant trees from different forests
and mountains.
 Filipino citizens participate in the “Earth Hour”.
 Interest Inventory

• Interests Inventory – is a like or dislike ranging from (strongly like,

like, indifferent, dislike to strongly dislike) toward objects, habits, places,
etc.
Sociometric Device/Technique

• Sociometric Device/Technique - is a method for

evaluating the social acceptance of individual pupils and
social structure of a group.
Elements of Standard Questionnaire

• Title
• General Introduction
• Specific Instructions/Directions
• Questionnaire items
• Additional information such as contact information of
the researcher and the respondent/subject
 Two Classifications of Questionnaire

1. Open-ended Questions
2. Closed-ended Items

❖ Open-ended Questions – are questions meant to anticipate factual

responses such as respondent’s preferences, past activities, his
details, etc. It can provide information in seeking further elucidation
after selecting a category.

❖ Closed-ended Items – these are types of items involving true or

false, multiple choice, rank order, Likert scales, semantic differential
scale, and numerical rating scale.
Advantages of Questionnaire for Affective
Appraisal

• Relatively simple method of obtaining data

• Less time is needed
• Data can be obtained gathered from a widely scattered sample
with variety of respondents, and different environments.
• Variety of data can be targeted for analysis.
• Data collected is easy to process since the questionnaire is
straight forward.
• Easy to construct and to analyze the data gathered.
• Provide anonymity or secrecy to respondents since face-to-face
with researcher and identification with their names may not be
needed.
Disadvantages of Questionnaire for
Affective Appraisal
• Responses from questionnaires lack depth
• Respondent may omit or disregard any item he chooses or leave
items unanswered.
• Some item may force the subject to select responses that are not
his actual choice
• Length of the questionnaire is limited according to the
respondent’s interests.
• Printing may be costly especially if it is lengthy
• Data are limited to the information that is voluntarily supplied by
respondents.
• Some items may be misunderstood
Disadvantages of Questionnaire for Affective
Appraisal

• The sample is limited to those who are literate.

• No follow-up mechanism
• No control on how questions are being answered.
• Questions may be passed on to another person
• Response rate is low
• Not suitable for visually impaired persons
Learning Activity

 Select and develop an affective assessment tool appropriate

to measure each item below.
1) Students’ opinion on the Post-COVID Era.
2) Students’ perspective in studying Physics.
3) Students’ acceptance of the foreign culture invasion (e.g. K-pop or
Korean pop) in the country.
INTERVIEWS AND CONFERENCES/FOCUS
GROUP INTERVIEWS

• Interview – is a method of gathering data through conversation

between two or more persons where questions are asked orally and
answers are given and noted through field notes or recording devices.
 INTERVIEWS AND CONFERENCES/FOCUS
GROUP INTERVIEWS

• Interview – is a method of gathering data through conversation between two or more

persons where questions are asked orally and answers are given and noted through field
notes or recording devices.

❖ FEATURES:
• The purpose is to find out what is in or on someone’s mind.
• It involves either structured or unstructured verbal communication between
the researcher and subject, during which information is obtained for a study.
• The person being interviewed understands that the researcher does not hold
any preconceived notions regarding the outcome of the study.
Continued..

❖ FEATURES:

• Interviews range from informal and completely open-ended to very

formal with the questions predetermined and asked in a standard
manner.
• Interview questions can be asked to determine past or current
information as well as predictions for the future.
• Preferred data collection is through tape recording if the respondent is
willing.
• A helpful scheme for triangulating data to establish the credibility and
validity of research results
• It is used to gather information regarding an individual’s experiences
and knowledge; his/her opinions, beliefs, and feelings; and
demographic data.
TYPES OF INTERVIEW

1. Unstructured Interviews (In-Depth Interview)

➢ more conversational/everyday conversation

➢ longer period (hours)
➢ conduct in the usual situation
➢ allows the researcher flexibility in questioning the subject
➢ intended to collect in-depth information
➢ appropriate to collect complex information with a higher proportion of
➢ opinion-based information
➢ create a shared experience in which the researchers and interviewees
➢ come together to create a context of conversational intimacy (e.g.
➢ participants feel comfortable telling their stories)
➢ does not reflect any preconceived theories or ideas and is performed with little or
little organization/structure/planning the process may be chaotic
TYPES OF INTERVIEW
2. Semi-Structured Interviews

