Affective

Assessmen
t
What is affective assessment?
“For what shall it profit a man, if he shallgain the
whole world, and lose his own soul.”

“Sapagkat ano ang mapapakinabang ng tao, na

makamtan ang buong sanlibutan, at
mapapahamak ang kanyang buhay.”
Mark 8:36
• The affective domain is the least
studied and most often
overlooked domain in educational
literature even though almost
every author or researcher begins
with the premise on the
importance of the affective
domain in the teaching-learning
process the reason. The reason,
it's the fact that the affective
domain is the most nebulous and
the hardest to evaluate among
Bloom's 3 domains.
(Navarro & Santos,
2013)
Affective Assessment is…

Type of assessment deals with the affect dimension of

students’ learning

It includes attitudes, values, beliefs, opinions, interests, and

motivation
This aimed to explores how students feel while they are learning,
how their learning experiences have influenced their emotions
and future behavior

It does not determine the grades but helps teachers determine

what steps need to be taken to help achieve academic success.
Taxonomy of Affective Domain of
Learning
1. Receiving – in this level, the learner demonstrates an awareness in
an activity that is happening such that he/she gives attention to that
activity. This level involves willingness to receive the stimulus.
Example: Looking at the teacher during lecture is an awareness on a
learning stimulus but listening and paying attention indicate willingness
in receiving that stimulus.
2. Responding – in this case, the learner reacts to a given stimulus or
information that has been received. If a learner participates in a
class discussion, and not merely listening, then the learner is in this
level of behavior. This behavior may be compliance to a given task,
voluntary engagement, or doing an activity with interest.
3. Valuing – this is the level where the learner demonstrates
commitment to the object, knowledge, or activity. Here, the
learner has internalized a set of specific values such that these
values are manifested through overt behaviors.
Example: Picking up litters outside the classroom without
teacher’s presence or saving money for a book or putting off
insights after class on own volition are “valuing” behaviors.
4. Organization – this is the level where the learner has
internalized and integrated his or her feelings, emotions,
beliefs, opinions, etc., resulting to actions where new values
and traits emerged. In this level, the learner is able to discern
independently the right from wrong, and he/she is able to make
a decision what is more valuable based on his/her own
judgment.
5. Characterize – in this level of affective trait, the learner
demonstrates his/her beliefs and attitudes not only in a single
event or situation in multiple events, showing consistency of
the behavior that establishes an image or character of the
learner. The behavior extends beyond the school setting and
becomes part of his/her lifestyle.
Example: If doing an experiment has instilled the value of
patience, such trait could be carried over to the student’s
nonscience activities.
Affective Variables in Learning
1. Attitudes
Refer to a person’s reaction whether negative or positive,
favorable or unfavorable toward an object, activity,
person, or environment
In teaching, it concerns attitude toward learning, subject,
teachers, classmates, homework, and projects or even
attitude with wearing of uniforms, attendance to flag
ceremony, and others.
Desires to foster positive attitudes
Wants to have negative attitudes on things like bullying,
cheating, fighting, drugs, alcohol, absenteeism, and
smoking
2. Values and Beliefs
Values are characteristics or traits that a person holds in high
importance.
It includes principles that one considers to be right and guides the
person’s future actions and decisions.
In school, it includes honesty, patience, perseverance, respect for
others, cleanliness and order, care for environment, etc.
Beliefs refer to one’s convictions or opinions that one holds to be true
even without evidence
Beliefs emanates from different sources (what one hears, sees, reads,
experiences)
Values developed from beliefs and can change overtime from learned
experiences.
Beliefs and values determine attitudes and correlated to learner’s
performance
3. Interest
A psychological state that draws a person’s attention to an object,
idea, or event
It may be personal or situational
Personal: if a student reads a book or saves money to buy books,
even if this is not a course requirement, this means that he has
personal interest in reading
Situational: if a student has a liking for mathematics because
he/she likes his/her mathematics teacher
4. Motivation
An inner drive, impulse, emotion, or desire that moves one to a
particular action and arouses and sustains behavior
Can lead to increased effort and energy to pursue a goal
It has other intrinsic factors like curiosity, appreciation, valuing for
learning, as well as extrinsic factors like praise, grades for
completion, certification, etc.
Ausabel (1968) identified six needs and desires that are integral
parts of motivation like:
Need for exploration
Need for manipulation
Need for activity
Need for stimulation
Need for knowledge
Need for ego enhancement
5. Self-confidence
How a person feels about his/her abilities to accomplish a task or
reach a goal
It is a person’s perception of himself/herself and his/her
capabilities to perform successfully the task given to him/her.
 1. Self-Report Questionnaire (Self-report or Self
Inventory)
 The respondent is asked to answer a question
Assessment about himself/herself, his/her behavior, emotions,
feelings, or views.
Tools Used to  Used for diagnosis of student’s mental or emotional
Measure state
Affective A. Likert Scale (Rensis Likert)
o A series of questions or items that requires the
Learning respondent to select on a scale a rating
reflecting the level of agreement or
disagreement on items that are related to a
particular topic, experience, or issue.
o The responses both in descriptive and numeric
form, range from one extreme to another, such
as “strongly agree to strongly disagree”, where 5
is the numerical value of the extreme positive
feeling and “1” for the extreme negative.
 Guidelines in Writing Statements for
Rating Scale for Self-Report
1. Statements should refer to the present conditions rather than past or future
situations.
2. The statement should be relevant to the psychological construct being measured.
3. Avoid factual statement since the nature of what is assessed are affective traits.
4. Statement should elicit a response that lends itself to one interpretation.
Statements should be clear and simple sentences using precise and direct language.
5. Considering that responses in the instrument reflect gradation, statements should
no longer contain always, nearly, only, never, and just. These words are ambiguous.
6. Use vocabulary appropriate for the level of understanding of the respondents.
7. Avoid double negative sentences.
Steps in the Construction of Rating Scale
