ASSESMENT OF STUDENT LEARNING 2

Topic: Affective Assessment

Learning Outcomes:
In this lesson, you are expected to:
1. define the affective assessment and factors that are important in students’ learning;
2. identify the taxonomy of affective behaviors in students’ learning;
3. develop understanding on various assessment methods and tools that could measure affective
outcomes of learning; and
4. develop assessment tool to measure affective outcomes of students learning.

What is affective assessment? Why assess affective domain?

It deals with measurement of feelings, attitude, or interest. From the word itself, this type of
assessment deals with the affect dimension of students' learning. 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 noncognitive outcomes of learning that are not easily seen or
explicitly demonstrated. The type of assessment in this domain is not aimed to determine what the
students have learned. Rather, it investigates how students feel while they are learning, how their
learning experiences have influenced their emotions and future behavior. Teaching is not only imparting
content knowledge that requires cognition. It is also knowing and understanding students as learners
and humans. Therefore, it is essential that teachers know the feeling of pleasure, enjoyment, or even
anxiety that learners experience because these feelings will have bearing on their attitudes, motivation,
and beliefs that will eventually be manifested in their future behavior. Further, with information about
the students' affective characteristics, teachers will be able to individualize their approaches to students
and reshape the lesson plan based on the identified needs of students.
Assessment on the affective domain is not only on the part of teachers to know information about
students. It is also useful for student themselves. Self- awareness of feelings, emotions, and
attitudes can make students reflect on how they are in the process of learning. This type of
metacognition has proven to enhance learning and contribute to success in the academic task. Student
attainment is a result of the functioning of his or her whole personality. Cognitive and affective
assessment should work in tandem as what empirical studies have proven.

In the assessment of cognitive domain, you have used the Revised Bloom's Taxonomy of
Cognitive Processes identified as remembering, understanding. applying, analyzing, evaluating,
and creating.

1. To receive: In this level of affective behavior, the learner demonstrates an awareness in an activity
that is happening such that he/she gives attention to that activity. This level involves willingness to
receive the stimulus. For example, looking at the teacher during lecture is an awareness on a learning
stimulus, but listening and paying attention indicate willingness in receiving that stimulus.
2. To respond: In this case, the learner reacts to a given stimulus or information
that has been received. If a learner participates in a class discussion, and not merely listening, then the
learner is in this level of behavior. This behavior may be compliance to a given task, voluntary
engagement, or doing an activity with interest.
3. To value: This is the level where the learner demonstrates commitment to the object, knowledge, or
activity. Here, the learner has internalized a set of specific values such that these values are manifested
through overt behaviors. For example, picking up litters outside the classroom without teacher's
presence or saving money for a book, or putting off lights after class on own volition are "valuing"
behaviors.
4. To organize: This is the level where the learner has internalized and integrated his or her feelings,
emotions, beliefs, opinions, etc., resulting to actions where new values and traits emerged. In this level,

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the learner can discern independently the right from wrong, and he/she is able to make a decision on
what is more valuable based on his or her own judgment.
5. To characterize: In this level of affective trait, the learner demonstrates his or her beliefs and
attitudes not only in a single event or situation but in multiple events, showing consistency of the
behavior that establishes an image or character of the learner. The behavior extends beyond the school
setting and becomes part of his or her lifestyle. For example, if doing an experiment has instilled the
value of patience, such trait could be carried over to the student's nonscience activities.

What are the affective variables in learning?

