For educational purposes

1. CHAPTER III
ASSESSING EFFECTIVE
LEARNING OUTCOMES

2. Affective domain
Affective traits
Valuing
Organization
Characterization by a value
Teacher observation
Unstructured observation
Anecdotal record
Student self-report
Interview method
Key Terms
Questionnaire method
Constructed-response format
Selected-response format
Rating scale
Likert scale
Semantic differential scale
Checklist
Peer rating
Guess-who approach
Sociometric approach

3. Learning Outcomes
At the end of this chapter the students should be able to:
1. Define the different concepts related to assessing affective learning
outcomes;
2. Determine different levels of affective domains;
3. Differentiate the three methods of assessing affective learning
outcomes;
4. Formulate objectives in the affective domain; and
5. Develop different assessment tools in assessing affective learning
outcomes.

4. Introduction
In assessing of learning I, the way of constructing instructional
objectives and how to assess cognitive domain are discussed. Cognitive
domain calls for outcomes of mental activity such as memorizing, reading,
problem solving, analyzing, symbolizing, and drawing conclusions. In this
chapter, we shall discuss how assess affective domain. Affective domain
covers behaviors with regards to attitudes, beliefs, and feelings. Networks
of attitudes, beliefs, and feelings from the student’s values. Values are
perceptions of ideas of worth, while beliefs are perceptions of fact. It
also emphasizes on feelings, emotions, and degrees of acceptance and
rejection.

5. Affective Traits and Learning Outcomes
According to Hohn ( 1995 ), as cited by Mcmillan ( 2001 ), the term
affective refers to a wide variety of traits and dispositions that are different
from knowledge, reasoning, and skills. The term “affect” is general in nature; it
is better for teachers to use specific behavior when developing learning
target. In Mathematics education, some scholars define affect as motivation,
dispositions, beliefs, and attitudes ( Chouinard & Roy, 2008; Shin, Lee, & Kim,
2009, Gresalfi, 2009; Davis, 2007; Else-Quest, Hyde, & Hejmadi, 2008;
Frenzel 2003 ). Anderson and Bourke ( 2000 ) pointed out that motivation and
affect may be redundant in the sense that motivation is implicit in all aspects
of affect.

6. Affective Traits
The table below is a summary of affective traits where most student’s affect
involves both emotional and cognitive beliefs. This was adapted from Mcmillan (2001).
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 occurrences and situations.
Preference Desire or propensity to select one object over another.
Motivation Desire and willingness to be engaged in behavior 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.

7. 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 behavior.
Classroom Environment Nature of feeling tone and interpersonal relationships in a class.
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.

8. We found a large number of such objectives in the literature expressed as
interest, attitudes, appreciations, values, and emotional sets or biases (
krathwohl, 1964 as cited by Esmane, 2011 ).
Levels of Affective Domain
The affective Taxonomy has five levels of affective targets namely:
receiving, responding, valuing, organization, and characterization by value
set.
Level 1:
Receiving ( Attention ). It is concerned with getting, holding, and directing
student’s attention. This can be assessed through interest inventories and can
be rated using the Likert scale. Attention concerns the student’s willingness to
attend to a classroom activity and being directed by the teacher.

9. Student’s attention is illustrated when listening attentively to the discussion
of the teacher, participating to all classroom activities, and being aware of
the importance of learning and classroom proceedings.
Verbs appropriate for objectives written at the receiving are: ask, choose,
describe, follow, give, hold, identify, locate, name, point to, select, sit, erect,
reply, and use.
Level 2:
Responding ( Interest ). It is concerned with the active participation of the
learners by showing interest on what they are doing. This can be assessed
through observation in terms of FSRN (frequently, sometimes, rarely, never).
Interest can be shown by completing the assigned work, active
participation of students in class discussion, volunteering for tasks, showing
interest in the subject, enjoying helping others, and willingness to answer
questions.

10. Verbs appropriate for objects written at the responding level are: answer,
assist, aid, comply, conform, discuss, greet, help, label, perform, practice,
present, read, recite, select, tell, and write.
Level 3:
Valuing ( Preference/Appreciation ). Refers to the willingness to be perceived
by the others as valuing certain ideas, materials, phenomenon, or behavior.
Preference or appreciation can be shown on the general reaction to a
series of questions that teacher gets from the students. Students may express
strong opinions under discussion, demonstrate a problem-solving attitude, shown
concern for the welfare of others, and demonstrate commitment to social
improvement. This can be assessed using the Likert scale such as SA – Strongly
Agree, A – Agree, U – Undecided, D – Disagree, SD – Strongly Disagree.

