 Overview

 The relevance of affective targets, attitude

traits and how these concepts are related to
student learning were discussed the
preceding chapter.
 Assessment of the affective domain is one of
the requirements of the 21st teaching –
learning proposition.
 A holistic approach is required so as to have
 Both the traditional and authentic
assessment tools are to be
utilized to come up with a good
and quality results. There are
various instruments or tools that
can be used to assess affective
domain of learners. Samples are
provided to help you craft your
own affective assessment tools.
 Cognitive and affective domains are
inseparable aspects of learners. Each
completes one another with respect to
learners’ important domains. Proper, on-
going assessment of the affective domain–
students attitudes, values, dispositions , and
ethical perspectives – is essential in any
way efforts to improve academic
achievement and the quality of
educational experience provided.
Unfortunately, the practice of routinely
assessing learners‘ affective are often left
behind and focus is given most of the time
to assessing learners’ cognitive aspects. In
addition unlike cognitive domain less
assessment tools are available for the
effective construct.
 There are three feasible methods of
assessing affective traits and dispositions
these methods are teacher observation
,student self report and pear rating (mc
Milan ,2007) since affective traits are not
directly observable they must be deduced
from behaviour or what or student say
about themselves and other . There are
variety of psychological measures that
asses affective traits ,but to sophistication of
such instruments, classroom teacher rarely
use them . Instead , own observation and
students self reports are mostly used.
1. Emotions and feelings change quickly
most especially for young children and
during early adolescence.
which means that to obtain a valid
indication of individual students’ emotion or
feeling , it is necessary to conduct several
assessment 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.)
 Consideration of what purpose of assessment
is will influence the method that must be used.
For reporting or giving feedback to parents or
interested individual 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 based 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 is one of the essenstial
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 behaviour that indicates the
presence of targeted affective traits.
 In using observation, the first thing to do is
to determine is 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 and another list for 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
  Student Behaviours Indicatig 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

Help other students Rarely helps other

student
Works well Needs constant
independently without supervision
supervision
Is involved in extracurricular
activities
he or she likes school
comes to class early
Stays after school
voluteers to help
completes homework
tries hard to do well
completes extra credit work
completes assignments before they
are due
Rarely complains
Rarely off- task
rarely bothers other students
is not involved in extracurricular
activities
says he or she doesn't like school
rarely comes to class early
rarely stays after school
doesn't volunteer
often does not complete homework
doesn't care about bad grades
never does extra credit work
never completes assignments before
the due class
Complains
sleeps in class
bother other students
Stares out window
 These behaviours provide foundation in
developing guidelines, checklist or rating
scales. The positive behaviours are
called Approach Behaviours while the
negative ones are termed Avoidance
Behaviours. Approach behaviours results
in direct, less direct, less frequent, and
less intense contact. These dimensions
are helpful in describing the behaviours
that indicate positive and negative
attitudes.
 These behaviours may serve as vital input
on how to perform observation,
particularly the teacher observation.
 McMillan (2007) suggested that the best
approach is to develop a list of positive
and negative behaviours. Although
published instruments are available , the
unique characteristic of a school and its
students are not considered in these
instruments when they were developed.

