This document discusses affective assessment, which covers behaviors in the affective domain related to attitudes, beliefs, and feelings. It defines various affective traits like attitude, interest, values, opinions, and self-concept. Two main methods for assessing affective learning outcomes are described: teacher observation and student self-reports. Teacher observation can be unstructured, with open-minded noting of behaviors, or structured using checklists or rating scales to record specific behaviors. Multiple assessments over time are recommended to accurately gauge affective traits as emotions can vary.

1. AFFECTIVE
ASSESSMENT


2. Affective Assessment
Covers the behaviour in the affective
domain. With regards to the attitudes,
beliefs, and feelings. Networks of attitudes,
beliefs, and feelings form the student’s
values. Values are perceptions or ideas of
worth, while beliefs are perceptions of fact.
It also emphasizes on feelings, emotions, and
degrees of acceptance or rejection.

3. Affective Traits and Learning Targets
The term affective refers to a wide
variety of traits and dispositions that are
different from knowledge, reasoning, and
skills. The term affect refers to emotions and
feelings, however, affective targets include
cognitive and behavioural traits (McMillan,
2001).

4. Affective Traits
Trait Definition
Attitude Predisposition to respond favorably or unfavorably to
specified situations, concepts, objects, institutions,
or persons.
Interest Personal preference for certain kinds of activities.
Value Importance, worth or usefulness of mode or conduct
and end state of existence.
Opinions Beliefs about specific occurences and situations.
Preference Desire or propensity to select one object over another.
Motivation Desire and willingness to be engaged in behaviour and
intensity of involvement.
Academic
Self-Concept
Self-perception of competence in school and learning.
Self-Esteem Attitude toward oneself; degree of self-respect
worthiness, or desirability of self-concept.

5. Affective Traits
Trait Definition
Locus of
Control
Self-perception of whether success and failure is
controlled by the student or by external influences.
Emotional
Development
Growth, change, and awareness of emotions and
ability to regulate emotional expression.
Social
Relationship
Nature of interpersonal interactions and functioning
in group settings.
Altruism Willingness and propensity to help others.
Moral
Development
Attainment of ethical principles that guide decision
making and behaviour.
Classroom
Environment
Nature of feeling tone and interpersonal relationships
in a class.

6. Affective Traits and Learning Targets
Attitude is a psychological construct. Attitudes
can not really be observed or measured directly
because their existence is inferred from their
consequences. Attitudes refer to mental states used
by students to structure the way they perceive
their environment and guide the way they respond
to it. On the other hand, students’ values and
beliefs may dictate or affect their decisions and
actions. Values and beliefs in retrospect are
influenced by a student’s attitude; conversely,
values are the determinants of attitudes and belief
involves evaluation. A student with more positive
than negative beliefs toward psychological object
is judged to have a positive attitude.

7. Three Related Components that Form an Attitude
Cognitive or Knowledge Component:
Affective or Liking Component:
This represents a student’s information about an
object. This information includes awareness of the existence
of the object, beliefs about the characteristics or attributes of
the object, and judgements about the relative importance of
each of the attributes.
This summarizes a student’s overall feelings toward
an object, situation, or person, on a scale of like-dislike or
favorable or unfavorable. When there are several
alternatives to choose from, liking is expressed in terms of
preference for one alternative over another. Affective
judgements also can be made about the attributes of an
object.

8. Affective or Liking Component:
The intention or action component refers to
the student’s expectations of future behaviour
toward an object. Is the student “very,”
“somewhat,” or “not all” likely to finish the science
project on time? Intentions usually are limited to a
distinct time period that depends on student habit
and planning. The great advantage of an intentions
question is that it incorporates information about a
student’s ability or willingness to do the assigned
task.

9. Affective Domain of the Taxonomy of
Educational Objectives
Affective domain describes learning objectives that
emphasize a feeling, tone, emotion, or degree of
acceptance or rejection. Affective objectives vary
from simple attention to selected phenomena to
complex, but internally with consistent qualities of
character and conscience. A large number of such
objectives in the literature expressed as interests,
attitudes, appreciations, values, and emotional sets
or biases (Krathwohl, 1964 as cited by Esmane, 2011).

10. Levels of Affective Domain
Category
(Level)
Definition
Level 1: Receiving
(Attending)
Develops an awareness, shows a willingness to
receive, shows controlled or selected attention.
Level 2: Responding Shows a willingness to respond and finds some
initial level of satisfaction in responding.
Level 3: Valuing Shows that the object, person, or situation has
worth. Something is perceived as holding a
positive value, a commitment is made.
Level 4:
Organization
Brings together a complex set of values and
organizes them in an ordered relationship that is
harmonious and internally consistent.
Level 5:
Characterization
Organized system of values becomes a person’s
life outlook and the basis philosophy of life.