11. Verbs appropriate for objectives written at the valuing level are: complete,
demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify,
propose, read, report, select, share, study and work.
Level 4:
Organization ( Philosophy of Life ). It is concerned with the development of
philosophy of life by bringing out the values of the students together to form a
value system that will determine relationships among values and resolve conflicts.
This can be assessed by determining whether the learner has developed a
concept of value or belief.
Philosophy of life can be shown by accepting responsibility for his behavior,
understanding and accepting own strengths and weaknesses, and formulating a
life plan in harmony with his abilities, interests, and beliefs.
Verbs appropriate for objectives written at the organizing level are: adhere,
alter, arrange, combine, compare, complete, defend, explain, formulate,

12. Generalize, identify, integrate, modify, order, organize, prepare, relate, and
synthesize.
Level 5:
Characterization by a Value ( Lifestyle ). It is concerned with how the students
act consistently with values internalized.
Lifestyle can be illustrated by demonstrating self-reliance in working
independently, cooperating in group activities, punctuality and self-discipline, and
demonstrating a life style by consistency of his daily actions.
Verbs appropriate for objectives written at the characterizing level are:
discriminate, display, influence, listen, modify, perform, practice, propose, quality,
question, revise, serve, solve, and verify.

13. 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 the students’ behavior or what they
say about themselves or others. There are several psychological measures to
assess affective traits, but they are seldom used in the classroom. Hence, teachers
rely only on their observation and students self-report.
According to Mcnillan ( 2001 ), there are three considerations when assessing
affect. These are emotion and feelings, use of different approaches, and the result.

14. 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 assessments over a considerable amount of time. In this case, he can
obtain the dominant or prevalent affect of the students. If you consider only a
single assessment, there is a high probability that what you assess is not an entire
sign of the trait. Hence, it is better to measure repeatedly over several periods of
time.
Use several approaches when assessing affective traits, it is advisable to use as
much as possible. Do not rely on a single approach because it has a limitation. As
an example, when utilizing student self-report, the student can hide his feelings
and he can fake his answers and this can greatly affect the result. In this case you
can verify the result using teacher observation.

15. 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.
Result the purpose is related and significant to the methods used in assessing
affective traits. For example, if the purpose of assessing the affective trait of
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 other hand, use group result
when the purpose of assessment is for improvement of classroom instruction.
1. Teacher Observation
Observation technique of was already introduced in the Assessment

16. 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 behavior related to the targets.
(2) Develop a list of positive and negative behaviors.
(3) Decide the type of observation you want to use.
b. Two Methods of Teacher Observation
There are two methods of assessing affective learning outcomes using the
teacher observation: these are unstructured observation and structured
observation.

17. Unstructured observation is also known as open-ended observation. Here, the
teacher does not use any rating scale, or checklist to record observations; it
allows the teacher more freedom to record what information is to be observed
and how it is recorded. Recording observations can be done through note taking,
mental note taking, or diary keeping.
The teacher should have determined in advance the affective 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.
Anecdotal record can be utilized by the teacher when using unstructured
observation type. Anecdotal record is a description of student behavior or a

18. report of observed behavioral incidents. The following is an 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 class this
morning, he seemed very
tired and slouching in his seat.
He did not take part in class
discussion and showed no
interest in what was discussed.
This is very unusual of him
because he often participates
and monopolizes the class
discussion.

19. Structured observation is another way of assessing the affective traits of
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.
Structured observation usually involves the utilization of checklist, rating
scale, and sometimes the use of rubrics. With the behaviors listed, it allows the
observer to focus on the more important affect to be assessed. He only has to
mark behavior to indicate the times it has been shown. The behaviors can be
listed in different formats: through the checklist or through the rating scale. Using
the checklist, the teacher indicates the behavior by marking yes or no; observed
or not observed; presence or absence, etc. With the use of rating scale, terms such
as always, often, sometimes, seldom, and never are utilized.

20. 2. Student Self-report
The second method of assessing affective learning outcomes through the use
of student self-report. Student self-report is a method of assessing affective
learning outcomes that allows students to express their feelings or attitudes
toward a given specific classroom activity. It limits the response of the students to
what they can only do and say. The teacher must motivate them to respond
properly and seriously, because they might take the activities for granted, or else
the information gathered is not reliable.
There are two methods of assessing affective learning outcomes using the
student self-report: the interview method and the questionnaire and survey
methods.

21. Interview method allows the teacher to probe and clarify information in
order to avoid ambiguity, through the students cannot be unanimous with their
information and is time consuming to conduct. In this method, the first thing the
teacher does is to establish trust among students for them to reveal their true
feelings and beliefs regarding a certain fact, activity, or situation. This can be
done using individual or group interviews, round table discussions, or casual
conversations.
The second type is through the use of questionnaire or survey methods.
There are two types of format of assessing affective learning outcomes using this
methods: the constructed-response format and the selected -response format.
a. Constructed-response format is done using a completion item or an essay

22. item. In the completion item, the teacher asks the students about their feelings to
respond to a simple statement by writing a word or phrase to complete the said
statement.
Examples of statement about completion type are as follows:
1. I think Science is _______________________.
2. What I like most about my friend is__________________________.
3. The topic I like most in assessment of Learning is______________________.
4. Mathematics is________________________.
5. When I have enough money I like to__________________________.
Another type of constructed response is the essay item. In the essay item, the
teacher let their students organize their ideas to be written in paragraph from
regarding a certain topic.

