Colegio de San Gabriel Arcangel of Caloocan, Inc.

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Assessment in Learning 2
MODULE 3
AFFECTIVE ASSESSMENT

(Pre-Final Period)
ASSESSMENT IN LEARNING 2 MODULE NUMBER 3

MODULE TITLE: AFFECTIVE ASSESSMENT

Rationale:

Affective domain is one of the areas of learning. If cognitive domain targets the head and
psychomotor domain the hands (performance), the affective domain dwells on the heart. In this
module, emphasis is given on defining concepts relevant to the affect, determining the affective
levels of development, and identifying affective targets as well as constructing affective
assessments.

Duration: 4 weeks

Learning Outcomes:
1. Apply the principles in constructing and interpreting affective assessment
2. Develop affective assessment tools that measures learners’ development according to the
levels proposed by Krathwohl.

Pre-requisite: Assessment in Learning 1

Module Project: Affective Assessment Tools

Instructions:
1. Imagine five years from now. Identify the possible stage of learners you will be handling.
2. Identify an affective competency that you want to measure among them.
3. Come up with three types of affective assessment tools to measures this competency.

RUBRIC
Criteria Below Standard Passed Excellent Score
A. Suitability of The tools are not suitable Half of the tools are The tools are highly
Tools to the learning target. suitable to the learning suitable to the learning
(10 pts. per tasks (0 to 3 pts.) targets target.
(4 to 6 pts.) (7 to 10 pts.)
Total of 30 pts.)
B. Instructions The instructions are vague The instructions are clear The instructions are very
(10 pts.) and confusing. but somewhat incomplete. clear and coherent.
(0 to 3 pts.) (4 to 6 pts.) (7 to 10 pts.)
C. Clarity of Items The items are not clear. The items are quite clear. The items are very clear.
(20 pts. each. The criteria overlap. The criteria do not overlap. The criteria are highly
Total of 60 (0 to 7 pts.) (8 to 14 pts.) unique.
(15 to 20 pts.)
pts.)

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Learning Packet Number 5: Affective Learning Competencies

At the end of this chapter the students should be able to:

1. Define the different concepts related to assessing affective learning outcomes;

2. Determine different levels of affective domain;
3. Differentiate the three methods of assessing affective learning outcomes;
4. Formulate objectives in the affective domain.

Come and Share!

What affects you the most in school? Explain.

Come and Know!

Affect - a number of non-cognitive variables such as a person’s attitude, interests and values.
According to William James Popham (2003), the reasons why it is important to assess affect
are:
1. Educators should be interested in assessing affective variables because these variables are
excellent predictors of students’ future behavior,
2. Teachers should assess affect to remind themselves that there’s more to being a successful
teacher than helping students obtain high scores on achievement tests;
3. Information regarding students’ affect can help teachers teach more effectively on a day-to-
day basis.

Importance of Affective Targets

• Students are more proficient in problem-solving if they enjoy what they do.
• A more positive environment fosters good student engagement and learning than in a
classroom with negative climate (Fraser, 1994).
• Motivation and involvement of students in learning activities are affected by students’
attitude toward learning, respect for others, and concern for other.
Why most teachers do not utilize any kind of formal affective assessment?

 School routines are organized based on subject areas; and

 Assessment of affective targets is fraught with difficulties.(McMillian,2007).
 Many potential sources of error in measuring affective traits often result in low reliability.

Positive Affective Traits and Skills are Essential for:

 Effective learning
 Being an involved and productive member of our society
 Preparing for occupational and vocational satisfaction and productivity (ex; work habits,
willingness to learn, interpersonal skills)
 Maximizing the motivation to learn at present and in the future
 Preventing students from dropping out of school

Affective Traits and Learning Targets

The word affective refers to variety of traits and dispositions that are different from knowledge,
reasoning, and skills (Hohn,1995). Technically, this term means the emotions or feelings that
one has toward someone or something. Nevertheless, attitudes, values, self-concept,
citizenship, and other traits are usually considered to be non-cognitive, include more than
emotions or feelings.

