LESSON 6

Lesson Title Development of Affective Assessment Tools

Let’s Hit These

 At the end of this lesson, students be able develop instruments for

assessing affective learning.

Let’s Read

Cognitive and affective domains are inseparable aspects of a learner. Each

completes one another with respect to learners' important domains. Proper,
ongoing assessment of the affective domain--students attitudes, values,
dispositions, and ethical perspectives--is essential in any efforts to improve
academic achievement and the quality of the educational experience provided.
Unfortunately, the practice of routinely assessing learners' affective constructs are
often left behind and focus is given most of the time to assessing learners'
cognitive aspect. In addition, unlike cognitive domain, less assessment tools are
available for the affective construct. In this chapter, development of affective
assessment tools will be discussed and at the end of the chapter, you will be
equipped to craft proper affective assessment tools

Lesson 6.1 METHODS OF ASSESSING AFFECTIVE TARGETS

There are three feasible methods of assessing affective traits and

dispositions. These methods are: teacher observation, student self-report, and
peer ratings. Since affective traits are not directly observable, they must be
deduced from behavior or what students say about themselves and others. There
are variety of psychological measures that assess affective traits, but due to
sophistication of such instruments, classroom teachers rarely use them. Instead,
own observations and students self-reports are mostly used.
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 trait as

possible. It is better not to rely on a single method because of
limitations inherent in that 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
judgments made is appropriate. If the assessments is to improve
instruction. then results for group or whole class is more proper to
use. This is one of the usefulness of affective assessment. It is more
reliable to use anonymous student self-reports.

 Teacher Observation
Teacher observation is one of the essential tools for formative
assessment. However, in this chapter, the emphasis is on how to use this
method so that teachers can make more systematic observations to record
student behavior that indicates the presence of targeted affective traits.
In using observation, the first thing to do is to determine in advance
how specific behaviors relate to the target. It starts with a vivid definition
of the trait, then followed by list of student behaviors and actions that
correspond to positive and negative dimensions of the trait. Behaviors and
actions are identified initially by listing what the students with positive
and negative. behaviors do and say. Classify those and create a separate
list of the positive student behaviors and another list for the negative
student behaviors. These lists will serve as the initial or starting point of
what will be observed. Contained in the table below are some possible
student behaviors indicating positive and negative attitude toward
learning.

Students Behavior Indicating Positive and

Negative Attitudes Toward Learning
POSITIVE NEGATIVE
rarely misses class is frequently absent
rarely late to class is frequently tardy
asks lots of questions rarely asks questions
helps other students rarely helps other students
works well independently needs constant supervision
without supervision is not involved in
is involved in extracurricular extracurricular activities
activities says he or she doesn't like
he or she likes school school rarely comes to class
comes to class early early rarely stays after school
stays after school doesn't volunteer
volunteers to help often does not complete homework
completes homework doesn't care about bad grades
tries hard to do well never does extra credit work
 completes extra credit work never completes assignments
completes assignments before they before the due date
are due complains
rarely complains sleep in class
is rarely off-task bothers other students
rarely bothers other students stares out window
These behaviors provide foundation in developing guidelines,
checklists or rating scales. The positive behaviors are called approach
behaviors while the negative ones are termed avoidance behaviors.
Approach behaviors results in direct, frequent, and intense contact. On
the other hand, avoidance behaviors result in less direct, less frequent,
and less intense contact. These dimensions are helpful in describing the
behaviors that indicate positive and negative attitudes.
These behaviors may serve as a vital input on how to perform
observation, particularly the teacher observation.
After the list of behaviors has been developed, the teacher needs to
decide whether to use an informal, unstructured observation or a formal one
and structured. These two types differ in terms of preparation and what is
recorded.

