Utilizing the Different Methods or Combination of Methods in Assessing Affect

2. The following factors are to be consider in
choosing for which methods or methods to use:
 A general reaction to something or someone can best be
gathered through observation.
2.1 TYPE OF AFFECT THAT NEEDS TO BE ASSESSED

3. If grouped response and tendencies are needed, selected response self-
report method is suited because it assures anonymity and is easily scored.
If the intention of the affective assessment is to utilize the results as
supporting input to grading, then multiple approaches is necessary and be
mindful of the possibility of having fake results from self-report and even from
peer judgement.
2.2 IF THE INFORMATION NEEDED IS FROM GROUPED OR
INDIVIDUAL RESPONSES
2.3 THE USE OF INFORMATION

5. 3.1 CHECKLIST
Is one of the effective assessment strategies to
monitor specific skills, behaviors, or dispositions of
individual or group of students (burke, 2009).
 Contain criteria that focus on the intended
outcome or target.

6. THE TABLE BELOW SHOWS AN EXAMPLE OF A CHECKLIST FORMAT.
OBSERVATION CHECKLIST
Student: Subject: Date:
Type of Assignment
Not Yet Sometimes Frequently
Work Habits
 Get work done on time
 Asks for help when needed
 Takes initiative
Study Habits
 Organizes work
 Takes good notes
 Uses time well
Social Skills
 Work s well with others

7. 3.1.1 CRITERIA FOR CHECKLISTS
In planning for criteria that will be used in checklists, the criteria must be aligned
with the outcomes that need to be observed and measured.
3.1.2 WHY USE CHECKLISTS
Checklists should be utilized because these:
a. Make a quick and easy way to observe and record skills, criteria, and behaviors
prior to final test or summative evaluation.

8. b. Provide information to teachers if there are students who need help so as
to avoid failing.
c. Provide formative assessment of students of students’ learning and help
teachers monitor if students are on track with the desired outcomes.
3.2 RATING SCALE
According to nitko (2001), rating scales can be used for teaching
purposes and assessment.
1. Rating scales help students understand the learning target/outcomes and to
focus students’ attention to performance.

9. 2. Completed rating scale gives specific feedback to students as far as their
strengths and weaknesses with respect to the targets to which they are
measured.
3. Students not only learn the standards but also may internalize the set
standards.
4. Ratings helps to show each student’s growth and progress.
Example: rating scale (attitude towards mathematics)

10. Directions: Put the score on the column for each of the statement as it applies to
you. Use 1 to 5, 1 being the lowest and 5 the highest possible score.
Score
1. I am happy during Mathematics
class.
2. I get tired doing board work and
drills.
3. I enjoy solving word problems

11. 3.2.1 TYPES OF RATING SCALES
The most commonly used type of rating scales are:
1) Numerical rating scales
 A numerical rating scale translates the judgements of quality or degree into
numbers.
Example: To what extent does the student participate in team meetings and
discussions?
1 2 3 4

12. 2) Descriptive graphic rating scales
A better format for rating is this descriptive graphic rating scales that replaces
ambiguous single word with short behavioral descriptions of the various points
along the scale.
Example: To what extent does the student participate in team meetings and
discussions?
Never
participates;
quiet, passive
Participates as
much as other
team member
Participates more
than any other
team member

13. 3.2.2 COMMON RATING SCALE ERRORS
The table below contains the common rating scale errors that teachers and students
must be familiar with in order to avoid committing such kind of errors during
assessment.
Error Description
Leniency Error Occurs when a teacher tends to make
almost all ratings towards the high end
of the scale, avoiding the low end of the
scale.

14. Severity Error A teacher tends to make almost all ratings
toward the low end of the scale. This is the
opposite of leniency error.
Central Tendency Error Occurs when a teacher hesitates to use
extremes and uses only the middle part of
the scale.
Halo Effect Occurs when a teacher lets his/her general
impression of the student affect how he/she
rates the student on specific dimension.
Personal bias Occurs when a teacher has a general
tendency to use inappropriate or irrelevant
stereotypes favoring boys over girls, from
rich families over from middle-income
families, etc..
Logical Error Occurs when a teacher gives similar ratings

15. 3.3 LIKERT SCALE
Another simple and widely used self-report method in assessing affect is
the use of likert scale wherein a list of clearly favourable and
unfavourable attitude statements are provided. The students are asked
to respond to each of the statement.

16. Example: Likert Scale
Directions: Put a check on the column for each of the statement that applies to
you.
Legend: SA– Strongly Agree, A – Agree, U – Undecided,
D – Disagree, SD – Strongly Disagree
(SA) (A) (U) (D) (SD)
5 4 3 2 1
1. I am happy during Mathematics class.
2. I get tired doing board work and drills.
3. I enjoy solving word problems

17. 3.3.1 CONSTRUCTING LIKERT SCALE
INSTRUMENT
Below are the steps in constructing likert scale instrument:
1. Write a series of statements expressing positive and negative opinions toward
attitude object.
2. Select the best statements expressing positive and negative opinions and edit as
necessary.
3. List the statements combining the positive and negative and put the letters of the
five-point scale to the left of each statement for easy marking.

18. 4. Add the directions, indicating how to mark the answer and include a key at the
top of the page if letters are used for each statement.
5. Some prefer to drop the undecided category so that respondents will be forced to
indicate agreement or disagreement.