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Affective Domain of the Taxonomy of Education

• In 1964, David R. Krathwohl, together with his colleagues, extended Bloom's Taxonomy of
Education Objectives by publishing the second taxonomy of objectives, this time giving
emphasis on he affective domain.
• Krathwohl and his collaborators attempted to subdivide the affective realm into relatively
distinct divisions.

KRATHWOL’S TAXONOMY OF AFFECTIVE DOMAIN

1. Receiving (Attending) - Concerned with student's sensitivity to the existence of certain
phenomena and stimuli that is, with student's willingness to receive or to attend to this stimuli
 It is categorized in three subdivisions that shows the different levels of attending to
phenomena
 Awareness of the phenomena
 Willingness to receive the phenomena
 Controlled or selected attention to phenomena

Example:
o Listening to discussions of controversial issues with an open mind.
o Respecting the rights of others.
o Listening for and remembering the name of newly introduced people.

2. Responding - Concerned with responses that go beyond merely attending to phenomena.

 Students are sufficiently motivated that they are not just ―willing to attend‖ but are
actively attending.
 At this level, he or she not only attends to a particular phenomenon but also reacts to it
in some way.
 Learning outcomes in this area may emphasize acquiescence in responding (reads
assigned material), willingness to respond (voluntarily reads beyond assignment), or
satisfaction in responding (i.e. reads for pleasure or enjoyment).
 The higher levels of this category include those instructional objectives that are
commonly classified under ―interest‖; that is, those that stress the seeking out and
enjoyment of particular activities.

Examples:
o Completing homework assignments.
o Participating in team problem solving activities.
o Questions new ideals, concepts, models, etc. in order to fully understand them.

3. Valuing - Concerned with the worth or value a student attaches to a particular object,
phenomenon, or behavior.
 This ranges in degree from the simpler acceptance of a value (desires to improve group
skills) to the more complex level of commitment (assumes responsibility for the effective
functioning of the group).
 Valuing is based on the internalization of a set of specified values, but clues to these
values are expressed in the student's overt behavior. Learning outcomes in this area are
concerned with behavior that is consistent and stable enough to make the value clearly
identifiable. Instructional objectives that are commonly classified under ―attitudes‖ and
―appreciation‖ would fall into this category.

Examples:
o Accepting the idea that integrated curricula is a good way to learn.
o Participating in a campus blood drive.
o Demonstrates belief in the democratic process.
o Shows the ability to solve problems.
o Informs management on matters that one feels strongly about.

4. Organization - Concerned with bringing together different values, resolving conflicts between
them, and beginning the building of an internally consistent value system.
 Thus the emphasis is on comparing, relating, and synthesizing values.

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 Learning outcomes may be concerned with the conceptualization of a value (recognizes

the responsibility of each individual for improving human relations) or with the
organization of a value system (develops a vocational plan that satisfies his or her need
for both economic security and social service).
 Instructional objectives relating to the development of a philosophy of life would fall into
this category.

Examples:
o Recognizing own abilities, limitations, and values and developing realistic aspirations.
o Accepts responsibility for one’s behavior.
o Explains the role of systematic planning in solving problems.
o Accepts professional ethical standards.
o Prioritizes time effectively to meet the needs of the organization, family, and self.

5. Characterization by a value or value set - The individual has a value system that has
controlled his or her behavior for a sufficiently long time for him or her to develop a
characteristic ―life-style.‖
Thus the behavior is pervasive, consistent, and predictable. Learning outcomes at this level
cover a broad range of activities, but the major emphasis is on the fact that the behavior is
typical or characteristic of the student. Instructional objectives that are concerned with the
student's general patterns of adjustment (personal, social, emotional) would be appropriate
here.
Examples:
o A person's lifestyle influences reactions to many different kinds of situations.
o Shows self-reliance when working independently.
o Uses an objective approach in problem solving.
o Displays a professional commitment to ethical practice on a daily basis.
o Revises judgments and changes behavior in light of new evidence.

