Republic of the Philippines

SURIGAO DEL NORTE STATE UNIVERSITY

Del Carmen Campus
Purok 2, Del Carmen Pob., Del Carmen, Surigao del Norte
“For Nation’s
Greater Heights”

CHAPTER II-ALTERNATIVE WAYS IN ASSESSING LEARNING

LESSON 4: AFFECTIVE ASSESSMENT

Time Frame: 4.5 hours

Learning Outcomes: In this lesson, you are

expected to:

• Develop assessment tool to measure affective outcomes of learning.

Learning Outcomes:

Individual: Accomplished Learning Tasks Sheet

Tasks Success Indicator

Define the affective factors that are important in students’ Present at least an experiential sample situation to illustrate
learning. how feelings and emotions can influence learning.
Demonstrate knowledge and understanding of the affective Present and explain the affective factors contained in the K to
traits articulated in the Basic Education Curriculum 12 Basic Education Curriculum Framework in the chosen field
Framework in one’s field of specialization. of teaching.
Develop understanding on the various assessment Develop the behavioral indicators in at least one aspect of
methods and tools that could measure affective outcomes affective domain in students’ learning.
of learning.
Review literature or research studies that deal with Present a sample research instrument used to assess
assessment of affective traits students’ affective behavior.
Develop an assessment tool to measure affective Present and discuss the constructed assessment tool to
outcomes of students’ learning. measure affective outcome of learning.

Expected Outcomes:

CILO 6Cs Integration

CILO 1 Collaboration, Communication, Flexibility
CILO 2 Communication, Creativity, Accuracy, Collaboration, Precision
CILO 3 Communication, Creativity, Collaboration, Precision
CILO 4 Communication, Creativity, Collaboration, Prudence

➢ WHAT IS AFFECTIVE ASSESSMENT?

• 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.
• It looks into how students feel while they are learning, how their learning experiences have
influenced their emotions and future behavior.

➢ WHY ASSESS AFFECTIVE DOMAIN?

• 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.
• Affective assessment can provide supplemental information about a learning difficulty or
behavior problem that affects learning.

EDUC 10- Assessment In Learning 2 with focus of Trainers 1|Page

FLORIA C. DIALDE
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Del Carmen Campus
Purok 2, Del Carmen Pob., Del Carmen, Surigao del Norte
“For Nation’s
Greater Heights”

➢ WHAT IS THE TAXONOMY OF AFFECTIVE DOMAIN IN LEARNING?

In affective domain of learning, Krathwohl et al. (1964) developed a taxonomy of affective qualities
that can serve as guide in doing affective assessment.

1. To receive:
✓ the learner demonstrates an awareness in an activity
✓ involves willingness to receive the stimulus.
2. To respond:
✓ the learner reacts to a given stimulus or information that has been received.
3. To value:
✓ the learner demonstrates commitment to the object, knowledge, or activity.

4. To organize:
✓ the learner has internalized and integrated his or her feelings, emotions, beliefs, opinions,
etc., resulting to actions where new values and traits emerged.
✓ the learner is able to 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:
✓ 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.

WHAT ARE THE AFFECTIVE VARIABLES IN LEARNING?

1. Attitudes - refer to a person's reaction whether negative or positive, favorable or unfavorable

toward an object, activity, person, or environment
✓ Positive attitudes in teaching 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.
✓ On the other hand, we also want students to have negative attitude on things like
cheating, bullying, fighting, drugs, absenteeism, and smoking.

2. Values and Beliefs.

Values are characteristics or traits that a person holds in high importance.
Beliefs refer to our convictions or opinions we hold to be true even without evidence.
3. Interest- is a psychological state that draws a person's attention to an object, idea, or event.

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 increase 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.

5. Self-confidence - 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.

EDUC 10- Assessment In Learning 2 with focus of Trainers 2|Page

FLORIA C. DIALDE
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Del Carmen Campus
Purok 2, Del Carmen Pob., Del Carmen, Surigao del Norte
“For Nation’s
Greater Heights”

✓ 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?

1. SELF-REPORT QUESTIONNAIRES
➢ 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.

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.

Rating Scale on Views About Mathematics

and Mathematics Learning

EDUC 10- Assessment In Learning 2 with focus of Trainers 3|Page

FLORIA C. DIALDE
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Del Carmen Campus
Purok 2, Del Carmen Pob., Del Carmen, Surigao del Norte
“For Nation’s
Greater Heights”

The following is another example:

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 3 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.
2. Construct items that are clear, definite, and focused on the trait you want to measure.

