This document provides information about assessing students' affective outcomes of learning. It begins by outlining the desired learning outcomes, which is to develop an assessment tool to measure affective domains. It then defines the affective domain as including constructs like attitudes, values, beliefs, and motivation. The document explains that affective assessment is important as it provides insights into student behavior and needs beyond cognitive performance. It also notes some benefits and challenges, such as affective traits being more difficult to measure objectively than cognitive skills. Various affective traits are then defined, and different methods for assessing affect are outlined, including self-report questionnaires, observation, and interviews. Steps for constructing rating scales are also provided.

1. AFFECTIVE ASSESSMENT
Lesson 4
Educ 205

2. Watch the video and make a short reflection
relating to teaching and learning process.
https://www.youtu
be.com/watch?v=
F23ak31YnTI

3. Desired Significant Learning Outcomes:
In this lesson, you are expected to:
 develop an assessment tool to measure affective
outcomes of learning.

4. Affective Assessment
 The affective domain (from the Latin affectus, meaning
"feelings") includes a host of constructs, such as attitudes,
values, beliefs, opinions, interests, and motivation. They
are the non-cognitive outcomes of learning that are not
easily seen or explicitly demonstrated.
 Measurement of feelings, attitudes, interests, and
motivation related to learning (affective domain).
 Not about "what" students learned, but "how" they feel
while learning.

5. Why Affective Assessment Important?
 Understanding student emotions and attitudes provides
insights into their behavior and future learning.
 Helps teachers individualize instruction and improve
strategies based on student needs.
 Students gain self-awareness and reflection
skills, enhancing learning.
 Can identify learning difficulties or anxieties related to
specific subjects.

6. Affective Assessment
Benefits:
 Improves teaching
effectiveness and learning
outcomes.
 Provides information beyond
cognitive performance.
 Helps unlock potential that
might be hindered by negative
emotions.
Challenges:
 More difficult to measure
objectively than cognitive
skills.
 Requires different
assessment methods.

7. Affective Traits
Traits Description
Attitudes Predisposition to respond favorably or unfavorably to specified situations,
concepts, objects, institutions, or persons. In teaching, this will be
concerned with the attitude toward learning, subject, teachers, classmates,
homework, and projects or even attitude with wearing of uniforms,
attendance to flag ceremony, and others.
Interests Personal preference for certain kinds of activities. .
Values Importance, worth, or usefulness of modes or conduct and end states of
existence. These include principles that one considers to be right, and
consequently which guides the person's future actions and decisions. In a
school setting, values that are included in the curriculum are honesty,
patience, perseverance, respect for others, cleanliness and order, care for
environment, etc.

8. Traits Description
Opinions Beliefs about specific occurrences and situations
Preferences Desire to select one object over another
Motivation Desire and willingness to be engaged in behavior including
intensity of involvement. It arouses and sustains behavior. It
can lead to increased effort and energy to pursue a goal. If a
learner is highly motivated, he/her is willing to give his or her
time and effort to reach a goal.
Academic self-
concept
Self-perception of competence in school and learning
Affective Traits

9. Traits Description
Self- esteem Attitudes toward oneself; degree of self-respect, worthiness,
or
desirability of self-concept
Locus of
Control
Self-perception of whether success and failure is controlled
by the
students or by external influences.
Emotional
Development
Growth, change, and awareness of emotions and ability to
regulate
emotional expression
Affective Traits

10. Traits Description
Social
relationships
Nature of interpersonal interactions and functioning in group
setting
Altruism Willingness and propensity to help others
Moral
Development
Attainment of ethical principles that guide decision-making
and
Behavior
Classroom
Development
Nature of feeling tones and interpersonal relationship in a
class
Affective Traits

11. Three considerations in assessing affect
 Emotions and feelings change quickly most
especially for young children and during early
adolescence. Which means that to obtain a valid
indication of an individual student’s emotion or feeling,
it is necessary to conduct several assessments over a
period of time.

12. Three considerations in assessing affect
 Use varied approaches in measuring the same
affective traits as possible. It is better not to rely on
a single method because of limitations inherent in the
method.

13. Three considerations in assessing affect
 Decide what type of data or results are needed, is
it individual or group data. Consideration of what
the purpose of assessment is will influence the
method that must be used. For reporting or giving
feedback to parents or interested individuals about
the learner, individual student information is
necessary.