Affective Traits and their Description

 Attitudes - Predisposition to respond favorably or unfavorably to specified situations,
concepts, objects, institutions, or persons
 Interests - Personal preference for certain kinds of activities Values Importance, worth,
or usefulness of modes or conduct and end states of existence Opinions Beliefs about
specific occurrences and situations Preferences Desire to select one object over another
 Motivation - Desire and willingness to be engaged in behavior including intensity of
involvement
 Academic self-concept - Self-perception of competence in school and learning
 Self- esteem - Attitudes toward oneself; degree of self-respect, worthiness, or
desirability of self-concept
 Locus of Control - Self-perception of whether success and failure is controlled by the
students or by external influences.
 Emotional Development - Growth, change, and awareness of emotions and ability to
regulate emotional expression
 Social relationships - Nature of interpersonal interactions and functioning in group
setting
 Altruism - Willingness and propensity to help others
 Moral Development - Attainment of ethical principles that guide decision-making and
behavior
 Classroom Development - Nature of feeling tones and interpersonal relationship in a
class

AFFECTIVE LEARNING TARGETS

1. Attitude Targets
2. Value Targets
3. Motivation Targets
4. Academic Self-Concept Targets
5. Social Relationship Targets
6. Classroom Environment Targets

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1. Attitude Targets
McMillan (1980) defines attitudes as internal states that influence what students are likely to do.
The internal state can in some degree determine positive or negative or favorable or
unfavorable reaction toward an object, situation, person or group of objects, general
environment, or group of persons.
In a learning institution, attitude is contingent on subjects, teachers, other students, homework,
and other objects or persons.

Three Components of Attitudes (Contributing Factor)

1. Affective Component - consists of the emotion or feeling associated with an object or a
person
2. Cognitive Component - is an evaluative belief (such as thinking something as valuable,
useful, worthless, etc.).
3. Behavioral Component - is actually responding in a positive way.

2. Value Targets
- End states of existence - refer to a conditions and aspects of oneself and the kind of world
that a person wants such as safe life, world peace, freedom, happiness, social acceptance,
and wisdom.
- Mode of conduct - are manifested in what a person believe is appropriate and needed in
everyday existence such as being honest, cheerful, ambitious, loving, responsible, and
helpful.
Values are divided into four types.
1) Personal values - self-chosen values including honesty, reliability and kindness
2) Cultural values - values acquired and shared uniformly within one's nation, ethnic
group, tradition or religion such as loyalty to one's group, faith in God and adherence to
a certain belief
3) Social values - values relevant to relating with others such as courtesy and politeness,
cooperation, harmony
4) Professional values - values shared by people in a certain profession such as
diligence, etc.

Value Sample and Value Target

a. Honesty - Students should learn to value honesty in their dealing with others.
b. Integrity - Students should firmly observe their own code of values.
c. Justice - Students should support the view that all citizens should be the recipients of
equal justice from government law enforcement agencies.
d. Freedom - Students should believe that democratic countries must provide the
maximum level of freedom to their citizens.

McMillan (2007) suggested that in setting value targets, it is necessary to stick to non-
controversial and those that are clearly related to academic learning and school and department
of educational goals.
McMillan (2007) and Popham (2005) suggested other non-controversial values (aside from
those mentioned) like kindness, generosity, perseverance, loyalty, respect, courage,
compassion, and tolerance.
It is better to an excellent job assessing a few important traits than to try to assess many traits
casually.

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3. Motivation Target
Expectancy X Value Framework - implies that motivation is determined by students'
expectation, their belief about whether they are likely to be successful, and the relevance of the
outcome.
Expectations - refers to the self-efficacy of the students.
Values - are self-perception of the importance of the performance
2 Kinds of Motivation
1. Intrinsic Motivation - when students do something or engage themselves in activities
because they find the activities interesting, enjoyable, or challenging.
2. Extrinsic Motivation - is doing something because it leads rewards or punishment.

