learning can be assessed using the Affective domain, and this is an example of doing Affective Assessment in the Classroom.

1. Affective Assessment
PORTFOLIO ANALYSIS FORM
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2. Student Name:
Teacher Name:
ACTIVITY 4: First Year High School
Educational Goal:
The students will be able to develop and enhance 3 interpersonal relationship skills
through collaboration and cooperation with peers in a group activity.
Performance Task Content Illustrating Student Progress Date
• • Group activity in constructing a 3
The students will work as a group in
Dimensional Pyramid which demands
constructing a 3Dimensional Pyramid
intensive collaboration and cooperation
figure from a 2 Dimensional Isosceles
among group members to be able to
triangle.
accurately form the 3D figure, and enhance
their interpersonal skills focusing on
communication, interaction and relation.
Summary/ Comments:
Affective assessment has been used extensively in education to gain valuable
information from student attitudes in various perspectives like the way students react to the
instructional strategies that a teacher employs or the attitude and behavior the students
demonstrate towards the lesson. However, it has rarely been used as an instrument for
systematically evaluating courses in order to plan instructional changes, because affective
assessment is not used to grade students but only to gather information to help teachers
understand what is happening with regards to the students in their classes relevant to those
qualities associated with the affective domain like social, emotional, and ethical dimensions.
In this case, my intention is to determine the interpersonal relationship skills of my
students relevant to their activity. Because in a group activity or laboratory tasks, students must
be able to work together to accomplish their objectives, and knowing their interpersonal abilities
would enable me, as a teacher to adjust and set roles for my students relevant to their skills for
them to be able to do their respective learning tasks.
AFFECTIVE ASSESSMENT
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3. Performance Criteria
1 2 3 4
Criteria TOTAL
Aloof Shy Slightly Active Very Active
Selection
Does not Participates but Participates and Actively
participate in the does not share his shares his/her participates in
Communication group’s activity. ideas. ideas but in a all group
limited scale. activities and
discussions.
Interaction Does not interact Interacts but it is Shares his/her The group and
well with the limited to ideas and have most of
group answering supports the ideas the ideas in the
questions of the leaders. activity.
whenever asked.
Does not join Maintains good Always sits near Leads the
group or peer relationship with the group’s leader entire group
Relationship activities unless peers but usually and actively joins and everybody
compelled to. sits at the farthest in the group’s looks up to him/
place for a group discussion. her for making
Wants to work member. decisions when
alone. Group members group members
like him/her for have conflicting
being friendly but ideas.
shun his/her
plenty of bright Everybody
ideas. listens and
agrees to what
he/she says.
TOTAL
Teacher Comment:
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