 After the list of behaviour's has been

developed, the teacher needs to
decide whether to use an informal,
unstructured observation or a formal one
structured. These two types differ in terms
of preparation and what is recorded.
 Unstructured observation (anecdotal) may
also be used for the purpose of making
summative judgements. 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 behaviours that
indicate effective 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 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 behaviours that were
not previously listed an be added. The
disadvantage is that it is not practical to
record much about student behaviour
on a regular basis. It is hard to find time
most especially when the teacher is pre-
occupied with other learning activities.
 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 behaviours to make it easy
and convenient in recording.
 determine behaviours to be observed in
advance
 Record students important data such as
time, data, and place.
 If unstructured, record brief description of
relevant behaviour
 Keep interpretations separate from
description of relevant behavior
 Record both positive and negative
behaviours.
 Have as much observations of each
student as necessary
 Avoid bias
 Record immediately the observations
 Apply a simple and efficient procedures.
There are varied ways to express students
affect as self- report. The most common
and direct way is while having a casual
conversation or interview. Students can
also respond to a written questionnaire or
survey about themselves or other students
1.2.1 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 od their real selves.
An advantages of interview is that the
teacher can clarify questions probe where
appropriate for clarification of responses, and
note non-verbal behaviour 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.
The second type under self-report method
is questionnaires and surveys.
The two types of format using
questionnaires and surveys are: (a)
Constructed- Responses format ; And (B)
Selected Response Format .
It is a straight forward approach asking
students about their affect by responding to
simple statement or questions.
Another way to implement constructed-
response format is by means of an essay.
Essay items provide more in depth and
extensive responses that that of the simple
short sentences. Reasons for their attitudes
values and beliefs are expresses better using
essays
Selected- Response Format
there are three ways of implanting the
selected response format in assessing
affective learning outcomes. These three
ways will be discussed in the succeeding part
of this chapter.
Checklist for using Students Self Report to
Assess 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 questionnaires brief
 Keep items short and simple
 Avoid negatives and absolutes
 Write items in present tense
 Avoid double –barrelled items
Peer ratings or appraisal is the least
common method among the three
methods of assessing affect discussed in
this chapter.
Because of the nature methods of learners
they do not always take this activity seriously
and most often than not they are subjective in
conducting this peer rating. Thus peer rating is
seen relatively inefficient in terms of nature of
conducting scoring and interpreting peer
ratings. However teachers can accurately
observe what present in 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
strengthen assessment of interpersonal
and classroom environment targets.
Each of the three methods ( observation,
Self report peer ratings ) that was discussed
previously has its own advantage and
disadvantage. In choosing for which
method or to use consider the following
factors.
 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 grouped response and tendencies are
needed, selected response self report
method is suited because it assures
anonymity and is easily scored.
 In the intention of the affective assessment
is to utilize the results as supporting input to
grading then multiple approaches is
necessary and be minded of the possibility
of having fake results form self-report and
even from peer judgement.
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.
 The affective domain encompasses
behaviours 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.
 Checklist is one of the affective formative
assessment strategies to monitor specific
skills, behaviours or dispositions of individual
or group of students(Burke,2009)
Checklist 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 behaviours,
thinking skills, social skills, writing skills,
speaking skills, athletic skills or whatever
outcomes are likely to be measured and
monitored. Checklist can be used for
individual or group cases.
Observation Checklist
Student Subject Date

Type of Assignment Not yet Somewhere Frequently

Work Habits
• Gets work _______________ _______________ ______________
done time
• Asks for help _______________ ________________ _____________
when needed
• Takes initiative ________________ ________________ ______________
Study habits
• Organizes _____________ _____________ _____________
work ___ ____ ___
• Takes good _____________ _____________ _____________
notes ___ ____ ___
• Uses time
well _____________ _____________ _____________
___ _____ ___
Social Skills
• Works well _____________ _____________ _____________
with others ___ ____ ____
• Listen to
others _____________ _____________ _____________
• Help others ___ ____ ____
_____________ _____________ _____________
___ ____ _____
3.1.1 Criteria For checklist
In the planning for criteria that will be used
in checklist, the criteria must be aligned
with the outcomes that need to be
observed and measured. Generally
criterion is defined as standard that serves
as reference for judgement or decision.
Popham (1999) explain that when teachers
set criteria, the main emphasis is to use
these criteria in making judgement or
regarding the adequacy of student
responses and the criteria will influence the
way the response is scored.
Checklist should be utilized because these
a. Make a quick and easy way to observe
and record skills, criteria and behaviours
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.
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 standard s
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 being lowest and 5 6 the
highest
 Score

1. I am happy during Mathematics class

2. I get tired doing board work and drills

3. I enjoy solving word problems

The most commonly used type of rating
scales are:
Numerical Rating Scale
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:
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
descriptive and do other task not related
to activity.
Descriptive Rating Scales
A better format for rating is this descriptive
graphic rating scales that replaces