CHAPTER 6: DEVELOPMENT OF AFFECTIVE

ASSESSEMNT TOOLS
 3 Feasible Methods of assessing affective targets

Emotional feelings change quickly most especially for young children and
during early adolescence. Which means that to obtain a valid indication of an
individual students emotion or feeling, it is necessary to conduct several
assessment over a period. A single assessment is not enough to see what
prevalent affect is.
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.
Decide what type of data or results are needed, is it individual or group data?
Consideration of what purpose of assessment is well influence the method that
must be use
Teacher Observation
It is one of the essential tools for formative assessment
In using observation, the first thing to do is to determine
in advance how specific behaviors relate to the target.
It starts with vivid definition of trait then followed by list of
students behaviors and actions that corresponds to positive
and negative dimensions of the traits.
Teacher Observation
Approach behavior/ positive behavior-- results in direct,
frequent and intense contact.
Avoidance behavior/ negative behaviors– result in less
direct , less frequent and less intense contact.
McMillan (2007); suggested that the best approach is to
develop a list of positive and negative behaviors.
Types of Observation
Unstructured
It is used for the purpose of making summative
judgement.
This is normally open ended , no checklist or rating scale
is used and everything observes is simply recorded.
It 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.
Types of Observation
Structured
It requires more time, since checklist or rating scale
are to be made since it will be use to record
observation.
The form is generated from the list of positive and
negative behaviors to make it easy and convenient in
recording.
Things that should be considered if teacher
observation method will be use to assess affect.
Determine behaviors to be observe in advance.
Record student’s important data such as time, data and place.
If unstructured , record brief description of relevant behavior.
Keep interpretations separate from description.
Record both positive and negative behaviors.
Have as much observations of each students as necessary.
Avoid personal bias.
Record immediately the observations.
Apply a simple and efficient procedure.
Student Self-report
Students Interview
It is similar to observation but in here there is an
opportunity that teachers may have direct
involvement with the students wherein teachers can
probe and respond for better understanding.
An advantage is that the teacher can clarify questions,
probe where appropriate for clarification of responses,
and note non-verbal behavior.
Student Self-report
Surveys and Questionnaire
Two types of questionnaire and surveys
Constructed response format – it is a straight
forward approach asking students about their
affect by responding to simple statement or
question.
Essay can be also use in the constructed
response.
Student Self-report
Surveys and Questionnaire
Two types of questionnaire and surveys
Selected response Format-
Three ways of in implanting the selected response
format.
1. Rating scale
2. Sematic deferential scale
3. Checklist
Checklist for using student’s Self-
Report affect ( McMillan, 2007)
Keep measures focused on specific affective traits.
Establish trust with students
Match response format to the trait being assessed.
Ensure anonymity if possible.
Keep questionnaire brief.
Keep items short and simple.
Avoid negative and absolutes.
Student Self-report
Peer rating
It is the least common method among three methods of
assessing affect.
It is seen as relatively inefficient in terms of nature of
conducting , scoring, and interpreting peer ratings.
Two methods of conducting peer rating
1. Guess-who approach
2. Socio metric approach
Utilizing the different methods or
combination of methods in assessing affect.
Factors in choosing which method to be use in Utilizing
the different methods or combination of methods in
assessing affect.
1. Type of affect that needs to be assessed.
2. If the information needed is from group or individual
responses
3. Use of information
Affective assessment tools
The affective domain encompasses
behaviors in terms of attitudes, beliefs ,
and feelings. Set of attitudes, beliefs
and feelings comprise one value.
Affective assessment tools
Various assessment tools use to measure affect.
Checklist – it is one of the effective formative assessment
strategies to monitor specific skills, behaviors, or
disappointments of individual or group of students ( Burke,
2009)
It contains criteria that focus on the intended learning
outcome or target. It helps student in organizing the tasks
assigned to them into logically sequence steps that will lead
to successful completion of the task.
Affective assessment tools
Criteria for checklist
In planning for criteria that will be use in checklist, the criteria
must be aligned with the outcomes that need to be observe and
measured.
Generally criterion is defined as standard that serves as
reference for judgment or decision
Popham(1999) explains that when the teachers set criteria the
main emphasis is to use these criteria in making judgment
regarding the adequacy of student responses.
Affective assessment tools
Why use of checklists
Checklist 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 desired
outcomes.
Affective assessment tools
Rating scale
It can be use for teaching purposes and assessment.
Helps students understand the learning target and to focus students
attention to performance.
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.
Students not only learn the standards but also may internalize the set
standards.
Rating helps to show each student’s growth and progress.
Affective assessment tools
Types of rating scale
Numerical rating scales – translates the judgments of quality
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.
Descriptive graphic rating scale- it replaces ambiguous single
word with short behavioral description of the various points
along the scale.
Common rating scale errors.
Leniency error- occurs when the teacher tends to make almost all
rating toward the high end of the scale, avoiding 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 the teacher hesitates to use
extremes and uses only the middle part of the scale.
Halo effect- occurs when the teacher let his or her general
impression of the student affect how he/she rates the students on
specific dimensions.
Common rating scale errors.
Personal bias- occurs when the teacher has a general tendency to
use inappropriate or irrelevant stereotypes favoring boys over girls,
from rich families over middle income families.
Logical error- occurs when the 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 rating originally
agreed, begin to redefine the rubrics for themselves.
Affective assessment tools
Likert scale
It uses the five-point scale-
1. Strongly Agree ( SA)
2. Agree (A)
3. Undecided (U)
4. Disagree (D)
5. Strongly disagree ( SD)
He scoring of Likert scale is based on assigning weights from 1-5 each position
of scale.
Affective assessment tools
Likert scale
 Steps in constructing Likert scale
1. Write the series of statements expressing positive and negative opinions
towards attitude object.
2. Select the best statement at least 10with balance of positive and negative
opinions and edit the necessary.
3. List the statements combining the positive and negative and put the letter
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 the key
at the top of the page if letters are used for each statement.
Affective assessment tools
Semantic differential scale

these scales use adjective pairs that provide anchors
or feeling or beliefs that are opposite in direction and
intensity.
Students would place a check between each pair od
adjectives that describes positive or negative aspects of
the trait.
Affective assessment tools
Sentence completion
It captures whatever come to mind from each student.
Disadvantages
1. 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.
Scoring which takes more time and is more subjective than
the other traditional objective formats.