➢ Guided, concentrated, and depth/focused

➢ Several key questions to help define the areas to be explored
➢ Allows the researcher the flexibility to pursue an idea in response to more details
➢ The interviewer has more freedom to modify the wording and order of
questions.
➢ Life history (biography)
➢ Critical incident techniques
➢ free-listing
➢ Ethnoscience interview
➢ Open-ended communications events that are co-created by the
➢ investigator and the interviewee/s
➢ Occur outside the stream of everyday life
➢ The questions, probes, and prompts are written in the form of flexible interview
guide
➢ A medium between structured and unstructured
TYPES OF INTERVIEW
3. Structured Interviews

➢ Always operates within a formal written instrument (interview

guide)
➢ The researcher designed the questions to be asked before the
interview including the order of the questions
➢ Constructed on the basis that sufficient information already exists to
develop the interview schedule.
➢ Questions are asked orally either face to face or through telephone.
➢ Verbally administered questionnaire without the use of prompts.
➢ Provide very little scope for follow-up questions to investigate
responses that warrant more depth and detail.
➢ Administered quickly, may be of little use if “depth” is required.
Sample Questions for Interview

1. How did you feel about our unit on poetry?

2. How do you feel about your writing?
3. In your own opinion, why is it important to keep a portfolio?
4. Do you think you are meeting the standards?
5. What are you learning
Variations in Interview Instrumentation
TYPES OF CHARACTERISTICS STRENGTHS WEAKNESSES
INTERVIEW
1. Informal • Questions emerge • Increases the • Different
Conversational from the immediate salience and information was
(Unstructured) context and are asked relevance of collected from
in the natural course questions; different people
of things; • Interviews are built with different
• There is no on and emerge questions.
predetermined from observations; • Less systematic
question topic or • The interview can and
wording. be matched to comprehensiveness
• The interviewer goes individuals and if certain questions
with the flow. circumstances. do not arise
“naturally.”
• Data organization
and analysis can be
quite difficult.
Variations in Interview Instrumentation
TYPES OF CHARACTERISTICS STRENGTHS WEAKNESSES
INTERVIEW
2. Interview • Topics and issues to be • The outline increases • Important and salient
guide covered are specified in the comprehensiveness topics may be
approach advance, in outline of the data and makes inadvertently omitted.
(Semi-Structured) form; data collection • Interview flexibility in
• Interviewer decides the somewhat systematic sequencing and
sequence and wording for each respondent. wording questions
of questions in the • Logical gaps in data can result in
course of the interview. can be anticipated and substantially different
• Provides more focus closed. responses from
than a conversational • Interviews remain fairly different
approach but allows a conversational and perspectives,
degree of freedom and situational. • Comparability of
adaptability in getting responses may be
information from the reduced.
interviewee.
Variations in Interview Instrumentation
TYPES OF CHARACTERISTICS STRENGTHS WEAKNESSES
INTERVIEW
3. Standardized • The exact wording and • Respondents answer the • Little flexibility in
open-ended sequence of questions same questions, thus relating the
interview are determined in increasing the comparability interview to
(Structured) advance. of responses; particular
• All interviewees are • Data are complete for each individuals and
asked the same basic person on topics addressed circumstances,
questions in the same in the interview. • Standardized
order. • Reduces interviewer effects wording of
• Questions are worded and bias when several questions may
in a completely open- interviewers are used. constrain and limit
ended format. • Permits evaluation users to the naturalness and
see and review the relevance of
instrumentation used in the questions and
evaluation. answers.
• Facilities organization and
analysis of the data
Variations in Interview Instrumentation
TYPES OF CHARACTERISTICS STRENGTHS WEAKNESSES
INTERVIEW
4. Closed, fixed • Questions & response • Data analysis is • Respondents must
response categories are simple; response can fit their experiences
Interview. determined in be directly compared and feelings into
advance. and easily the researcher’s
• Responses are fixed; aggregated; categories’ which
respondent chooses • Many questions can may be perceived
from among these be asked in a short as impersonal,
fixed responses. period. irrelevant, and
• Dry-run is not needed mechanistic.
in conducting. • Can distort what
respondents mean
or experience by so
completely limiting
their response
choices.
❖ Individual

➢ Conversation with one subject with the researcher.