23. Examples of essay topics with specific instructions are as follows:
1. Write a paragraph you like most about your teacher in Assessment of
Learning. Cite your reasons and the experiences that you like most with the
teacher.
2. Describe yourself as a student. Are you one of the top performing students? If
so, how do you maintain your high grades? If not, what will you do to become
a top student?
b. Selected-response format
There are three types of selected-response format presented in this section. There
are rating scale, semantic differential scale, and checklist. They are usually used to
assess attitudes, beliefs, and interest of the participants.

24. (1) Rating scale
Rating scale is a set of categories designed to gather information on
quantitative attributes in social sciences. In this case, Likert Scale or 1-10 rating
scales is the most widely used to assess attitude. Students are required to rate
their degree of agreement with certain statements. Their response will show both
the direction (favor or not favor) and the strength or intensity of their attitude.
The rating scale requires the students to mark whether they strongly agree,
agree, disagree or strongly disagree about their attitude toward something.
Statements used in the Likert scale are either positive or negative.
Below is list of opinions about mathematics. Rate each item by putting a
check on the box that corresponds to your answer.

25. Opinions Strongly Agree
( SA )
5
Agree
(A)
4
Neutral
(N)
3
Disagree
(D)
2
Strongly
Disagree
(SD)
1
1. Mathematics is a boring and dull subject.
2. I enjoy studying Mathematics at school.
3. Mathematics is an important subject for my
future career.
4. Mathematics is a difficult subject for me.
5. I am confident that I will get a high grade in
Mathematics.
6. Mathematics does not scare me at all.
7. Mathematics is a very interesting subject.
8. I am happier in Mathematics than my other
subjects.
9. I believe I am good at solving mathematical
problem.
10. I am always confused in my mathematics
subject.

26. (2) Semantic Differential Scale
Semantic differential scale is another type of selected-response format
in which a pair of adjectives are used to provide connections with feelings,
beliefs, and opinions that can be measured by degrees of agreement that
show both opposite directions and intensity. The teacher let the students check
in between each pair of adjectives that describes the positive or the negative
aspects of a given trait.
When developing semantic differential scales consider the following.
(a) Bipolar objectives are simple and economical means obtaining data
about students’ reactions.

27. (b) Ratings on bipolar adjective scale tend to be correlated and the three basic
dimensions of response account for the most of the covariation in ratings.
(c) Some adjective scales are almost pure measures of evaluation. Examples of
adjectives used in terms of their dimensions: difficulty (easy-difficult), potency
(powerful-powerless), and activity (slow-fast).
Example of Semantic Differential Scales:
Mathematics Test
Easy _ _ _ _ _ _ _ Difficult
3 2 1 0 1 2 3
Basketball Player
Weak _ _ _ _ _ _ _ Strong
3 2 1 0 1 2 3

28. Presentation
Dislike _ _ _ _ _ _ _ Like
3 2 1 0 1 2 3
(3) Checklist
Checklist is the easiest tool to develop compared to rating scale and
semantic differential scale. It consists of simple items that the students or teacher
makes as “present” or “absent” of a certain attribute that describes the affective
traits.
Steps in Constructing a Checklist
According to Mcmillan (2001), there are three steps in developing a checklist.

29. (a) Enumerate all attributes and characteristics you wish to observe relative to the
concept being assessed.
(b) Arrange these attributes as a “shopping” list of characteristics.
(c) Ask students to mark attributes or characteristics which are present and to
leave blank to those which are not.
Sample Checklist for Structured Observation in a Classroom
Observations Yes No
1. Students will attend class on time.
2. Students will submit assignments on time.
3. Students will actively participates in class discussions.
4. Students will follow instructions during examination.
5. Students will ask questions during classroom discussion.

30. 3. Peer Rating
Peer rating is the least method to be used in assessing affective learning
outcomes. In this method, the students are asked to assess or judge their
classmates’ behavior. It can be used to assess interpersonal traits. Frequency
nomination or sociogram is used to analyze its results. There are two approaches
of obtaining peer rating: the guess-who approach and the sociometric approach.
In the guess-who approach, students are asked to write the name/s of their
classmate/s who is described in the form.
Guess-Who Form
Direction: Write the name/s of your classmate/s who is described in the following
questions. Your answer must remain confidential. No other students shall see your answer.
Student/s can be named more once in each category.

31. 1. Who is the most willing to work with others?_________________________
2. Which student is concerned more about others?______________________
3. Who asks much help about his/her assignments?______________________
4. Which student is willing to cooperate with others?_____________________
On the other hand, sociometric approach is used to assess social
structure of the class and interaction patterns among the students (Mcmillan,
2001). Using this approach, it allows the teacher to learn about the social
acceptance and the liking patterns of the students. The results can be utilized
in identifying small groups of students, cliques, popular students, and social
isolates.

32. That’s all and Thank You!!
These are your reporters:
Mitch Joy T. Lerit Ricalyn D. Bobosa
Jhanna Joyce V. Arma Mark James G. Cortes