EDU 312 ASSESSMENT OF STUDENT LEARNING 2

Chapter 6
DEVELOPMENT OF AFFECTIVE ASSESSMENT TOOLS

Objective

At the end of 2 weeks, students will be able to:

• develop instruments for assessing affective learning.

Introduction
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 –student attitudes, values, dispositions, and ethical perspectives—is
essential in any efforts to improve academic achievement and the quality of educational
experience provided. Unfortunately, the practice of routinely assessing learners’ affective
constructs are 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. In this chapter, development of affective assessment tools will be
discussed and at the end of the chapter, you will be equipped to craft proper affective
assessment tools.

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 variety 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. Which means that to obtain a valid indication of an individual
student’s emotion or feeling, it is necessary to construct 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 trait as possible. It is
better not to rely on a single method because of limitation 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.)
 EDU 312 ASSESSMENT OF STUDENT LEARNING 2

3. Decide what type of data or result 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 the results for group or whole class is more proper to
use. This one of the usefulness of affective assessment. It is more reliable to use anonymous
student self-reports.

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 to determine in 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 do 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 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.
Students Behaviors Indicating Positive and Negative Attitudes Toward Learning

Positive Negative
rarely misses class is frequently absent
rarely late to class is frequently tardy
asks lot of questions rarely asks questions
helps other students rarely helps other students
works well independently without supervision needs constant supervision
is involved in extracurricular activities is not involved in extracurricular activities
he or she likes school says he or she does not like school
comes to class early rarely comes to class early
stays after school rarely stays after school
volunteers to help does not volunteer
complete homework often does not complete homework
tries hard to do well does not care about bad grades
completes extra credit work never does extra credit work
completes assignments before they are due never completes assignments before due
rarely complains date
is rarely off-task complains
rarely bothers other students sleep in class
bothers other students
 EDU 312 ASSESSMENT OF STUDENT LEARNING 2

stare 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 direct. frequent, and intense
contact. On the other hand, avoidance behaviors result in less direct, less frequent, and less
intense contact. These dimensions are helpful in describing the behaviors that indicate
positive and negative attitude.
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 Observations

Unstructured observation (anecdotal) may also be used for the purpose of
making summative judgements. This is normally open-ended, no checklists 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 pen 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 behaviors are not displayed and
behaviors that were not previously listed can be added. The disadvantage is that it is
not practical to record much about student behavior on a regular basis. It is hard to
find time most especially when the teacher pre-occupied with other learning
activities.
 EDU 312 ASSESSMENT OF STUDENT LEARNING 2

1.1.2 Structured Observations

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 descriptions
✓ 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. 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 of their real selves.
An advantage of interview is that the teacher can clarify questions, probe
where appropriate for clarification of responses, and note non-verbal behavior. 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.
1.2.2 Surveys and Questionnaires
 EDU 312 ASSESSMENT OF STUDENT LEARNING 2

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.
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.
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. These three ways will be discussed in detail in the succeeding part of this
chapter.
The advantage of selected-response formats is that it assure anonymity. It is
an important aspect when considering the traits that are personal such as values and
self-concept. This self-response formats are considered to be an efficient way of
collecting information.

Checklist for using student’s self-report to assess affect (McMillan, 2007):

✓ Keep measure focus 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-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 authenticity of results of peer rating. The two methods of conducting peer
rating are: (a) guess-who approach; and (b) socio-metric approach. These
 EDU 312 ASSESSMENT OF STUDENT LEARNING 2

approaches can be used together with observations and self-reports to strengthen

assessment of interpersonal and classroom environment 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 is to be diagnosed, a self-report will
give 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 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 and
particular method or combination of methods.

3. Affective Assessment Tools

The affective domain encompasses behaviors in terms of attitudes, beliefs, and
feelings. Set of attitudes, beliefs, and feelings comprise one’s value. There are various
assessment tools that can be used to measure affect.

3.1 Checklists
Checklists is one of the effective formative assessment strategies to monitor
specific skills, behaviors, or dispositions of individual or group of students (Burke,
2009).
 EDU 312 ASSESSMENT OF STUDENT LEARNING 2

Checklists contain criteria that focus on the intended outcome or target.

Checklists help students in organizing the task assigned to them into logically
sequenced steps that will lead to successful completion of the task. For the teachers,
a criteria checklist 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.
The following table shows an example of a checklist format.

