Module 3- Lesson 6- Development of Affective Assessment Tools

Learning Outcome

Develop instrument for assessing affective learning.

Introduction

There are various instruments or tools that can be used to assess affective learning targets. Each
tool has its own focus and each instrument is designed to cater to a specific purpose. There are various
methods and assessment tools that can be used to assess affective domain of learners.

There are three feasible methods of assessing affective traits and dispositions. These methods
are: teacher observation, student self-report, and peer ratings (McMillan, 2007). Since affective traits
are not directly observable, they must be deduced from behaviour or what students say about
themselves and others.

There are three considerations in assessing affect. These are:

1. 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. A single assessment
is not enough to see what prevalent affect is. It needs to be repeated over several times.

2. 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. For example, students’ self-
report maybe faked hence may significantly meddle in the results. (However, if the self-reports
are consistent with the teacher’s observation, then a stronger case can be made.)

3. 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. Thus, multiple methods of collecting data over a period of time and
keeping records to verify judgements made is appropriate. If the assessments is to improve
instruction, then results for group or whole class is more proper you use. This is one of the
usefulness of affective assessment. It is more reliable to use anonymous student self-reports.

Methods of Assessing Affective Targets

1. Teacher Observation. Teacher observation is a formal or informal classroom observation of

learning as it is taking place in a classroom or other learning environment. It is conducted to
make a systematic record of presence or absence of the desired affective outcome/s. To
make teacher observation as an effective tool of assessment, the teacher should take into
consideration the following:
a. Determine in advance the specific behavior related to the targets.
b. Develop a list of positive and negative behaviors (develop an observation schedule).
c. Decide the type of observation you want to use.
Example of specific behaviors related to targets that can be assessed

Student’s Behavior indicating Positive and Negative Attitude Towards Learning

Positive (approach behaviors) Negative (avoidance behaviors)
Rarely misses the class Is frequently absent
Rarely late to class Is frequently tardy
Works well independently without supervision Needs constant supervision
Volunteers to help Doesn’t volunteer
Completes homework Often does not complete homework
Tries hard to do well Doesn’t care about bad grades

The list above is an example would serve as avital input in conducting an observation and decide
on the instrument to use and the method of observation.

Methods of Teacher Observation:

1. Unstructured Observation. This is also known as open-ended observation. This type of

observation allows the teacher more freedom to record the information about the
behavior he or she is interested.
2. Structured Observation. Structured observation is a systematic recording of identified
observed behaviors. It usually requires the utilization of an instrument to record
observations like the checklist, rating scale, and sometimes the use of rubrics.

2. Self-Reports. Self-report or self-inventory is a method of assessing affective learning

outcomes that allows students to express their feelings or attitude toward a given specific topic
or classroom activity. Self-report inventories often ask direct questions about personal interests,
values, symptoms, behaviors, and traits or personality types. The most common and direct way
of obtaining student self-report is by having a casual conversation or interview. Students can
also respond to a written questionnaire or survey about themselves or other students.

Interview method allows the teacher to probe and clarify information eliminating
ambiguous information. The teacher has an opportunity to have direct involvement with the
student and teachers can probe and students respond for better understanding.

Questionnaire or survey methods there are two response formats which a teacher

could choose from: Constructed response format and selected response format. Constructed-
response format maybe a completion item or an essay. Selected-response format types include
the use of rating scale (Likert Scale), Semantic Differential Scale and checklist,

3. Peer Rating. In this method, the students are asked to assessor judge their classmates’
behavior. Peer rating is seen as relatively inefficient in terms of nature of conducting, scoring,
and interpreting peer ratings. However, teachers can accurately observe what is being assessed
in peer ratings since teachers are very much engaged and present inside the classroom and thus
can verify the authenticity of results of peer rating. The two methods of conducting peer ratings
are: (a) guess-who approach; and (b) socio-metric approach. These approaches can be used
together with observations and self-reports to strengthens assessment of interpersonal and
classroom environmental targets.
 Utilizing the Different Methods or Combination of Methods in Assessing Affect

Each of the three methods (observation, self-report, peer ratings) that was discussed previously
has its own advantage and disadvantages. In choosing for which method or methods to use,
consider the following factors:

2.1 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.
Observation can be supported by peer rating method if the target is socially-oriented affect.

2.2 If the information needed is from grouped or individual responses; and

If grouped response and tendencies are needed, selected response self-report method is suited
because it assures anonymity and is easily scored.

2.3 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. 

Affective Assessment Tools

The affective domain encompasses behaviors in terms of attitudes, beliefs, and feelings. Sets of

attitudes, beliefs, and feelings comprise one’s value. There are various assessment tools that can be
used to measure affect.

1. Checklist. Checklist is one of the effective assessment strategies to monitor specific skills, behaviors,
or dispositions of individual or group of students (Burke, 2009).

Checklists contain criteria that focus on the intended outcome or target. Checklists help student
in organizing the tasks assigned to them into logically sequenced steps that will lead to
successful completion of the task. For the teachers, a criteria checklist can be used for formative
assessments by giving emphasis on specific behaviors, thinking skills, social skills, writing skills,
speaking skills, athletic skills or whatever outcomes are likely to be measured and monitored.
Checklists can be used for individual or group cases.