4. Academic Self-concept Targets

- Self-concept and self-esteem are multidimensional.
- Each person has a self-description in each area that forms one's self- concept or self-image.
- Moreover, individuals have a sense of self regards, self-affirmation, and self-worth in each
area. (self-esteem)

5. Social Relationship Targets

- A complex set of interaction skills, including identification of and appropriate responses to
social indication, defines social relationship.
peer relations friendship cooperation collaboration
taking a stand conflict resolution functioning in a group assertiveness
pro-social behavior empathy

Examples of Social Relationship with Target Concern and Sample Learning Outcomes
Social Relationship Target Concern Example
Peer Relationship Showing interest in others Students will share their ideas
Listening to peers in a small group discussion.
Sharing to a group
Contributing to group activities
Cooperative Skills Sharing Students will be able to
Listening demonstrate that they are
able to negotiate with others
Volunteering ideas and
and compromise.
suggestions
Supporting and accepting
others’ ideas
Taking turns
Criticizing constructively

6. Classroom Environment Target

In every classroom there is a unique climate that is felt at every point in time. Some manifest a
comfortable atmosphere, others have relaxed and productive ambiance. As a result there are
classes that are happy and content while others are serious and tensed due to the effect of the
classroom climate. It follows that students behave differently as dictated also by the classroom
climate, some shows warm and supportive class while others register as cold and rejecting.
Classroom Environment Characteristics and their Descriptions
 Affiliation - The extent to which student like and accept each other
 Involvement - The extent to which students are interested in and engaged in learning
 Task Orientation - The extent to which classroom activities are focused on the
completion of academic task

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 Cohesiveness - The extent to which students share norms and expectation.

 Favoritism - Whether each student enjoys the same privileged
 Influence - The extent to which each student influences classroom decisions
 Friction - The extent to which students bicker with one another
 Formality - The emphasis on imposing rules
 Communication - The extent to which communication among students and with teacher
is honest and authentic.
 Warmth - The extent to which students care about each other and show concern

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Come and Do It!

Name ______________________________________ Score: ___________________________
Name of Professor: ___________________________ Date: ____________________________
Course/ Year/ Section: _________________________________________________________

Modular Task 5
Affective Learning Targets

Research or construct an affective objective for each of the following learning target.
Identify the level of affective domain you are focusing on:
Example:
Attitude Target - The student will be able to express a positive attitude towards classroom rules
(Responding)

1. Attitude Target

2. Value Target

3. Motivation Target

4. Academic Self-Concept Target

5. Social Relationship Target

6. Classroom Environment Target

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Learning Packet Number 6: Development Affective Assessment Tools

At the end of the lesson, you should be able to:

 devise affective assessment tailored to the affective target
 create affective assessment tools

Come and Share!

What are your experiences of affective assessment?

Come and Know!

The relevance of affective targets, attitude traits and how these concepts are related to student
learning were discussed in the preceding lesson. 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 a meaningful evaluation of student learning. Both the traditional and authentic
assessment tools are to be utilized to come up with good and quality results. There are various
instruments or tools that can be used but each has its own focus and each instrument is
designed to cater to a specific purpose. In this chapter are the various methods and assessment
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 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 is 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.

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. (McMillan, 2007). Since affective
traits are not directly observable, they must be deduced from behavior or what students say
about themselves and others. There are varieties 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. This 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 judgments 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.

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1.1 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 determine in advance how specific behaviors relate
to the target. Its starts with a vivid definition of the trait, then followed by list of student behaviors
and actions are identified initially by listing what the students with positive and negative
behaviors 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.
Student Behaviors Indicating Positive and Negative Attitudes toward Learning

POSITIVE NEGATIVE

Is frequently absent
Rarely misses class Is frequently tardy
Rarely late to class Rarely asks questions
Asks lots of questions Rarely helps other students
Helps other students Needs constant supervision
Works well independently without supervision Is not involved in extracurricular activities
Is involved in extracurricular activities Says he or she doesn’t like school
He or she likes school Rarely comes to class early
Comes to class 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 assignments before they are due Never completes assignments before the due
Rarely complains date complains
Is rarely off-task Sleep in class
Rarely bothers students 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 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.
McMillan (2007) suggested that the best approach is to develop a list of positive and negative
behaviors. 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 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.
1.1.1 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.

