Affective Learning

1. WHAT ASSESSMENT TOOL
ARE USED TO MEASURE
AFFECTIVE LEARNING?

2. DIRECT ASSESSMENT
*The Direct Assessment of affective learning outcomes
is attainable at lower level in affective learning taxonomy of
Krathwohl (1964)
EXAMPLES:
1.Survey and Questionnaires
2.Interviews
3.Observations
4.Reflection or Journals

3. INDIRECT ASSESSMENT
*The information generated from the use of indirect
assessment of affective learning outcomes can come from
direct sources- student himself/herself,teachers, or peers.
EXAMPLES
1.Grades
2.Participation Rate
3.Attendance Record
4.Course Evaluation

4. SELF-REPORT QUESTIONNAIRE
*As the name implies self-report or self-inventory is a type of
assessment where the respondent is asked question about
himself/herself,his or her behavior,emotions,feelings,or views
*This is also popular in the pre-test ad the post-test design where
the teacher wants to assess change(e.g. attitude,interest,
motivation)before and after instructional period.

5. Self-report inventories use a variety of formats.The most common are;
LIKERT SCALE
The measuring tool,invented by Rennis Likert,is a series of
questions or items that requires the respondent to select on a
rating reflecting the level of aggreement and disagreement on
items that are related to a particular topic,experiences or
issue.The responses,both in descriptive and numeric form,range
from one extreme to another,such as “strongly agree”,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 students are thinking and feeling.

9. WRITING STATEMENT FOR RATING SCALE FOR SELF REPORT
Some guidelines might be help in creating your self-report assessment
instrument.
1.Statements should refer to the present condition rather than past or
future situations.
2.The statements should be relevant to the psychological construct
being measured.
3.Avoid factual statemet since the nature of what assessed are
affective traits.
4.Statements should be elicit a response that leads itself to one
interpretation.

10. 5.Statements should be clear and simple sentences using precise and
direct language.
6.Considering that responses in the istrument reflect gradation,
statements should no longer contain always,nearly, only,never and
just.These words are ambiguous.
7.Use vocabulary appropriate for the level of the understanding
respondents.
8.Avoid double negative sentences.

11. STEPS IN THE
CONSTRUCTION
OF THE RATING
SCALE

12. 1.Select the affective traits 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.

13. 2. Construct items that are clear, definite
and focused on the trait you want to measure.
Considered the different levels of affective
taxonomy in constructing the items.

14. 3.Pilot test or field try the inventory and revise the
parts the appear to be unclear.This advised when you
want to measure more encompassing and long term
affective learning outcomes.The purpose of the field
testing the instrument is to detect unclear question
and statement ad procedural difficulties and
intended respondents can experience with the
questionnaire.It is prefered that field test be given to
comparable se of students.

15. 4.Administer the self-repost of inventor to your
target respondents.It is advised that adequate
time like on power test if provided for completion
of the inventory.

16. 5.Analyze the results and consider the findings and
draw the implication. The most common scale is 1-5,
with 1 as the extreme negative option, followed by
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 and reversed.

17. THANK YOU
FOR
LISTENING!