14. Factors to Consider in choosing method or
methods to use:
 Type of affect that needs to be assessed: A general reaction to something
or someone can best be gathered through observation. However, if attitude
components is to be diagnosed, a self-report will give a better information.
 If the information needed is from grouped or individual responses: If
grouped response and tendencies are needed, selected response self-report
method is suited because it assures anonymity and is easily scored.
 The use of information: 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.

15. Methods of Assessing Affective Targets
 More difficult to measure feelings, attitudes, and values
compared to cognitive skills.
 Such measurement may be direct or indirect.

16. Methods of Assessing Affective Targets
 Direct assessment:
• Attendance
• Number of times a
student raises their hand
to answer or ask
questions
• Number of completed
assignments and projects
 Indirect assessment:
• Self-report questionnaires
• Questionnaires
• Opinionnaires
• Semantic differential
• Observation
• Interview

17. A. Self-report Questionnaires
• Self-report or self-inventory is a type of assessment where the respondent is asked to
answer a question about himself/herself, his or her behavior, emotions, feelings, or views.
• It serves many purposes to include diagnosis of students' mental and emotional state.
• This is also popular in a pre-test and post-test design when the teacher wants to assess
change (e.g., in attitude, interest, motivation) before and after instructional period.
• This assessment tool is easy to administer to get immediate results and information directly
from the person who is most knowledgeable about himself/herself.
• Limitation: Respondents may not always be honest, opting to please the teacher rather
than express their true feelings.
• Limitation: Personal bias and subjective viewpoints can influence responses.
• To overcome these limitations: Creating the right environment is essential to encourage
truthful responses.

18. Likert Scale
This measuring tool, invented by Rensis Likert, is a series of questions
or items that requires the respondent to select on a scale a rating
reflecting the level of agreement or disagreement on items that are
related to a particular topic, experience, or issue. The responses, both
in descriptive and numeric form, range from one extreme to another,
such as “strongly agree" to "strongly disagree”, where "5" is the
numerical value of the extreme positive feeling and "1" for the extreme
negative. This kind of scaling gives deeper insight into what the
students are thinking and feeling.

19. Sample
Likert
Scale

20. Sample
Likert
Scale

22. Writing Statements for Rating Scales
• Write a series of statements expressing positive and negative opinions
toward attitude object.
• Select the best statements expressing positive and negative opinions and
edit as necessary.
• 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.
• 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.
• Some prefer to drop the undecided category so that respondents will be
forced to indicate agreement or disagreement.

23. Writing Statements for Rating Scales
 Statements should refer to the present conditions
rather than past or future situations.
 The statement should be relevant to the psychological
construct being measured.
 Avoid factual statement since the nature of what is
assessed are affective traits.
 Statement should elicit a response that lends itself to
one interpretation.

24. Writing Statements for Rating Scales
 Statements should be clear and simple sentences
using precise and direct language.
 Considering that responses in the instrument reflect
gradation, statements should no longer contain
always, nearly, only, never, and just. These words are
ambiguous.

25. Writing Statements for Rating Scales
 Use vocabulary appropriate for the level of
understanding of the respondents.
 Avoid double negative sentences.

26. Steps in the Construction of the Rating
Scale
1. Select the affective trait you want to assess which you find relevant to
teaching-learning situation. Make sure that you or your school is going to
benefit from it and use the data to improve the present situation.
 Example: You may be interested to know students‘ interest about
specific educational issues like climate change and environment. This
inventory will not only help the science teacher in classroom situation,
but the data may also help teachers to know who can be tapped to
participate in Waste Management and Segregation Project the school is
launching.

27. Steps in the Construction of the Rating
Scale
2. Construct items that are clear, definite, and focused on
the trait you want to measure. Consider the different
levels of affective taxonomy in constructing the items. In
addition, since what you are assessing is on emotion or
affect, items should include positive and negative
positions that will make the respondent think carefully the
answer to the item.

28. Steps in the Construction of the Rating
Scale
3. Pilot test or field try the inventory and revise the parts that appear to be
unclear. This is advised when you want to measure more encompassing
and long term affective learning outcomes. The purpose of field testing the
instrument is to detect unclear questions and statements and procedural
difficulties the intended respondents can experience with the
questionnaire. If the inventory is intended for Grade 6 students, then
having another class of Grade 6 to give feedback to the inventory will best
suit the purpose of field testing.

