Affective Assessment

PREPARED: MR. JESUS . LEONARDO

But first . . .
.
React!
React!
React!
 In Bloom’s taxonomy published,
three domains were identified:
cognitive, affective and
psychomotor domains.

The affective domain is part of a

system that was published in 1965
for identifying, understanding, and
addressing how people learn.
Affective Assessment
Domains of Learning
It emphasizes a feeling tone, It emphasizes measurements
an emotion or degree of of reasoning and the mental
acceptance or rejection. faculties of the student.

Cognitive VS Affective Assessment

 Levels of Learning

Affective Domain
 Receiving Responding Valuing Organization Characterization

 Accept  Complete  Accept  Codify  Internalize

 Attend  Comply  Defend  Discriminate  Verify
 Develop  Cooperate  Devote  Display
 Recognize  Discuss  Pursue  Order
 Examine  Seek  Organize
 Obey  Systematize
 Respond  Weigh

Behavioral Verbs

Affective Domain
What does it measure?
This is the process of gathering information about the
outcomes of education that involve disposition or
personal feelings such as attitudes, sense of academic
self-confidence or interest in something that
motivationally predisposes a person to act or not to act.

It also involves individual’s choice whether he/she likes to finish

a task or how s/he would like to do it.

Affective Assessment
Attitude

It is learned predisposition to respond in a

consistent favorable or unfavorable manner with
respect to a given object.

Affective/ Disposition Targets

Anderson & Bourke (2000) cited by Stiggins (2001)
School-Related Values

Values are beliefs about what should be desired,

what is important or cherished, and what standards
of conduct are acceptable.

Values influence or guide behavior, interest, attittudes

and satisfactions.

Values are enduring. They tend to remain stable over fairly

long periods of time.

Values are learned and tend to be of high intensity and tend

to focus on ideas.

Affective/ Disposition Targets

Anderson & Bourke (2000) cited by Stiggins (2001)
School-Related Values
The following are values related to academic success:

 Belief in the value of education as a foundation for a productive life

 Belief in the benefits of strong effort in school
 A strong sense of the need for the ethical behavior at testing time (no
cheating)
 The belief that a healthy lifestyle (for ex. No drugs) underpins academic
success
 Feeling about the key aspects of their schooling , that predispose students to
behave in academically productive ways

Affective/ Disposition Targets

Anderson & Bourke (2000) cited by Stiggins (2001)
Academic Self Concept

It is a learned vision that results largely from

evaluation of self by others over time. It is the sum of
all evaluative judgements one makes about one’s
possibility of success and/or productivity in an
academic context.

Affective/ Disposition Targets

Anderson & Bourke (2000) cited by Stiggins (2001)
Locus of Control

It is the student’s attributions or belief about the

reasons for academic success or failure.

Internal- the attributions come from within.

“I succeeded because I tried hard.”

External- the attributions come from external contributions or

factor.
“I was lucky to receive a grade of 99 .”
“I performed well because I had a good teacher.”

Affective/ Disposition Targets

Anderson & Bourke (2000) cited by Stiggins (2001)
Self efficacy

Its target is a task, a (school) subject, an instructional

objective and the like. The direction is best captured
by “I can” versus “I can’t”. A “can’t do” attitude lies
at the heart of a concept known as learned
helplessness.

The symptoms include a lack of persistence in the face

of failure, negative affect and negative expectations
about the future.

Affective/ Disposition Targets

Anderson & Bourke (2000) cited by Stiggins (2001)
Interest

A disposition organized through experience which

impels an individual to seek out particular objects,
activities, understandings, skills or goals for attention
or acquisition.

Affective/ Disposition Targets

Anderson & Bourke (2000) cited by Stiggins (2001)
Academic Aspirations

The desire to learn more, the intent to seek out and

participate in additional education experiences.

Affective/ Disposition Targets

Anderson & Bourke (2000) cited by Stiggins (2001)
Anxiety

It is the experience of (emotional) tension that results

from real or imagined threats to one’s security.

Affective/ Disposition Targets

Anderson & Bourke (2000) cited by Stiggins (2001)
1. Interest Inventory- measures learners area of interest
2. Personality inventory- measures learners traits such as
self- concept, social adjustment, problem solving
styles, and other traits.
3. Observation Techniques
3.1 Casual Information Observations-
unstructured, unplanned or an observation
without using any instrument

Tools and Techniques

Affective Assessment
3. Observation Techniques(cont)

3.2 Observation Guides- structured or with the use of a planned

instrument to record observations
3.3 Clinical Observations- a prolonged process in
diagnosing clients in a controlled clinical setting,
which involves the use of sophisticated techniques
and instruments