➢ Provide more depth to the topic.

❖ Conferences/Focus Group Interview/Discussion (FGI/FGD)

➢ Conversation with two or more subjects with the researcher.

➢ Structured discussion to stimulate conversation around a specific topic
➢ More interactions and a greater breadth of information are gathered
➢ Gives the possibility to cross-check one individual’s opinion with other opinions
gathered.
➢ Well-organized FGD is more than a question-and-answer session.
➢ Interviewees tend to be more open.
❖ Things to be considered in Conducting Conferences/FGD:

1. The ideal size of participants/interviewees is 8 to 10

2. One Facilitator
3. One note-taker
4. Preparation for FGD
➢ Identify the purpose
➢ Identify the participants
➢ Develop the questions
➢ Running the FGD (opening, managing, closing and follow-up after the FGD)
❖ Advantages of Interview:

1. Data from interviews are usable.

2. Depth of response can be assured.
3. Legitimacy of data gathered can be assured.
4. In an exploratory study, the interview technique provides a basis
for the formulation of a questionnaire.
5. Clarification is possible.
6. No items are overlooked.
7. Higher proportion of responses is obtained and a greater amount
of flexibility is allowed (i.e. introduce necessary changes in the
interview schedule/guide based on initial results)
❖ Disadvantages of Interview:

1. Time element
2. Biases may result (due to fatigue and becoming too involved
with interviewees)
3. Costly
4. Tiresome for a large number of participants
5. Analysis may be difficult especially when there is a lot of
qualitative data
Notes on “What’s Best for the researcher and the research?”

➢ It is essential to remember that the construction of knowledge is only

viable when the data collection method allows the researcher to use a
range of probes(investigations, inquiries, analyses, reviews, etc.) and other
techniques to achieve depth of answer in terms of penetration, exploration,
and explanation. Hence, only the researcher knows which interview
approach is best for himself/herself because only he/she knows the
research.

➢ Qualitative interview takes on in-depth unstructured interviews, particularly

on getting the heart of the matter and exploring the phenomenon in its
truest form.
 OBSERVATION

❖ Features of Observation as a Method of Gathering Data:

➢ A great supplement to paper-and-pencil testing.

➢ Learning outcomes in skill areas and behavioral changes in personal-
social development are difficult to evaluate/gather with the use of
paper-and-pencil test.
➢ Observation provides various and adequate information.
Data Outcomes Beyond the Typical Paper-and-Pencil Test

Learning Outcomes Respondents

Skill Speaking, writing, listening, oral reading, performing laboratory
experiments, drawing, playing a musical instrument, dancing,
gymnastics, work skills, study skills and social skills

Work habits Effectiveness in planning, use of time, use of equipment, use of

resources, demonstration of such traits as initiative, creativity,
persistence, dependability.

Social attitudes Concern for the welfare of others, respect for laws, respect for the
property of others, sensitivity to social issues, concerns for social
institutions, desire to work for social improvement

Scientific attitudes Open-mindedness, willingness to suspend judgment, sensitivity to

cause-effect relation, an inquiring mind.
Interests Express feeling toward various educational, mechanical aesthetic,
scientific, social, recreational, vocational activities.
Continued..

Data Outcomes Beyond the Typical Paper-and-Pencil Test

Learning Outcomes Respondents

Appreciations The feeling of satisfaction and enjoyment expressed toward nature,
music, art literature, physical skill, outstanding and social
contributions.