3. Pilot test or field try the inventory and revise the parts that appear to be unclear.

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.

b. SEMANTIC DIFFERENTIAL.

EDUC 10- Assessment In Learning 2 with focus of Trainers 4|Page

FLORIA C. DIALDE
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Del Carmen Campus
Purok 2, Del Carmen Pob., Del Carmen, Surigao del Norte
“For Nation’s
Greater Heights”

➢ 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:

Problem Solving

Difficult _____ ______ ______ ______ ______ Easy

1 2 3 4 5

Interesting _____ ______ ______ ______ ______ Boring

1 2 3 4 5
Useful _____ ______ ______ ______ ______ Useless
1 2 3 4 5
Realistic _____ ______ ______ ______ ______ Unrealistic
1 2 3 4 5
Rigid _____ ______ ______ ______ ______ Loose
1 2 3 4 5

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

EDUC 10- Assessment In Learning 2 with focus of Trainers 5|Page

FLORIA C. DIALDE
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Del Carmen Campus
Purok 2, Del Carmen Pob., Del Carmen, Surigao del Norte
“For Nation’s
Greater Heights”

Name ______________________________ Grade __________________________ Date

__________________
Put a check (v) on the options that correspond to your answer to each item.
1. How would you like to be part of environmental program activities?
_______ I do volunteer to be part of the crusade
_______ I give donations
_______ I just let my parents pay their taxes
_______ I am not interested
2. Do you follow any of the television shows about environmental issues and programs?
_______ Yes, always
_______ Not regularly
_______ No
3. Which of the following waste materials do you segregate at home?
______ Papers, newspapers
______ Glass and bottles
______ Plastics
______ Food leftovers
______ I do not segregate
4. Do you read magazines and publication about environmental issues?
______ Yes, every time
______ Sometimes
______ Rarely
______ No, not my interest
5. What is your reaction on the signing of Executive Order 26 on Providing for the Establishment
of Smoke-Free Environments in Public and Enclosed Places?
______ I support the Executive Order to protect the health of people
______ I find the Executive Order as anti-poor
______ It is not my concern
______ I do not know what it is all about
6. What is your reaction to environmental polluters?
______ I will report them to the concerned officials I
______ I will call their attention when I see them doing the act.
______ I will tell others not to imitate them
______ It is their concern, they are responsible for their own action
7. Are you a member of any environmental organization?
______ Yes
______ No
______ Planning to do so

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.

Put a check mark (V) on the blanks that are true to you.

The reading class is: I find English:

__________ boring _________ fun

__________ exciting _________ tiring
__________ fun _________ easy
__________ stimulating _________ difficult
__________ informative _________ irrelevant
__________ unpleasant _________ useful
__________ routine _________ interesting

EDUC 10- Assessment In Learning 2 with focus of Trainers 6|Page

FLORIA C. DIALDE
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Del Carmen Campus
Purok 2, Del Carmen Pob., Del Carmen, Surigao del Norte
“For Nation’s
Greater Heights”

2. INTERVIEW
➢ 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.
✓ It can provide a powerful "moment of sharing" where the learner is able to express face-to-face
his or her feelings and emotions.

2 TYPES OF INTERVIEWS

A. Structured interview - a planned sequence of questions, which lead to open- ended

discussions between the teacher and the student, either done individually or by group.

B. Unstructured interview or 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.

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.

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 walt 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

Questions Teacher Notes
• How did you feel about your participation in our class
today?

• What did you think about the story that we discussed?

• Did the story interest you?

• What is the part of the story that caught most of your

attention? Why did it interest you most?

• What makes you read a book without being told so by

your teacher?

• How do you like your reading class? What makes you

dislike it if ever you feel so?

• What different approach should your teacher use to help

you and your classmates better?

3. STUDENT JOURNALS
➢ 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.

➢ Students are given the opportunity to open up and express their thoughts and feelings, which can

EDUC 10- Assessment In Learning 2 with focus of Trainers 7|Page

FLORIA C. DIALDE
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Del Carmen Campus
Purok 2, Del Carmen Pob., Del Carmen, Surigao del Norte
“For Nation’s
Greater Heights”

reveal their thinking both on the cognitive and affective aspect of the problem task.

➢ Journal writing opens the door for a one-to-one dialogue between the teacher and student.
emotions, the discourse can lead to improving the cognitive domain of learning.