1. Unstructured Observation
Unstructured observation (anecdotal) may also be used
for the purpose of making summative judgments. This is
normally open-ended, no checklist or rating scale is used,
and everything observed is just simply recorded. In using
unstructured observation, it is necessary to have at least
some guidelines and examples of behaviors that indicate
affective trait. Thus it is a must to determine in advance
what to look for, however it should not be limited to what
was predetermined, it also needs to be open to include other
actions that may reflect on the trait.
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. There
is no problem if specific behaviors are not displayed and
behaviors that were not previously listed can be added. The
disadvantage is that it is not practical to record much about
student behavior on a regular basis. It is hard to find time most
especially when the teacher is pre-occupied with other learning
activities

2. Structured Observation
Structured observation is different from unstructured
observation in terms of preparation needed as well as in the
way observation is recorded. 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
  Below are the 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

 Student Self-Report
There are varied ways to express students' affect as self-report. The
most common and erect way is while having a casual conversation or
interview. Students can also respond to a written questionnaire or survey
about themselves or other students

1. Student 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. It is
important that trust must be established so that students' true
feelings and beliefs will be revealed. Without trust, students may
simply respond in a way that they will please the teacher even if it is
not the true reflections of their real selves.
An advantage of interview is that the teacher can clarify
questions, probe where appropriate for clarification of responses,
and note non-verbal behavior. On the other hand, students have
an opportunity to qualify or elaborate on previous responses. This
procedure helps avoid vagueness, a problem normally
experienced with measuring affect.

2. Surveys and Questionnaire

The second type under self-report method is questionnaires
and surveys. The two types of format using questionnaires and
surveys are: (a) Constructed-Response format; and (b) Selected-
Response format.
 Constructed-Response Format
It is a straight forward approach asking
students about their affect by responding to simple
statement or
 question. Another way to implement constructed-
response format is by means of an essay. Essay items
provide more in-depth and extensive responses than
that of the simple short sentences. Reasons for their
attitudes, values and beliefs are expressed better using
essays.
 Selected-Response Format
There are three ways of implanting the selected
response format in assessing affective learning
outcomes. These are rating scale, semantic differential
scale, and checklist. These three ways will be discussed
in detail in the succeeding part of this chapter.
The advantage of selected-response formats is that it
assures anonymity. It is an important aspect when
considering the traits that are personal such as values
and self-concept. This self-response formats are
considered to be an efficient way of collecting
information.
Checklist for Using Student's, Self-Report to
Assess Affect:
 Keep measures focused on specific affective
traits
 Establish trust with students
 Match response format to the trait being
assessed
 Ensure anonymity if possible
 Keep questionnaires brief
 Keep items short and simple
 Avoid negatives and absolutes
 Write items in present tense
 Avoid double-barreled items

3. Peer Rating
Peer ratings or appraisal is the least common method
among the three methods of assessing affect discussed in this
lesson. Because of the nature of learners, they do not always take
this activity seriously and most oft than not they are subjective in
conducting this peer rating. Thus, 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) guessing who
approach; and (b) socio-metric approach. These approaches can
be used together with observations and self-reports to strengthen
assessment of interpersonal and classroom environment targets.
Lesson 6.2 UTILIZING THE DIFFERENT METHIDS 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:

 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.

 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.

 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 judgment.
To sum it up, the choice of method or combining these methods, is
dependent upon the context, targets and the level of comfort in utilizing any
particular method or combination of methods.
Lesson 6.3 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 formative assessment strategies
to monitor specific skills, behaviors, or dispositions of individual or
group of students.
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 checklists 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.
The following table shows an example of a checklist format.

OBSERVATION CHECKLIST
Student: Subject: Date:
Type of Assessment:
Not Yet Sometimes Frequently
Work Habits
 Gets work done on time
 Ask help when needed
 Takes Initiative
Study Habits
 Organizes work
 Takes good notes
 Uses Time
Social Skills
 Works well with others
 Listen to others
 Help others

Comments:
 Criteria for Checklist
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
 judgment or decision. Popham (1999) explains that when teachers set
criteria, the main emphasis is to use these criteria in making
judgment regarding the adequacy of student responses and the
criteria will influence the way the response is scored.

 Why Use Checklist

Checklists should be utilized because these
a. Make a quick and easy way to observe and record skills, criteria,
and behaviors prior to final test or summative evaluation.
b. provide information to teachers if there are students who need
help so as to avoid failing.
c. provide formative assessments of students' learning and help
teachers monitor if students are on track with the desired
outcomes.

2. Rating Scale
According to Nitko (2001), rating scales can be used for teaching
purposes and assessment.
a. Rating scales help students understand the learning
target/outcomes and to focus students' attention to performance.
b. 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.
c. Students not only learn the standards but also may internalize the
set standards.
d. 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.
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 Scale

 Numerical Rating Scale
A numerical rating scale translates the judgments 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:

Directions: Indicate the degree to which the student contributes to

team actIVity by encircling the appropriate number. The
numbers represent the following Values: 4 - constantly
appropriate and
 effectIVe; 3 - generally appropriate and effectIVe; 2 -
needs improVement, may do other unrelated tasks; and 1 -
unsatisfactory, disruptIVe and do other tasks not related to actIVity.

