DEVELOPMENT OF AFFECTIVE ASSESSMENT TOOLS

Overview
The relevance of affective targets, attitude traits and how these concepts are related to
students learning were discussed in the preceding chapter. Assessment of the affective
domain is one of the requirements of the 21st century 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 a 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.

Chapter Intended Learning Outcome

At the end of this chapter, you should be able to develop instruments for assessing
affective learning.
Engage
Cognitive and affective domains are inseparable aspects of a learner. Each complete
one another with respect to learners’ important domains. Proper, ongoing assessment is the
affective domain – students’ attitudes, values, dispositions, and ethical perspectives are
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 are often left behind and focus is given most of the time to assessing learners’
cognitive aspect. 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 of 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 student 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 conduct severe assessments
over a period of time. A single assessment is not enough to see which prevalent affect
is. It needs to be repeated over several times.
2. Use varied approaches in measuring the same affective trait as possible. It is
better not to rely on a single method because of limitations inherent in this method.
For example, students’ self-report maybe faked hence may significant 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 interesting individuals
about the learner, individual student information is necessary. These multiple methods
of collecting data over a period of time and keeping records verify judgments made is
appropriate. If the assessment is to improve instruction, then results for group or
whole class is more proper to use. This is one of the usefulness of affective
assessment. It is more reliable to use anonymous student self-reports.

1.1 Teacher Observation

Teacher observation is one of the essential tool 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
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
rarely miss class is frequently absent
rarely late to class is frequently tardy
asks lots 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 doesn’t like school
comes to class early rarely comes to class early
stays after school rarely stays after school
volunteers to help doesn’t volunteer
completes homework often does not complete homework
tries hard to do well doesn’t care about bad grades
completes extra credit work never does extra credit work
completes assignments before they are due never completes assignments before the due date
rarely complains complains
is rarely off-task bothers other students
rarely bothers other students stares out windows
 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 results in direct, frequent, and intense
contact. On the other hand, avoidance behaviors results in less direct, less frequent, and less
intense contact. These dimensions are helpful in describing the behaviors that indicates
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 characteristics
of a school and its student 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. 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 is pre-occupied with other learning
activities.
1.1.2 Structure 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
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 students 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 true reflections of their real selves.
An advantage of interview is that the teacher can clarify questions, probe
where appropriate for clarification and responses, and note non-verbal behavior. On
the other hand, students have an opportunity to qualify or elaborate on previous
responses. This procedure helps void vagueness, a problem normally experienced
when measuring affect.
1.2.2 Survey and Questionnaires
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 assures 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 measures focused on specific affective traits
• Establish trust with students
• Match response format to 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 ratings are: (a) guess-who
approach; and (b) socio-metric approach. These approaches can be used together with
observations and self-reports to strengthen assessment of interpersonal and classroom
environment targets.
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
obviously 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.
To sum up, the choice of method or combining these methods, is dependent upon the
context, targets and the level of comfort in utilizing any particular method or combination of
methods.
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 Checklists
Checklists is one of the affective formative 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 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 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 CHECKLIST
Student: Subject: Date:
Type of Assignment:
Not Yet Sometimes Frequently
Work Habits
• Gets work done on time
• Asks for help when needed
• Takes initiative
Study Habits
• Organizes work
• Takes good notes
• Uses time well
Social Skills
• Works well with others
• Listens to others
• Helps others
 Comments:

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.
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 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. Rating helps to show each students’ 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, 1 being the lowest and 5 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

The most commonly used type of rating scales are:
Numerical Rating Scales
A numerical rating scales 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:
Directions: Indicate the degree to which the student contributes to
team activity by encircling the appropriate number. The numbers represent
the following values: 4 – constantly appropriate and effective; 3 – generally
appropriate and effective; 2 – needs improvement, may do other unrelated
tasks; and 1 – unsatisfactory, 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 34
Descriptive Graphic 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?

Participates
Never Participates
participates; as much as more than any
quiet, other team other team
passive members member
 Comment(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 the leniency error.
Central Tendency Error Occurs when a teacher hesitates to use extremes and uses only
the middle 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 middle-income families, etc.
Logical Error Occurs when a teacher gives similar ratings 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 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. Even under the most ideal
conditions, it is bets 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 instrument:
1. Write a series of statements expressing positive and negative opinions
toward attitude subject.
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 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 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:
Boring Interesting
Important Useless
Semantic differential like other selected-response formats, is that it makes it easier to
ensure 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 is that it captures whatever comes to
mind from each student. However, there are disadvantages too for this. One is students’
faking their responses thinking that the 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 the other traditional objective formats.