Tools and Techniques

Affective Assessment
3. Observation Techniques(cont)
3.4 Anecdotal Records- a narrative record of
observations of a particular learner behavior during a
given situation or event free from interpretations and
conclusions
3.5 Scales- consists of list of characteristics or
behaviors to be observed and an evaluative scale to
indicate the degree to which they occur
3.6 Checklist- a set of traits that an observer has to mark if

Tools and Techniques

Affective Assessment
demonstrated by a particular learner

Tools and Techniques

Affective Assessment
4. Self-Reporting Techniques
4.1 Autobiography- enables the learners to describe his/her own
life and experiences
4.2 Self-Expression Essay- seeks to assess the learner’s
response to a particular question or concern usually in
a short essay form

Tools and Techniques

Affective Assessment
4. Self-Reporting Techniques (cont)
4.3 Self-Description- requires the learner to paint a picture of
himself/herself in words
4.4 Self-Awareness Exercises- designed to help learners
become more aware of their feelings, emotions, and
values
4.5 Questionnaire- provides an opportunity to easily
collect a great deal of information that may be useful in
further understanding the learner client in identifying

Tools and Techniques

Affective Assessment
problems as well as opinions, attitudes, and values

Tools and Techniques

Affective Assessment
4. Self-Reporting Techniques (cont)
4.6 Structured Interview- enables the counselor to obtain
specific information and to in-depth behavior or
responses
5. Group Assessment Techniques
5.1 Sociometric Technique- provides information on
social relationships such as degrees of acceptance,
roles and interactions within groups
5.2 Guess Who Technique- best used with relatively
well- established groups in which members are well
Tools and Techniques
Affective Assessment
acquainted with
each other

Tools and Techniques

Affective Assessment
5.3 Communigram- assesses the frequency of verbal
participation of a learner in a particular group within
a given period
5.4 Social Distance Scales- measures the distance of a
learner between other persons and himself/herself that
is usually identified through the reaction to given
statements that compare attitudes of acceptance of
rejection of other people

Tools and Techniques

Affective Assessment
1. Closed- Item or Forced-choice Instruments- answers are
selected from the given choices

a. Checklist- measures students’ preferences,

hobbies, attitudes , feelings, beliefs, interests, etc.
by marking a set of possible responses.

b. Scales- these measure the extent or degree of one’s

response

Formats of Affective Assessment Tools

Types of Scale

1. Rating Scale- measures the degree or extent of

one’s attitudes, feelings, and perception about
ideas, objects and people by marking a point along 3-
or 5- point scale.

2. Semantic Differential Scale- measures the degree of

one’s attitudes, feelings, and perception about ideas,
objects, and people by marking a point along 5- or 7-
or 11- point scale of contrasting adjectives at each
end.

3. Likert Scale- measures the degree of ones

agreement or disagreement on positive or negative
Formats of Affective Assessment Tools
statements about objects and people.

Formats of Affective Assessment Tools

Closed- Item or Forced-choice Instruments (cont)

c. Alternative-Response – measures students’

preferences, hobbies, attitudes, feelings, beliefs,
interests, etc. by choosing between two possible
responses

d. Ranking- measures students’ preferences or priorities by

ranking a set of attitudes or objects.

Formats of Affective Assessment Tools

2. Open-Ended Instruments- there are no choices for the
answers

Sentence Completion- measures students’ preferences over

a variety of attitudes and allows students to answer
by completing an unfinished statement which may
vary in length

Survey- measures the values held by an individual by writing

one or many responses to a given question

Essay- allows the students to reveal and clarify their

preferences, hobbies, attitudes, feelings, beliefs,
interests and the like by writing their reaction or
Formats of Affective Assessment Tools
opinion on a given question

Formats of Affective Assessment Tools

1. Avoid statements that refer to the past rather than to the
present
2. Avoid statements that are factual or capable of

being interpreted as factual

3. Avoid statements that may be interpreted in more
than one way
4. Avoid statements that are irrelevant to the psychological
object under consideration
5. Avoid statements that are likely to be endorsed by almost
everyone or by almost no one

Suggestions in Writing Affective Assessment Items

6. Select statements that are believed to cover the entire
range of affective scale of interests
7. Keep the language of the statements simple, clear
and direct
8. Statements should be short, rarely exceeding 20 words
9. Each statement should contain only one complete thought
10. Statements containing universals such as all,
always, none, and never often introduce ambiguity
and should be avoided

Suggestions in Writing Affective Assessment Items

11. Words such as only, just, merely, and others of similar
nature should be used with care and moderation in writing
statements
12. Whenever possible, statements should be in the form of
simple sentences rather than in the form of compound or
complex sentences
13. Avoid the use of words that may not be understood by
those who are to be given the completed scale
14. Avoid the use of double negatives

Suggestions in Writing Affective Assessment Items

Examples of Assessment Tools
Attitude Scale
Checklist
Semantic Differential
Likert Scale
Word Association
Unfinished Sentence
Unfinished Story
Thank You!