OBSERVATION SKILLS

Student Subject: Date:

Type of Assignment:

Not Yet Sometimes Frequently

Work Habits

• Gets work done on time _________ _________ _________

• Asks for help when needed
_________ _________ _________
• Task initiative
_________ _________ _________
Study Habits

• Organize work _________ _________ _________

• Take good notes
_________ _________ _________
• Use time well
_________ _________ _________
Social Skills

• Works well with others _________ _________ _________

• Listens to others
_________ _________ _________
• Helps others
_________ _________ _________

Comments:

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Note: Adapted from Kay Burke

 EDU 312 ASSESSMENT OF STUDENT LEARNING 2

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
judgement or decision. Popham (1999) explains that when teachers set
criteria, the main emphasis is to use these criteria in making judgement
regarding the adequacy of student responses and the criteria will influence
the way the response is scored.

3.1.2 Why Use Checklists

Checklists should be utilized because these
a. make a quick and easy way to observe and record skills, criteria, and
behaviors prior to final test or summative evaluation.
b. provide information to teachers if there are students who need help so as
to avoid failing.
c. provide formative assessments of students’ learning and help teachers
monitor if students are on track with 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 give s 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 helps to show each student’s growth and progress.
Example: Rating Scale (Attitude towards Mathematics)

Directions: Put the score on the column for each statement as it applies to
you. Use 1 to 5, 1 being the lowest and 5 being the highest possible score.

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
 EDU 312 ASSESSMENT OF STUDENT LEARNING 2

The most commonly used type of rating scales are:

Numerical Rating Scales
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 students contribute 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 – need improvement, may do other unrelated
tasks; and 1 – unsatisfactory, disruptive and do other tasks not related to
activity.

• 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
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. Describing the points of the scale by behavior
descriptions leads to increased consistency of ratings across raters and
students.
Example:
Directions: Make your ratings on each of the following by placing X anywhere
along the horizontal line under each item. In the space for comment(s),
include anything that helps clarify your rating.
1. To what extent does the student participate in team meetings and
discussions?

Never Participates Participates

participates; as much as more than any
quiet, other team other team
passive members member
 EDU 312 ASSESSMENT OF STUDENT LEARNING 2

Comments(s):
_______________________________________________________________
_______________________________________________________________

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
Leniency Error Occurs when a teacher tends to make almost all ratings toward the high end
of the scale, avoiding the low end of the scale.

Severity Error A teacher tends to make almost all ratings toward the low end of the scale.
This is the opposite of leniency error.

Central Tendency Occurs when a teacher hesitates to use extremes and uses only the middle
Error part of the scale.

Halo Effect Occurs when a teacher lets his/her general impression of the student affect
how he/she rates the student on specific dimension.

Personal bias Occurs when a teacher has a general tendency to use inappropriate or
irrelevant stereotypes favoring boys over girls, from rich families over form
middle-income families, etc.

Logical error Occurs when a teacher gives similar rating to two or more dimensions that
the teacher believes to be related where in fact, they are not related at all.

Rater Drift Occurs when the raters, whose ratings originally agreed, begin to redefine
the rubrics for themselves.

3.3 Likert Scale

Another simple and widely used self-report method in assessment 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 use the five-point scale: Strongly Agree (SA); Agree (A);
Undecided (U), Disagree (D) and Strongly Disagree (SD).
The scoring of 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
 EDU 312 ASSESSMENT OF STUDENT LEARNING 2

expressions, feelings, and opinions that individuals are willing to report. Even under
the most ideal conditions, it is best to supplement results for self-report method
with evidence from other sources.
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 instruments:
1. Write a series of statements expressing positive and negative opinions
toward attitude object.
2. Select the best statements (at least 10), with a balance of positive and
negative opinions and edit, as necessary.
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 as 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 Differential 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 and negative aspects
of the trait.
Example: Traits/attitude toward Mathematics subject
Mathematics:
 EDU 312 ASSESSMENT OF STUDENT LEARNING 2

Boring _ _ _ _ _ Interesting
Useless _ _ _ _ _ Important
Semantic differential like other selected-response formats, is that is 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 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 teacher will notice their
penmanship, hence students will tend to give answers favorable to the liked
response of the teacher. Another is scoring, which takes more time and is more
subjective than other traditional objectives formats.

Examples:
1. I think Mathematics as a subject is _______________________
2. I like my Mathematics teacher the most because ____________

Reference
.
Cajigal, R.M. and Mantuano, M.D. (2014). Assessment of Learning 2. Adriana Publishing Company, QC.