Guide questions to consider in journal writing as assessment tool for affective learning outcomes:

• 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.Ε. but across the school curriculum.

2 Types of Observation

1. Unstructured observation
➢ 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

2. 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.

EDUC 10- Assessment In Learning 2 with focus of Trainers 8|Page

FLORIA C. DIALDE
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Del Carmen Campus
Purok 2, Del Carmen Pob., Del Carmen, Surigao del Norte
“For Nation’s
Greater Heights”

Example: Checklist for Structured Observations in Science Class

Student/sObserved__________________________Date_____________Time___________

Grade & Section______________________________Observer_______________________

Behavior Frequency of Occurrences

1. Raises hand during class discussions

2. Tells others that the lesson is fun

3. Gives criticism to classmates' response to teacher's

questions

4. Asks questions about issues connected to the science

concepts presented

5. Goes through the laboratory manual before engaging in the

actual experiments

Rating Scale for Structured Observations in Science Class

Student/s Observed ________________________ Date ____________ Time ____________

Grade & Section _______________________ Observer _______________________

Behavior Not at Rarely Sometimes Most of Almost

all the always
time

1. Raises hand during class discussions

2. Tells others that the lesson is fun

3. Gives criticism to classmates' response to

teacher's questions

4. Asks questions about issues connected to the

science concepts present
5. Goes through the laboratory manual before
engaging in the actual experiments

The measures obtained from observation approach can be made more valid and reliable with the
following guidelines:

1. Set a clear definition of the affective trait you want to observe.

2. 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.

3. 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.

4. Have a colleague/colleagues to work with you in the actual observation time.

5. Be clear on ethical issues.

6. Record the observation immediately. Use the checklist, supplemented by anecdotal records. Record factual
observation and be cautious on personal interpretation and biased statements.

7. Review data. Reflect on outcomes.

EDUC 10- Assessment In Learning 2 with focus of Trainers 9|Page

FLORIA C. DIALDE
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Del Carmen Campus
Purok 2, Del Carmen Pob., Del Carmen, Surigao del Norte
“For Nation’s
Greater Heights”

8. Decide future steps based on the observation results.

9. Adjust planning and apply interventions.

10. Monitor progress.

LEARNING TASK:

Make a literature review about research studies that deal with assessment of affective traits. Present your
output in a class including the research instrument used to assess students’ affective behavior. 5-10 articles and
not more than 5 years.

Guide for presentation:

Methodology
including the Link of
Research findings/ Theoretical research Reference in the
Themes result/conclusions Underpinnings instrument APA 7th edition format article

Guide Questions for Discussions

1.
2.

Date of Presentation by Group: March 14, 2024

Performance Rubric:
Beginning Developing Acceptable Exemplary
Criteria Wts
1-5 points 6-10 points 11-15 points 16-20 points
Activity Outputs & Presentation
Most of the Errors in concepts are Comments on Comments on
essential concepts noted / assessed but concepts are concepts are properly
Accuracy 50% are not corrected not properly properly discussed organized and
/given appropriate discussed / reviewed. for revision but lack discussed with
review. valid reference. sufficient reference.
Review report has Review report Review report Review report follows
Readability complete parts provides substantial contains substantial standard format, valid
and/or balanced suggestions but lack and valid and organized.
30% figures / charts. valid reference. observations /
comments but not
organized.

Output is
submitted late but Output is submitted a Output is submitted Output is submitted
Timeliness 20%
within the week of day after deadline. on deadline. before the deadline.
deadline.

References:

EDUC 10- Assessment In Learning 2 with focus of Trainers 10 | P a g

FLORIA C. DIALDE e
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Del Carmen Campus
Purok 2, Del Carmen Pob., Del Carmen, Surigao del Norte
“For Nation’s
Greater Heights”

Ubiňa-Balagtas, M, David, A., Magno, C., Golla, E., Valladolid, V., (2020). Assessment in Learning 2. Rex Book Store,

Incorporated. Gabuyo, Y. A., & Dy, G. C.(2013). Assessment of Learning II: Textbook and Reviewer. Rex Book Store,

Incorporated.

De Guzman-Santos, R. (2007). Advanced Methods in Educational Assessment and Evaluation: Assessment of Learning

2. Kubiszyn, T., & Borich, G. (1987). Educational testing and measurement. Glenview, IL: Scott, Foresman.

Spady, W. G. (1994). Outcome-Based Education: Critical Issues and Answers. American Association of School Administrators,
1801 North Moore Street, Arlington, VA 22209

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