29. Steps in the Construction of the Rating
Scale
4. Administer the self-report inventory to your target
respondents. It is advised that adequate time like on
power test is provided for completion of the inventory.

30. Steps in the Construction of the Rating
Scale
 5. Analyze the results and consider the findings and draw the implication. The most
common scale is 1 to 5, with 1 as the extreme negative option, followed by the less
negative, and mid-range ratings indicating a level of neutrality through 5 being the
highest positive or favorable response. For the negative items, the numerical values
are reversed.
 If your intention is for classroom setting only, data analysis does not have to be
complex and computation of a score may not be the focus. The teacher may give more
attention to patterns of responses vis-à-vis the content and essence of the affective
items. Consequently, the teacher should be able to define the implications of the
results to improve the learning environment.

31. Semantic Differential Scales
Semantic Different Scale. These scales use adjective pairs that
provide anchors for feelings or beliefs that are opposite in direction and
intensity. Students would place a check between each pair of adjectives
that describes positive or negative aspects of the traits.
Example: Traits/attitude toward Mathematics subject
Mathematics:
Boring __ __ __ __ __ Interesting
Important ___ ___ ___ ___ ___ Useless

32. Semantic differential scale

33. Semantic
Differential
Scales

34. Semantic Differential Scales
 Semantic Different Scale. It is also an efficient way of collecting
information. Though this may be an efficient way note that it is not
good to ask too many questions. It is important to carefully select
those traits that are concerned or included in the defined affective
targets or outcomes. It is also a good point to have open-ended items
such as “comments” or “suggestions”.

35. Semantic
differential
scale

36. Semantic
differential
scale

37. Semantic
differential
scale

39. Checklist
Checklist
A checklist is a form of self-report that asks persons to indicate whether they
demonstrate a set of qualities or behaviors.
A checklist consists of simple items that the student or teacher marks as
"absent" or "present". Checklist is one of the effective assessment strategies
to monitor specific skills, behaviors, or dispositions of individual or group of
students (Burke, 2009).

40. Sample
Checklist

41. Sample
Checklist

42. Steps in constructing a checklist:
 Enumerate all the attributes and characteristics you wish to
observe relative to the concept being measured. For
instance, if the concept is "interpersonal relation", then you
might want to identify those indicators or attributes which
constitute evidence of good interpersonal relation
 Arrange these attributes as a shopping list of
characteristics
 Ask the students to mark those attributes or characteristics
which are present and to leave blank those which are not.

43. Checklist
 Directions: Indicate observation by placing a checkmark
in the appropriate box to the left of the column.
√ Positive Academic Performance
Pays attention in class
Engages in school/class activities
Completes assignment on time
Shows good decision-making skills

44. Interview
There are different types of personal communication that teachers can use with their
students, like individual and group interviews, discussions, and casual conversations to
assess affect. It is similar to observation but in here, there is an opportunity that
teachers may have direct involvement with the student wherein teachers can probe and
respond for better understanding.

45. General steps in developing and conducting
an interview:
1. Select the assessment objectives.
2. List the oral questions in sequence based on the objectives. However, the
sequence is not absolute, instead, there should be a room for flexibility.
Questions should start with general questions followed by more specific ones.
3. Make a report sheet or any form to record responses
4. Conduct the interview. Start with statements that will make the learner be at
comfort level with the teacher.
5. Record the responses, both elicited responses and responses that were aided
by prompts. Record as well the questions that were not answered, and
additional questions that were given during the probing process. Record the
wait time for the response. It will also be worth noting to record the nonverbal
behavior like body movements during the interview process.

46. Interview
Sample: The Interview Questions
How did you feel about your participation in our class today?
What did you think about the story that we discussed?
Did the story interest you?
What is the part of the story that caught most of your attention? Why did it interest you most?
What makes you read a book without being told so by your teacher?
How do you like your reading class? What makes you dislike it if ever you feel so?
What different approach should your teacher use to help you and your classmates better?