Adjustments Relationship to peers, reaction to praise and criticism, reaction to

authority, emotional stability, social adaptability.
Five Dimensions in Which Observations Vary from One
Another
1. The observer’s role may vary from full participant to complete outsider.
2. The observer may conduct the observations covertly/secretly (e.g from
behind a one-way mirror or casually “hanging around” the halls) or with only
some of those being aware of the observation.
3. Those being observed may be given full explanations, partial explanations, no
explanations, or given false explanations.
4. The duration (the observations may take place over the course of an entire
school year or even longer) could be as brief as an hour.
5. The breadth of focus ( the observations may vary from broad (e.g. an entire
elementary school’s curriculum to quite narrow (e.g. how students in a
particular class respond to a substitute teacher teacher)
Observational Techniques

 Anecdotal records
 Rating scales
 Checklists
A. Anecdotal Records

 Anecdotal records - are factual descriptions of the meaningful

incidents and events that can be observed.
❖ Procedure in preparing anecdotal records

• Each incident should be written down shortly after it happens.

• The description should be recorded on separate cards/pages in a notebook.
• A good anecdotal record keeps an objective description of an incident and is
separate from any of the behavior’s interpretation.
• It can also keep additional space for recommendations concerning the
incident but are seldom made until several anecdotes have been recorded.

❖ Uses of Anecdotal Records

• Area of social adjustment

• Obtaining data pertinent to a variety of learning outcomes (on skills, work
habits, social attitudes, scientific attitudes, interests, appreciations, and
adjustments) and many aspects of personal and social development.
• Selective observations is such records might be encouraged no matter how
useful.
Advantages and Limitations of Anecdotal Records
1. Depicts actual behavior in natural situations
2. The old saying that “actions speak louder than words” has
direct application
3. It is useful to validate data obtained from other methods
4. It determines the extent of change and patterns of behavior
(e.g. student’s typical patterns of behavior)
5. It provides evidence of events that are exceptional and
significant which are apt to be excluded by other
evaluation/gathering techniques (e.g. quiet pupil who speaks
in class for the first time, the hostile pupil who makes a
friendly gesture, the extreme conformist who shows sign of
originality, and apathetic pupil who shows a spark of interest.
Advantages and Limitations of Anecdotal Records
6. Useful for young pupils and with those who are retarded in basic
communication.
7. More time is required to maintain an adequate system of records, although it
can be offset by limiting observations and reports, it is still a time-consuming
task.
8. Difficulty in obtaining an adequate sample of observations (e. g. behavior)
because everyone’s behavior varies somewhat from situation to situation and
from one time to another (e. g. a pupil may appear highly motivated and
interested in mathematics class but bored in and uninterested in English
literature, or she may be attentive and inquisitive in science one day and
apathetic the next). For a reliable picture of a typical pattern of behavior,
observation should take over some time, and a variety of situations where
general interpretations and recommendations concerning a pupil’s adjustment
should be delayed until a fairly adequate sample of behavior is obtained.
❖Effective Use of Anecdotal Records
1. Determine in advance what to observe, but be alert for
unusual behavior.
2. Observe and record enough of the situation to make the
behavior meaningful.
3. Make a record of the incident as soon after the observation as
possible.
4. Limit each anecdote to a brief description of a single incident.
5. Keep a factual description of the incident and your
interpretation of it separate.
6. Record both positive and negative behavioral incidents.
7. Collect some anecdotes on a pupil before drawing inferences
concerning typical behavior.
8. Obtain practice in writing anecdotal records.
❖Recording and Analyzing Observations
➢ Making field notes is not simply recording data but also analyzing them.
➢ Field notes may be quantified through the use of words, phrases, and concepts
and translated into themes/thoughts.
➢ Field notes can be analyzed using thematic analysis through the identification of
occurrences and patterns.
B. Rating Scales

 Rating Scales - provide a systematic procedure for reporting the

observer’s judgments.

 It consists of a set of characteristics or qualities to be observed and

some type of scale for indicating the degree to which each attribute is
present.
B. Rating Scales

❖ Types of Rating Scales

• Numeral Rating Scale
• Graphic Rating Scale
• Descriptive Graphic Scale
 Numerical Rating Scale

❑ Numeral Rating Scale – a scale in which the rater checks or encircles

a number to indicate the degree to which a characteristic is present.