11. Methods of Assessing Affective Learning
Outcomes
Affective learning outcomes
There are three different methods of
assessing affective learning outcomes: teacher
observation, student self report, and peer rating.
Since affective traits are not directly observable, it
is best to infer from students’ behaviour or what
they say about themselves or others. Teachers rely
only on their observation and students self report.

12. According to McMillan (2001), there are three
considerations when assessing affect.
These are:
 Emotions and feelings
are not stable attitudes of young children and
during early adolescence because most of them are
unpredictable.
to obtain a valid and desirable student’s
emotion or feeling, the teacher is suggested to
conduct different assessment over a considerable
amount of time. In this case, he can obtain the
dominant or prevalent affect of the student.

13. If you consider only a single assessment,
there is a probability that what you assess is not
entire sign of the trait. Hence, it is better to
measure repeatedly over several period of
times.
 Use several approaches
it is advisable when using assessing
traits (as much as possible). Do not rely on a
single approach because it has a limitation.
Example:
When utilizing student self-report, the student
can hide his feelings and he can fake his answer
and this can greatly affect the result.

14. In this case you can, you can verify the result using
teacher observation. If the result is not consistent with the
observation of the teacher, then the result is invalid.
However, if the result is consistent with the observation of
the teacher, stronger and valid result can be inferred from
it.
Doobins, Jiing-Lih and Werbel (1993), and Cassady
(2001) found out that he low-performing student tend to over
report behaviour more than high performing students,
especially when they perceive specific levels of
performance that are socially desirable.

15. Result
the purpose is related and significant to the
methods used in assessing affective traits.
Example:
if the purpose of assessing the effective traits of
the students for reporting performance to parents,
consider individual result. Several methods of collecting
information are needed over a period of time, and
records are kept to verify teacher’s observation. On
the hand, use group result when the purpose of
assessment is for improvement of classroom
instruction.

16. 1. Teacher Observation
observation technique was already introduced in the
Assessment of Learning I as a tool of assessing student’s
performance during instruction or during formative
assessment. In this section, the emphasis of teacher
observation is to make a systematic record on the
observation about the presence or absence of affective
outcomes.
a. Steps in Using Teacher’s Observation
1. Determine in advance the specific behaviour related to
the targets
2. Develop a list of positive and negative behaviors.
3. Decide the type of observation you want to use.

17. b. Two Methods of Teacher Observation
There are two methods of assessing affective
learning outcomes using the teacher observation. These are:
 Unstructured observation
- is also known as open-minded observation.
-the teacher does not use any rating scale, or
checklist to record observation; it allows the teacher more
freedom to record what information is to be observed and
how it is recorded. Recording observation can be done
through note taking, mental not taking, or diary keeping .
- the teacher should have determined in advanced
the effective traits to be observed. However, it is also
important to note that the teacher should also consider
other actions that may as well reflect on affective traits.
Therefore, there should be at least guidelines and
characteristics of the affective traits to be assessed.

18. - the teacher monitors his students in a natural
classroom setting, taking notes of the observations about
classroom environment and behaviours and characteristics
of the students being assessed. He must used simple
description, such as always ask questions; keeps standing
and going around; or talking with seatmate. Even so, he
must avoid making conclusions about what he observes
using terms such as lonely, happy, motivated , etc. Using
unstructured observation allows him to quickly determine
affective traits and utilize them to make adjustment in the
instructional processes.
- anecdotal record can be utilized by the teacher
when using unstructured observation type. Anecdotal
record is a description of student behaviour or a report
observed behavioural incidents. The following is an
example of anecdotal record.

19. Example of anecdotal record :
Name of Student: John Emil R. Palma
Year and
Section
Teacher Date/
Time
Anecdote
IV- Gold Mr. Renz
A. Gabuyo
9:00-10:00
a.m
When Renz came to
the class this morning,
he seemed very tired
and slouching in his
seat. He did not take
part in class
discussed. This is very
unusual of him
because he often
participates and
monopolizes the class
discussion.

20. Structured Observation
- is another way of assessing the effective traits of
the students. This type of observation is somewhat different
from unstructured observation because more time is
needed for the preparation of the materials and the process
of recording the observation.
- it is usually involves the utilization of checklist,
rating scale, and sometimes the use of rubrics
-with the behaviours listed, it allows the observer to
focus on the more important affect to be assessed. He only
has to mark the behaviour to indicates the times it has been
shown.
- This behaviours can be listed in different formats:
through the checklist or through the rating scale. Using the
checklist, the teacher indicates a behaviour by making yes
or no; observed or not observed; presence or absence, tec.
With the use of rating scale, terms such as always, often
,sometimes ,seldom , and never are utilized.