1.1 Criteria for Checklists

In planning for criteria that will be used in checklists, the criteria must be aligned with the
outcomes that need to be observed and measured. Generally criterion is defined as a standard
that serves as reference for judgement or decision. Popham (1999) explains that when teachers
set criteria, the main emphasis is to use these criteria in making judgement regarding the
adequacy of student responses and the criteria will influence the way the response is scored.
2. Rating Scale

According to Nitko (2001), rating scales can be used for teaching purposes and assessment.

1. Rating scales help students understand the learning target/outcomes and to focus students’
attention to performance.

2. Completed rating scale gives specific feedback to students as far as their strengths and
weaknesses with respect to the targets to which they are measured.

3. Students not only learn the standards but also may internalize the set standards.

4. Ratings helps to show each student’s growth and progress.

Example:  Rating Scale (Attitude towards Mathematics)

Directions: Put the score on the column for each of the statement as it applies to you. Use 1 to 5,
1 being the lowest and 5 the highest possible score.

Particulars Score
1.      I am happy during Mathematics class.
2.      I get tired doing board work and drills.
3.      I enjoy solving word problems.
 

Types of Rating Scales

The most commonly used type of rating scales are:

1. Numerical Rating Scales

A numerical rating scale translates the judgements of quality or degree into numbers. To
increase the objectivity and consistency of results from numerical rating scales, a short verbal
description of the quality level of each number may be provided.

Example:

To what extent does the student participate in team meetings and discussions?

1          2          3          4

2. Descriptive Graphic Rating Scales

            A better format for rating is this descriptive graphic rating scales that replaces ambiguous
single word with short behavioural descriptions of the various points along the scale.

Example:

To what extent does the student participate in team meetings and discussions?

a. Never participates, quiet, passive

b. Participates as much as other team members
c. Participate more than any other team member
 Comment(s):

______________________________________________________________________________

3. Likert Scale. The Likert Scale is widely used self-report method in assessing affect. It
includes a list of clearly favourable and unfavourable attitude statements students are
asked to respond to each of the statement.

Likert scale uses the five-point scale: Strongly Agree (SA); Agree (A); Undecided (U); Disagree (D);
and Strongly Disagree (SD).

Example: Likert Scale

Directions: put a check on the column for each of the statement that applies to you.

Legend:                    SA – Strongly Agree, A – Agree, U – Undecided, D – Disagree, SD – Strongly

Disagree

Particulars 5 4 3 2 1
1.      I am happy during Mathematics class.
2.      I get tired doing board work and drills.
3.      I enjoy solving word problems.
 

Constructing Likert Scale Instrument

Below are the steps in constructing Likert scale instrument:

1. Write a series of statements expressing positive and negative opinions toward attitude
object.

2. Select the best statements expressing positive and negative opinions and edit as necessary.

3. 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.

4. 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.

5. Some prefer to drop the undecided category so that respondents will be forced to indicate
agreement or disagreement.

4. Semantic Different Scale

Another common approach to measuring affective traits is to use variations of semantic

differential. 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 is:

Boring ________________________________________________Interesting

1 10

Important_____________________________________________ Useless

10 1

Semantic differential like other selected-response formats, is that it makes it easier to assure
anonymity. Anonymity is important when the traits are more personal, such as values and self-
concept. 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”.

5. Sentence Completion

The advantage of using the incomplete sentence format is that it captures whatever comes to
mind from each student. However, there are disadvantages too for this. One is students’ faking
their response thinking that the teacher will notice their penmanship, hence students will tend
to give answers favourable to be liked responses of the teacher. Another is scoring, which takes
more time and is more subjective than the other traditional objective formats.

Examples:

I think Mathematics as a subject is ________________________________.

I lie my Mathematics teacher the most because ______________________.

Application

1. Gather assessment tools used by teachers in assessing affective learning targets from the net.
Choose one and try answering them as part of the discussion in Self-Report.

2. Make believe game. Consider yourself a Teacher in a secondary school, and choose an
attitude, for example, towards Music. Design your own assessment tool to assess attitude.

(To be given separately)

Assessment
References:

Cajigal, R. M. and Mantuano, M. L. (2014) Assessment of learning 2. Quezon City: Adrian Publishing
Company Inc.

Gabuyo, Y. A. and Dy, G. C. (2013) Assessment of learning II: textbook and reviewer. Quezon City: Rex
Printing Company, Inc.

Ubiña-Balagtas, M. et al. (2020) Assessment in learning 2. Quezon City: Rex Printing Company, Inc.

http://www.ruelpositive.com/development-affective-assessment-tools Sept. 8, 2020

http://logcero.blogspot.com/2014/01/assessment-tools-in-affective-domain.html Assessment Tools in

the Affective Domain. Date Retrieved: September 8, 2020

http://www.ruelpositive.com/development-affective-assessment-tools Development of Affective

Assessment Tools. Date Retrieved: September 8, 2020