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1.1.2 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

1.2 Student Self-Report

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.
1.2.2 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.
a. 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.

b. 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.
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. These self-response formats are considered to be an efficient way of collecting
information.
Checklist for Using Student’s Self-Response 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

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 Avoid negatives and absolutes

 Write items in present tense
 Avoid double-barreled items

1.2.3 Peer Ratings

Peer ratings or appraisal is the least common method among the three methods of assessing
affect discussed in this chapter. Because of the nature 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 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 authentically 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.

2. 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 are 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 judgment.

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.
3.1 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 teachers, 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.
3.1.1 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 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.

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3.1.2 Why Use Checklists

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

3.2 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 help 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, with 1 being the lowest and 5 the highest possible score.

Attitude Towards Mathematics Score

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

3.2.1 Types of Rating Scales

The most commonly used type of rating scales are:
a. Numerical Rating Scales
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:
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
b. 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.
Example:
To what extent does the student participate in team meetings and discussions?

Never participates; quiet; Participates as much as other Participates more than any
passive team members other team member
Comment(s):
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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

3.3 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.
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.

3.3.1 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.

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ASSESSMENT IN LEARNING 2 MODULE NUMBER 3

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.

3.4 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
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
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 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 ______________________.

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ASSESSMENT IN LEARNING 2 MODULE NUMBER 3

Come and Do It!

Name ______________________________________ Score: ___________________________

Name of Professor: ___________________________ Date: ____________________________
Course/ Year/ Section: _________________________________________________________

Modular Task 6
Assessment of Affective Learning
A. Rating Scale

Create your own rating scale using the template provided to measure students’ affective
learning outcomes in a subject you intend to teach.

RATING SCALE TO MEASURE: Attitude towards __________________ (Subject)

SCALE TO BE USED: _________________________
SCALE’S INTERPRETATION: _______________________________________________

Attitude Statement Score

1. I am happy during the subject.
2.
3.
4.
5.
6.
7.
8.
9.
10.

B. Likert Scale

Using the details you used in making the Rating Scale, transform the instrument into a Likert
Scale.

RATING SCALE TO MEASURE: Attitude towards __________________ (Subject)

Directions:____________________________________________________________________
____________________________________________________________________________
Legend: Example: SA – Strongly Agree
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

Attitude Statement

1. I am happy during the subject.

2.
3.
4.
5.
6.
7.
8.
9.
10.

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ASSESSMENT IN LEARNING 2 MODULE NUMBER 3

C. Semantic Differential Scale

Construct a scale that would measure the attitude towards your subject of choice. You may use
the template below. Complete it by supplying five adjective pairs.

(Subject)
Relevant Insignificant
1.
2.
3.
4.
5.

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ASSESSMENT IN LEARNING 2 MODULE NUMBER 3

Come and Answer!

Name ______________________________________ Score: ___________________________
Name of Professor: ___________________________ Date: ____________________________
Course/ Year/ Section: _________________________________________________________
Modular Quiz 3

