2. The most common and perhaps
the easiest instrument in the
affective domain to construct is
the checklist.
A checklist consists of simple
items that the student or teacher
marks as “absent” or “present”.
3. Steps in checklist construction
Enumerate all the attributes and
characteristics you wish to observe
relative to the concept being measured.
Arrange these as a “shopping” list of
characteristics.
4. goals and/or objectives represents an
important learning outcome
present level of performance
Realistic and feasible
easily measured
show steps
appropriately calibrated
useful for planning and evaluating
instructional programs
5. YES NO Questions
1. Do the goals and/or objectives represents an important learning
outcome that is a priority for this students?
2. Is there a goal written for each area of need stated in the present
level of performance?
3. Are the goals realistic in the sense that they can be accomplished in
one year?
4. Are the goals and objectives easily measured?
5. Are there multiple objectives representing intermediate steps to
each goal?
6. Are the goals and objectives appropriately calibrated?
7. Are the goals and objectives useful for planning and evaluating
instructional programs?
6. YES NO Questions
1. Do the goals and/or objectives represents an important learning
outcome that is a priority for this students?
2. Is there a goal written for each area of need stated in the present
level of performance?
3. Are the goals realistic in the sense that they can be accomplished in
one year?
4. Are the goals and objectives easily measured?
5. Are there multiple objectives representing intermediate steps to
each goal?
6. Are the goals and objectives appropriately calibrated?
7. Are the goals and objectives useful for planning and evaluating
instructional programs?