As mentioned earlier, a number of variables can be investigated using affective assessment and
these basically deal with how students feel or think about a lesson, a person, or an activity. In the
education field, the most common variables for affective assessment are the following:
1. Attitudes. This is the most talked about affective factor in a student's learning. We always talk about
attitude toward something. This means we are referring to a person's reaction whether negative or
positive, favorable or unfavorable toward an object, activity, person, or environment. 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. Here, we
all desire to foster positive attitudes. On the other hand, we also want students to have negative attitude
on things like cheating, bullying, fighting, drugs, absenteeism, and smoking.
Some empirical research reinforced the importance of assessing attitude. Othuon (2010) found out that
negative attitude toward English is the most affective and psychological factor that results in the
students' poor performance in English. The ability of students to master a second language is not only
influenced by the mental competence or language skills but also by the students' attitudes and
perceptions toward the target language (Abidin et al. 2012).
2. Values and Beliefs. Values are characteristics or traits that a person holds in high importance. 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. Beliefs,
on the other hand, refer to our convictions or opinions we hold to be true even without evidence. While
beliefs are traditionally associated with religion, they have been talked about in the field of education.
3. Interest. Interest is a psychological state that draws a person's attention to an object, idea, or event.
In a classroom setting, it is what students are "into" or the learner's disposition about a topic, such as
reading, science, mathematics, history, etc. It is interest that drives the learner to be attentive to the
topic of discussion or engage in any academic activity. Interest may be personal or situational. If a
student reads a book or saves money to buy books, even if this is not a course requirement, this means
that he/her has personal interest in reading. However, if a student has a liking for mathematics because
he/she likes his or her mathematics teacher, then his or her interest in mathematics is situational.
Whether personal or situational, it is important for the teacher to know how students are receptive on
the content that is covered in the lesson. If there is low interest as revealed from the assessment results,
the teacher can think of intervention strategies to address the problem, like creating learning
experiences that are more exciting to engage students in interaction with peers, or with teachers.
Interest is directly linked with enjoyment and joy in doing something.
4. Motivation. Brown (1987) defines motivation as an inner drive, impulse, emotion, or desire that
moves one to a particular action. 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. It brings a learner to excitement and enjoyment to an academic task and
enhances cognitive processing and improves learning.
Motivation has other intrinsic factors like curiosity, appreciation, valuing for learning, as well as
extrinsic factors like praise, grades for completion, certification, etc. Ausubel (1968) has identified six
needs and desires that are integral parts of motivation: (1) the need for exploration, (2) the need for
manipulation, (3) the need for activity, (4) the need for stimulation, (5) the need for knowledge, and (6)
the need for ego enhancement. From this list, we see the critical role of teachers in creating a learning

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environment that can provide for these needs in order for the learners to reach the highest level of
motivation. Consequently, assessment in this aspect of affective domain is of importance.
5. Self-confidence. This refers to how a person feels about his or her abilities to accomplish a task or
reach a goal. It is the person's perception of himself/ herself and his or her capabilities to perform
successfully the task given to him/her. Empirical studies showed self-confidence is associated with
academic success. In particular, Stankov et al. (2012) have found that students who think they are
skilled in Math tend to perform well on Math and English tests. In the same study, the researchers
contend that confidence tests as an assessment tool can benefit both learning and teaching. For
example, the scores from the self-confidence tests on subject contents provide students with insights
into the topics they are weak in.

What assessment tools are used to measure affective learning?

Measurement of affective traits is more challenging compared to measuring cognitive and
psychomotor dimension of learning. Such measurement may be direct or indirect. The direct
assessment of affective learning outcomes is more attainable at the lower levels in the affective learning
taxonomy of Krathwohl et al. (1964). Teachers, for example, can take attendance to measure pupil's
willingness to receive information. Likewise, teachers may consider the number of times the pupil raised
his or her hand to answer or ask questions, or the number of completed assignments and projects.
These are sample evidence at "responding" level. However, in this age of globalization, where character
and morals of citizens are becoming more critical, educators are giving more attention to higher levels
of affective taxonomy. But then, behaviors at these levels are less amenable to direct measurement
because affective learning outcomes (e.g., attitudes, values, beliefs, etc.) are internal states that exist
in the mind and thoughts of the learners. Because of these, indirect measurements are thought to be
less reliable. Nevertheless, researchers and educationists are in continuing effort to overcome these
perceived difficulties.
A variety of methods for indirectly assessing intended affective learning outcome have been
espoused. Some of the most common assessments include self-report inventory, questionnaire,
opinionnaire, semantic differential, observation, and interview.
1. Self-Report Questionnaires. As the name implies, 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. One
limitation of this method. is the honesty of the person-his or her tendency not to write the truth
of what he/she feels. Instead, the student may choose a response that can satisfy the teacher,
rather than actually writing the truth. The respondent can also be personally biased because
he/she is responding to a nonfactual or subjective statement from his or her own point of view
only. To prevent this possibility, the one handling the assessment should try to ensure setting the
right environment for getting the most truthful data. Self-report inventories use a variety of
formats. The most common are presented in the following:

A. 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. An example of Likert scale is shown below:

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 Rating Scale on Views About Mathematics and Mathematics Learning

One danger of having the numeric scale values of 5, 4, 3, 2, 1 is the possibility that an option
with a higher value will be more attractive to the respondents. You have the choice to omit the numeric
scale and just indicate the actual scale labels in the instrument. Likewise, descriptive labels and numeric
scale value can vary to be more congruent with the Likert items. For example, in a Reading Interest
Inventory, some items may be written this way:
"I like reading books by myself."
"I save my money to buy extra books I like."
The two statements above are action statements rather than opinions. Instead of using Strongly
Agree, Agree, Disagree, which are most common, it may be more appropriate to use the descriptive
scale labels: Always (5); Almost Always (4); Sometimes (3); Rarely (2); Never (1) or Always (5); Very
Often (4); Often (3); Not Very Often (2); Never (1).
The 5-point scale is the most common continuum, but this will be more fitted if your respondents
are adults. A 4-point or 3-point scale will be easier for younger respondents. Also, instead of the
numerical values that usually appear in many of the standardized rating scales, some visuals might be
more useful to catch the attention of the younger respondents in answering the instrument.
The following is another example:

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 An alternative format for labeling the response shown in the previous page may work out better
for some respondents especially to lower age level of students.