This activity aims to measure what you have learned in this module about affective learning
competencies and assessment tools. On the blank provided before the number, write the letter
of the best answer.
1. Premise: Affect and learning are linked to each other. Which of the following statements
support this premise?
I. Students are more proficient in problem-solving if they enjoy what they do.
II. Positive environment foster good student engagement and learning.
III. Students who are emotionally involved pay attention to information and remember it
meaningfully.
A. I & II only B. I, II & III C. II only D. II & III
2. What is the technical definition of affective?
I. A variety of traits and dispositions that are different from knowledge, reasoning and skills
II. The emotions or feelings that one has toward someone or something.
III. It includes more than emotion or feelings.
A. I & II B. II only C. II & III D. I & III
3. Positive affective traits and skills are essential for
I. Preventing students from dropping out of school
II. Maximizing the motivation to learn
III. Being an involved and productive member of our society
A. I & II only B. I, II & III C. III only D. I only
4. What are the components of an attitude?
I. Affective II. Cognitive III. Behavioral
A. I & II B. II & III C. I, II & III D. I & III
5. What should be the focus of motivation targets?
I. Academic subject II. Type of Learning III. Interest
A. I, II & III B. I & II C. II & III D. I & III
6. Motivation and involvement of students in learning activities are affected by the following
EXCEPT
I. Student’s attitude II. Student’s Interest III. Respect for Others IV. Concern for Others
A. I & II only B. I, II & III C. II only D. I, III & IV
7. These are considered non-controversial values EXCEPT
I. Kindness II. Generosity III. Family Centeredness
A. I & II B. I, II & III C. III only D. II & III
8. What refers to the nature of interpersonal interactions and functioning in group setting?
A. Classroom Development B. Altruism
C. Preferences D. Social Relationships
9. What is the predisposition to respond favorably or not to a particular situation, concept,
object, institution, or person. What concept is described?
A. Values B. Attitudes
C. Preferences D. Motivation
10. Which describes the desire and intense willingness to get involved in behavior?
A. Classroom Development B. Altruism
C. Preferences D. Motivation
11. The following must be considered in assessing affect EXCEPT
I. Conducting several assessments over a period of time.
II. Using varied ways in measuring an affective trait.
III. Deciding if data or results needed are grouped or individualized.
A. I & II only B. I, II & III C. II only D. I & III

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ASSESSMENT IN LEARNING 2 MODULE NUMBER 3

12. Which of the following statements describe the Likert scale?

I. Simple and widely used self-report method in assessing affect.
II. Scoring is based on assigning weights from 1 to 5 to each position scale.
III. It is easy to construct and to score.
A. I & II only B. I, II & III C. II only D. II & III
13. What formative assessment strategies monitor specific skills, behaviors or dispositions of
individual or group of students?
A. Rating Scale B. Likert Scale C. Checklist D. Semantic Differential Scale
14. What error is committed when ratings tend toward the high end of the scale?
A. Logical Error B. Leniency Error C. Severity Error D. Rater Drift
15. What error is committed when a rater does not use the extreme parts of the scale?
A. Logical Error B. Leniency Error C. Severity Error D. Central Tendency Error
16. Teacher A received a birthday surprise from her advisory class. On that day, they have
scheduled an oral presentation of the investigative project that the class prepared. Since
Teacher A was so happy, she gave almost everyone a very high grade. What kind of rating
error did Teacher A commit?
A. Personal Bias B. Logical Error C. Severity Error D. Leniency Error
17. Before the start of an interschool competition, the judges were oriented to the rubrics that
they will use. But during the competition, one of the judges did not observe what is written in
the rubrics since most of the contestants are known to him. What kind of rating error did the
judge commit?
A. Personal Bias B. Halo Effect C. Logical Error D. Rater Drift
18. Teacher B is a newly hired substitute teacher. To avoid negative feedback from her
students, she gave average grade to the whole class. Teacher B committed a rating error
of…
A. Personal Bias B. Halo Effect C. Severity Error D. Central Tendency Error
19. Section Y is noted for misbehaving. As a way of disciplining the students, the adviser gave
all the students in the class a failing mark for her subject. What rating error did the class
adviser commit?
A. Personal Bias B. Halo Effect C. Severity Error D. Rater Drift
20. Teacher C always requests favors from well-off families for projects in school and her
requests are always granted. In return, Teacher C selects only the well-off students to
participate in extra-curricular activities. Moreover, the same students always get high
grades. The situation shows that Teacher C is committing rating error of
A. Personal Bias B. Halo Effect C. Central Tendency Error D. Logical Error

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