• Each series of numbers is given a verbal description that remains constant from one
characteristic to another.
• The largest number is high. 1 is low, and the other numbers represent intermediate
values.
• Useful when the characteristics or qualities to be rated can be classified into a
limited number of categories and there is general agreement concerning the
category represented by each number.
Numerical Rating Scale
Graphic Scale

❑ Graphic Scale – a scale in which each characteristic is followed by a

horizontal line.
• The rating is made by placing a check on the line.
• A set of categories identifies specific positions along the line, but the
rater is free to check between these points.
Descriptive Graphic Scale

❑ Descriptive Graphic Scale - uses descriptive phrases to identify

the points on a graphic scale.
• Descriptions are thumbnail sketches that convey in behavioral terms
(e.g. how pupils behave at different steps along the scale).
• Only the center and the endpoints are defined.
• Space for comment is provided to enable the rater to clarify the rating.
• Numbers may be added to each position on the scale to aid scoring.
❖Principles of Effective Rating Scale
➢ Characteristics should be educationally significant.
➢ Characteristics should be directly observable.
➢ Characteristics and points on the scale should be clearly
defined.
➢ Between three to seven rating positions should be provided,
and raters should be permitted to mark at intermediate points.
➢ Raters should be instructed to omit ratings when they feel
unqualified to judge.
➢ Ratings from several observers should be combined whenever
possible.
C. Checklist

❖ Checklists – are a method of recording whether a characteristic is

present or absent or whether action was or was not taken and it calls
for simple yes-no judgment.
How to Develop a Checklist for Evaluating a Procedure
Consisting of a Series of Sequential Steps?

1. Identify each of the specific actions desired in the performance.

2. Add to the list those actions that represent common errors (if
they are useful in the evaluation, are limited in number, and can
be clearly stated)
3. Arrange the desired actions (and likely errors, if used) in the
approximate order in which they are expected to occur.
4. Provide a simple procedure for checking each action as it occurs
(or for numbering the actions in sequence, if appropriate)
Example 1. Checklist for Evaluating Pupil’s Mastery of Beginning Skills in
Mathematics
OTHER AFFECTIVE MEASURES AND
ASSESSMENTS

❑ Non–test Indicators
― Non-test instruments are instruments other than the learning achievement
tests.
― Assessment tools that can be used in compiling these non-test instruments
include observation or observation sheets (such as diaries, portfolios, life
skills) and attitude, interest and other test instruments.
 OTHER AFFECTIVE MEASURES AND
ASSESSMENTS

❑ Transversal Competencies
― These are competencies transferable between jobs. They are the ones that people
used to call experience, some people have called them “soft skills” or “emotional
intelligence”.
― The following are just some of the transversal competencies: critical and innovative
thinking, creativity, entrepreneurship, resourcefulness, application skills, reflective
thinking, presentation skills, reasoned decision-making, communication, leadership,
organizational skills, interpersonal skills, teamwork, collaboration, initiative, sociability,
collegiality, self-discipline, enthusiasm, perseverance, self-motivation, etc.
 OTHER AFFECTIVE MEASURES AND
ASSESSMENTS

❑ Transversal competencies have the following characteristics:

― they are transferable across domains, geographies, work and life contexts;
― they typically relate to social and interpersonal relations;
― they are cross-functional and cross-curricular in training and education, but can be
combined in a blended learning approach, e.g. collaborative problem-based
learning;
― communication is the key element in manifesting and evidencing transversal skills;
― if not communicated explicitly, they can remain undervalued or unrecognized;
OTHER AFFECTIVE MEASURES AND
ASSESSMENTS

❑ Transversal competencies have the following characteristics:

― they are essential tools in any context of significant and accelerated
change;
― they can be observed, evidenced and developed, whereas developing
values such as integrity in adults and changing ingrained character traits is
extremely difficult;
― they are learnt through experience and development and cannot be easily
taught, except through highly interactive learning processes, and
― in their development, they have a symbiotic relationship with improved
self-awareness and self-knowledge.
 21st Century Skills

 The term 21st century skills refers to a broad set of knowledge, skills, work
habits, and character traits that are believed – by educators, school reformers,
and others – to be critically important to success in today’s world, particularly
in collegiate programs and contemporary careers and workplaces.
 Some of the 21st century skills include critical thinking, creativity, collaboration,
communication, and technology use.
End.. Thank you!