Writing Statements for Rating Scale for Self-Report

Some guidelines might be of help in creating your self-report assessment instrument.
1. Statements should refer to the present conditions rather than past or future situations.
2. The statement should be relevant to the psychological construct being measured.
3. Avoid factual statement since the nature of what is assessed are affective traits.
4. Statement should elicit a response that lends itself to one interpretation.
5. Statements should be clear and simple sentences using precise and direct language.
6. Considering that responses in the instrument 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 understanding of the respondents.
8. Avoid double negative sentences.

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.

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.

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. It is preferred that field test be given to
comparable set of students. 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.

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.

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. For the negative items, the numerical values are reversed. The use of
simple statistics is essential. This involves frequency count relative to each option in the scale,
cumulative percentages to see pattern of responses in each item as well as the entire scale. Simple
computation of mean will be useful in visualizing the collective outcome as a class; or as a grade level
or in the entire school. The most common way to treat data using Likert scale is to sum the values of
each selected option and determine the score for each respondent. The score represents a specific
trait-agreed or not agree, satisfied or not satisfied, confident or not confident, etc.

B. Semantic Differential. This is a widely used scale that employs ratings of concepts with
contrasting adjectives placed at opposite ends of the number scale. For example, the concept
of "Problem Solving" can be assessed using the following semantic differential scale:

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 In this example, the students are asked to express their attitudes toward problem solving. They
need to make a check mark on the scale indicating the degree of agreement they have with the
adjectives listed. Similar to the Likert scale where there are negative items, the position of the positive
and negative adjectives in semantic differential are reversed to balance the scale and create a less
biased measurement. The response could then be summed, and a mean could be determined in each
of the adjective pairs. In this way, the concept "problem solving" would be scaled on the various pairs
of the adjectives.

C. Checklist. A checklist is a form of self-report that asks persons to indicate whether they
demonstrate a set of qualities or behaviors. In particular, for affective assessment, it is a tool for
identifying the presence or absence of a feeling, attitude, or behavior. The behaviors that are
checked will reflect what values and beliefs learners hold. For example, attitude toward
environment may be measured by giving students a checklist that enumerates different actions
related to environment awareness and commitment in one column and space in another column
where students will put a check or a cross, indicating whether those actions are being done or
not.
An Example of a Self-Report Behavior Checklist

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 Another form of checklist also provides students a list of adjectives for describing something or
making judgment about behavior and actions and asks the respondents to check those that apply to
them.

2. Interview. This is an oral assessment of student learning that is conducted through spoken
words and casual conversation. This assessment tool allows the teacher to collect and explore
more in-depth information about the trait being assessed that cannot be captured by written
instrument nor even be observed. The assessment data are not just answerable by "Yes" or "No"
or other predetermined responses. Through this assessment technique, the teacher is able to
probe responses that other forms of assessment tool cannot. The students can qualify and
expand their previous answers, which can be vague at the earlier part of the conversation. It
provides students opportunity to open other thoughts and ideas, and the teachers can be flexible
to adapt questions as the need arises. It can provide a powerful "moment of sharing" where the
learner is able to express face-to-face his or her feelings and emotions. Prerequisite to achieve
all of these is the trust you have to build with the interviewee by demonstrating care and respect.

Interviews may be structured or unstructured. In the structured interview, there is a

planned sequence of questions, which lead to open- ended discussions between the teacher
and the student, either done individually or by group. One limitation though of the structured
interview is that predetermined questions tend to limit flexibility. Some important information
about the learner on constructs you want to pursue may be missed or ignored because you can
be controlled by the list of questions you need to complete. On the other hand, informal interview
will appear to be natural, and it can create a more conversational environment for sharing,
wherein the teacher will be able to elicit more truthful information from students about
themselves. In many cases, even when trust has been established, students may not also be
comfortable talking about values and sharing feelings when he/she is in a one-to-one
conversation with the teacher. This is especially true for young adolescents who are more
particular with the image they create with others. A group interview may work better on older
students to elicit most authentic information. Younger children can be more candid and honest
with their answers whether the interview is done individually or in a group. Nevertheless, in
whatever manner, interview is considered an effective tool for affective assessment. Imagine
yourself as a student and you experience a teacher spending time talking to you about how you
are doing in his or her subject, asking you face-to-face on how you are learning, or how you are
feeling toward his or her subject. Questions like "How did you do on the assignment I gave you?",
"What questions in the test excite you most?", and "What task did you find most difficult?" will
make a great deal on students' feelings. In other words, interviews may go beyond cognitive
improvement. Spoken words will motivate students to learn.
For interview to be an effective assessment tool, the following are 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.
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 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.