47. Student Journals.
These are effective tools that can be used in assessing and monitoring student
thinking and attitudes. Journal writing gives students guided opportunities to "think aloud"
through writing. It is a special form of documentation that records personal experiences
and thoughts. It is a reflection of learners' own perception about a problem, a situation, or
an activity they are tasked with. A student who encountered a difficult problem and is
asked to write about the situation through a journal will reflect more deeply and think
critically about the problem or situation and what actions and decisions were made to
hurdle the difficulties. In journal writing, students are given opportunity to rewind previous
experiences that can give them new perspectives in facing future actions. Further,
through journals, students are given the opportunity to open up and express their
thoughts and feelings, which can reveal their thinking both on the cognitive and affective
aspect of the problem task.
Student Journals

48.  Journal writing facilitates one-to-one dialogue between teachers and
students.
 It fosters a partnership environment for resolving issues and conflicts
confidentially.
 Written journals offer insights for teachers to provide feedback and pose
questions, fostering different thinking approaches.
 While primarily aimed at capturing feelings and emotions, journal writing
can enhance cognitive learning.
 Journals are guided by a set of ideas, questions, or problems to achieve
these goals.
Student Journals

49. Journal Writing – Guide Questions for
Teachers to Consider
 What is your purpose for the student journal writing (i.e.,
critical thinking, reflection, self-awareness, goal review,
developing self-confidence, overcoming anxiety)?
 What is the format (i.e., handwritten free form, typed, full
sentences)? What is the topic? What do you want the
students to write about?
 How much do you want your student to write (i.e., number
of pages, number of paragraphs, or number of words)?

50.  How will the students be given feedback (i.e.,
individual, with a small group, with the teacher)?
 Who will read the journal (i.e., with teacher only, with
other teachers, with selected students)?
 How will the students be graded (i.e., Pass/Fail, Rubric,
no scoring needed)? .
Journal Writing – Guide Questions for
Teachers to Consider

51. Teacher Observation
 Observation is an assessment tool that involves observing learner behaviors in
a natural setting.
 It allows teachers to assess student behavior during teaching and learning,
providing rich clues about attitudes, beliefs, disposition, and character.
 Unlike other assessments requiring separate time with students, observation
occurs during regular activities.
Example: A Physical Education teacher observes students playing basketball,
focusing not only on skills but also on behaviors like honesty and patience, which
reflect important affective characteristics.

52. Teacher Observation
A.1 Unstructured Observation
- Unstructured observation (anecdotal) may also be used for the purpose of making
summative judgements. This is normally open-ended, no checklist or rating scale is
used, and everything observed is just simply recorded.
- Unstructured observation is more realistic, which means teachers can record
everything they have observed and are not limited by what is contained in a checklist
or rating scale.
A.2 Structured Observation
 In structured observation, more time is needed since checklist or rating forms are to be
made since it will be used to record observations. The form is generated from a list of
positive and negative behaviors to make it easy and convenient in recording.

53. Student Behaviors Indicating Positive and Negative Attitudes Toward
Learning
POSITIVE NEGATIVE
Rarely misses class
Rarely late to class
Asks lots of questions
Helps other students
Works well independently without supervision
Is involved in extracurricular activities
He or she likes school
Comes to class early
Stays after school
Volunteers to help
Completes homework
Tries hard to do well
Completes assignments before they are due
Rarely complains
Is rarely off-task
Rarely bothers students
Is frequently absent
Is frequently tardy
Rarely asks questions
Rarely helps other students
Needs constant supervision
Is not involved in extracurricular activities
Says he or she doesn’t like school
Rarely comes to class early
Rarely stays after school
Doesn’t volunteer
Often does not complete homework
Doesn’t care about bad grades
Never does extra credit work
Never completes assignments before the due date complains
Sleep in class
Bothers other students
Stares out window
Student Behaviors Indicating Positive and Negative Attitudes Toward Learning

54. Things that should be considered if teacher
observation method will be used to assess affect:
 Determine behaviors to be observed in advance.
 Record student’s important data such as time, data, and place
 If unstructured, record brief descriptions of relevant behavior
 Keep interpretations separate from description
 Record both positive and negative behaviors
 Have as much observations of each student as necessary
 Avoid personal bias
 Record immediately the observations
 Apply a simple and efficient procedure

55. Example Teacher observation checklist