 To what extent does the student participate in team meetings

and discussions?
1 2 3 4
 To what extent are tasks being done related to team
actIVity? 1 2 3 4

 Descriptive Graphic Rating Scales

A better format for rating is this descriptive graphic rating
scales that replaces ambiguous single word with short
behavioral descriptions of the various points along the scale.
Describing the points of the scale by behavior descriptions
leads to increased consistency of ratings across raters and
students.

Example:

Directions: Make your ratings on each of the following by placing

X anywhere along the horizontal line under each item. In the space
for comment(s), include anything that helps clarify your rating.

1. To what extent does the student participate in team meetings

and discussions?

NeVer Participates Participates

participat as much as more than any
es; quiet, other team other team
passiVe members member

Comments:

 Common Rating Scale Errors

The table below contains the common rating scale errors that
teachers and students must be familiar with in order to avoid
committing such kind of errors during assessment
Error Description
Occurs when a teacher tends to
make almost all ratings toward
Leniency Error
the high end of the scale,
avoiding the low end of the scale.
Severity Error A teacher tends to make almost
all ratings toward
 the low end of the scale. This is
the opposite of
leniency error.
Central Tendency Error Occurs when a teacher hesitates
to use extremes and uses only
the middle part of the scale.
Halo Effect Occurs when a teacher lets
his/her general impression of
the student affect how he/she
rates
the student on specific dimension.
Personal bias Occurs when a teacher has a
general tendency to use
inappropriate or irrelevant
stereotypes favoring boys over
girls, from rich families over
from
middle-income families, etc.
Logical Error Occurs when a teacher gives
similar ratings to two or more
dimensions that the teacher
believes to be related where
in
fact they are not related at all.
Rater Drift Occurs when the raters, whose
ratings originally agreed, begin
to redefine the rubrics for
themselves.

3. Likert Scale
Another simple and widely used self-report method in assessing
affect is the use of Likert scale wherein a list of clearly favorable and
unfavorable attitude statements are provided. The 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).
The scoring of a Likert scale is based on assigning weights from 1 to
5 to each position of scale. In using attitude scale, it is best to ask for
anonymous responses. And in interpreting the results, it is important to
keep in mind that these are verbal expressions, feelings and opinions that
individuals are willing to report. Even under the most ideal conditions, it
is best to supplement results for self-report method with evidence from
other sources.

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
 (SA) (A) (U) (D) (SD)
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 (at least 10), with a balance of
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 Differential 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 trait.

Example: Traits/attitude toward Mathematics subject

Mathematics:
Boring ----------------- Interesting
Important ----------------- Useless

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".
3.5 Sentence Completion

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 favorable to the liked response of the teacher. Another is
scoring, which takes more time and is more subjective than the other
traditional objective formats.

Examples:
1. I think Mathematics as a subject is .
2. 1 like my Mathematics teacher the most because .
 Activity No. 6

A. Use the template provided to compare and contrast the assessment

method based on the specified aspects.

Teacher Observation

Unstructured Structured

Preparation/ Actual Size

Advantage

Disadvantage
 B. Individual Checklist
Customize the template based on your own preference on what you need
to measure or assess. Use the template below and provide for the blank
portion of the template.

OBSERVATION CHECKLIST
Student: Subject: Date:
Type of Assessment:
Not Yet Sometimes Frequently
Work Habits



Study Habits







Comments:
 C. Rating Scale
Create your rating scale using the template provided to measure students’
affective learning outcome.

RATING SCALE TO MEASURE: Attitude towards Assessment of Learning

Subject
SCALE TO BE USED: (e.g. 0 to 5)
SCALES’ INTERPRETATION:

Score
1
2
3
4
5
6
7
8
9
10

D. Likert Scale
Using the details used in Activity 6C, transform the simple rating scale that
you made into a Likert Scale.

RATING SCALE TO MEASURE: Attitude towards Assessment of Learning

Subject
Direction:
Legend: Example (SA) – Strongly Agree