Sample: The Interview

3. 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 reflects learners' own perception about 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. For example, if the student is
asked the question, "When is a person a hero to you?", the student's writing will reveal not only
his or her set of beliefs and values (the affective component), but also his or her knowledge on
the concept of heroism (the content part).
Journal writing opens the door for a one-to-one dialogue between the teacher and
student. It creates an environment of partnership where teachers and students resolve issues
and conflicts of ideas and understanding in confidential manner. The written journal provides
information for teachers to give feedback and ask questions to students that can develop
different ways of thinking. While the primary intention of journal writing is to capture students'
feelings and emotions, the discourse can lead to improving the cognitive domain of learning. To
attain this, journals are guided by a set of ideas, questions, or problems.

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 In choosing journal writing as an assessment tool for affective learning outcomes, here
are some guide questions 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)?
• 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)?

4. Observation. It is an assessment tool that involves looking out for the presence or absence of
behaviors of learners in a natural setting. Observation allows the teacher to assess student
behavior in the actual teaching and learning process unlike other forms of assessment that
require separate time with the student to answer the measuring instrument. This method is a
rich source of clues that can be both obtrusive and unobtrusive measures of attitude, beliefs,
disposition, character, etc. Example: A Physical Education (P.E.) teacher watches students play
basketball in a school court. While the focus may be on the skill of playing basketball like
shooting or throwing the ball correctly, the teacher can also directly watch who play the "clean"
game and who play on "foul" moves or what we often term, the "dirty tricks". Such behavior is
indicative of important affective characteristics like honesty, patience, and positive disposition,
which we aim to develop not only in P.E. but across the school curriculum.
Like interview, observation may be structured or unstructured. An unstructured
observation is open-ended, with no formal recording of what is observed as assessment process
is ongoing. This does not mean though that it does not require planning. You have to be very
clear of what to observe and list the behaviors and actions that will indicate the possession of
the trait. There is still the need to record observed data right after actual observation time. Recall
the more specific events, which can be significant, and include both positive and negative
actions. Unstructured observation data had been criticized for being subjective. Thus, be mindful
of your personal interpretation of observed data.
On the other hand, in the structured observation, you need to prepare a checklist or rating
form before the actual observation. This checklist defines the positive and negative behaviors
indicative of the trait you wish to measure. The recording is straightforward as it just requires a
check on the "Yes" and "No" column for the presence or absence of the behavior, respectively,
or a check on the appropriate numerical and descriptive scale if rating scale is used. These are
illustrated in the exhibits below.

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The measures obtained from observation approach can be made more valid and reliable with the
following guidelines:
a) Set a clear definition of the affective trait you want to observe.
b) Prepare a checklist or rating scale that will define the more specific affective behavior you want
to capture. This checklist or rating scale will also be used in collecting and recording your data.
c) Consult with a colleague or expert about the behavior listed as doable for observation or not.
You can try this with a sample of students.
d) Have a colleague/colleague to work with you in the actual observation time. Be clear on ethical
issues.
e) Record the observation immediately. Use the checklist, supplemented by anecdotal records.
Record factual observation and be cautious on personal interpretation and biased statements.
f) Review data. Reflect on outcomes.
g) Decide future step based on the observation results.
h) Adjust planning and apply interventions.
i) Monitor progress.

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 Needs
Satisfactory Unsatisfactory
Criteria Excellent (5 pts) Good (4 pts) Improvement
(3 pts) (1 pt)
(2 pts)
Thorough
Solid Basic Minimal Little to no
understanding,
Content understanding, information, knowledge, understanding,
relevant
Knowledge relevant limited lacks irrelevant
examples,
examples examples coherence information
complex ideas
Some ideas
Frequently Lacks
Well-organized, Generally clear, unclear,
Clarity unclear, difficult organization and
easy to follow minor lapses requires effort
to follow clarity, confusing
to follow
Engaging tone,
Generally Acceptable Frequent
varied pace, Poor delivery, no
Delivery effective, minor delivery, lacks issues,
confident body eye contact
issues energy disengaging
language
Confident,
Unable to
thorough Good answers, Basic Struggles to
Q&A answer, shows
responses, some lack of answers, lacks answer, unclear
Handling lack of
encourages depth detail responses
understanding
discussion

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