1. Select the affective trait that you want to assess which you
find relevant to teaching-learning situation.
2. Construct items that are clear, definite, and focused on the
trait you want to measure. Consider the different levels of
affective taxonomy in constructing the items.
3. Pilot test or field try the inventory and revise the parts that
appear to be unclear.
4. Administer the self-inventory to your target respondents.
5. Analyze the results and consider the findings and draw the
implication
B. Semantic Differential
Widely used scale
that employs
ratings concepts
with contrasting
adjectives placed
at opposite ends of
the number scale.
C. Checklist
A form of self-report that asks persons to indicate
whether they demonstrate a set of qualities or behaviors.
It is a tool for identifying the presence or absence of a
feeling, attitude, or behavior.
The behaviors that are checked will reflect what values
and beliefs learners hold.
Example: attitude toward environment may be measure
by giving students a checklist that enumerates different
actions related to environment awareness and
commitment in one column and space in another column
where students will put a check or a cross, indicating
whether those actions are being done or not.
2. Interview
An oral assessment our student learning conducted through
spoken words and casual conversation
It allows the teacher to collect and explore more in-depth
information about the trade being assessed that cannot be
captured by written instrument nor even be observed
Not just answerable by yes or no or other predetermined
responses
It allows students to qualify and expand their previous answers
which can be vague at the earlier part of the conversation
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
It can be structured or unstructured
Structured interview - upland sequence of questions
which lead to open-ended discussions between the
teacher and the student either done individually or by
group.
Informal interview (Unstructured) - Appears to be natural
and can create a more conversational environment for
sharing wherein the teacher will be able to elicit more
truthful information from students about themselves.
 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 the 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 the questions as well that were not answered, and
additional question that were given during the probing process. Record the
wait time for the response. It will also be worth noting to record the
nonverbal behavior like body movements during the interview process.
3. Student Journals
These are effective tools that can be used in assessing and monitoring student
thinking and attitudes.
Journal writing gives students guided opportunities to think aloud through
writing.
It is a special form of documentation that records personal experiences and
thoughts.
It is a reflection of learners’ own perception about a problem, a situation, or
an activity they are tasked with.
Students are given opportunity to rewind previous experiences that can give
them new perspectives in facing future actions.
Students are given opportunity to open up and express their thoughts and
feelings which can reveal their thinking both in the cognitive and affective
aspect of the problem task.
Example: If the student is asked the question , “when is a person a hero to
you?”, the students writing will reveal not only his or her set of beliefs and
values (the affective component), but also his or her knowledge on the
concept of heroism (the content part).
• In choosing journal writing as an assessment tool for effective
learning outcomes, here are some guide questions to consider:
What is your purpose for the student journal writing (i.e., critical
thinking, reflection, self-awareness, goal review, developing self-
confidence, overcoming anxiety)?
What is the format (i.e., handwritten free form, typed, full sentences)?
What is the topic? What do you want the students to write about?
How much do you want your student to write (i.e., number of pages,
number of paragraphs, or number of words)?
How will the students be given feedback (i.e., individual, with a small
group, with the teacher)?
Who will read the journal (i.e., with teacher only, with other teachers,
we've selected students)?
How will the students be graded (i.e., pass/fail, rubric, no scoring
needed)?
4. Observation
It is an assessment tool that involves looking out for the presence or
absence of behaviors of learners in a natural setting
it allows the teacher to assess students' 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 is a rich source of clues that can be both obtrusive and unobtrusive
measures of attitude, believes, disposition, character etc.
Example: a physical education (P.E.) Teacher watch your students play
basketball in a school court. While the focus may be on the skill of playing
basketball like shooting or throwing the ball correctly, the teacher can also
directly watch who played the “clean” game and who play on “foul” moves
or what we often term the “dirty tricks”. Such behavior is indicative of
important affective characteristics like honesty, patience and positive
disposition, which we aim to develop not only in P.E. But across the school
curriculum.
Observation may be structured or unstructured
Unstructured observation - it's open-ended, with no formal recording of what
is observed as assessment process is ongoing.
You have to be very clear of what to observe and least the behaviors and
actions that will indicate the possession of the trait.
There is still the need to record observed data right after actual observation
time.
Recall the more specific events, which can be significant, and include both
positive and negative actions
Structured observation - prepares a checklist R rating form before the actual
observation
The checklist defines the positive and negative behaviors indicative of the trait
you wish to measure
Recording is straightforward as it just requires to check on the ”Yes” and “No”
call mom for the presence or absence of the behavior, respectively, or a check
on the appropriate numerical and descriptive scale if reading skill is used.
• The measures obtained from observation approach can be made more valid and reliable
with the following guidelines:
Set a clear definition of the effective trait you want to observe.
Prepare a checklist or rating scale that will define the more specific affective behavior
you want to capture. This chick last or rating scale will also be used in collecting and
recording your data.
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.
Have a colleague/s to work with you and the actual observation time.
Be clear on ethical issues.
Record the observation immediately. Use the checklist, supplemented by anecdotal
records that are an open-ended way to record observation. Record factual
observation and because she's on personal interpretation and biased statements.
Review data. Reflect on outcomes.
Decide future steps based on the observation results.
Adjust planning and apply interventions.
Monitor progress.