ASSESSMENT OF LEARNING II

Chapter 6
Development of Affective Assessment Tools
Chapter Intended Learning
Outcome
Able to develop instruments for assessing
affective learning
Cognitive  inseparable aspects of a learner
Affective  each completes one another with respect to
learner’s important domains

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.
1. Methods of Assessing Affective
Targets
Three feasible methods of assessing
affective traits and dispositions:
1. Teacher observation
2. Student Self-report
3. Peer ratings
1. Methods of Assessing Affective Targets
Three considerations in assessing affect:
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 several
assessment over a period of time.
A single assessment is not enough to see what prevalent effect 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 limitations
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.)
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 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.
A. Teacher Observation
 one of the essential tools for formative assessment
 the first thing to do is 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 behavior and actions that
corresponds to positive and negative dimensions of the
trait
Teacher Observation
 behavior 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
Student Behaviors Indicating Positive
and Negative Attitudes Toward Learning
POSITIVE NEGATIVE
rarely misses 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 needs constant supervision

supervision
Student Behaviors Indicating Positive
and Negative Attitudes Toward Learning
POSITIVE NEGATIVE
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

 Student Behaviors Indicating Positive
and Negative Attitudes Toward Learning
POSITIVE NEGATIVE
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 assignment before the due date

rarely complaints complains

is rarely off-task sleep in class

rarely bothers other students bothers other students

stares out window

 Positive behaviors = approach behaviors
Negative behaviors = avoidance behaviors
Approach behaviors results in direct, frequent
and intense contact
Avoidance behaviors result in less direct, less
frequent, and less intense contact
Types of Teacher Observation:
1. Unstructured observation
• also called anecdotal
• may also be used for the purpose of making
summative judgments
• normally an open-ended, no checklist or
rating scale is used, and everything observed is
just simply recorded
Types of Teacher Observation:
1. Unstructured observation
• it is necessary to have at least some guidelines
and examples of behaviors that indicate affective
trait
• 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
Types of Teacher Observation:
1. Unstructured observation
• 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
Types of Teacher Observation:
2. Structured observation
• different from unstructured observation in terms of
preparation needed as well as in the way observation is
recorded
• 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
Things to 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
Things to be considered if teacher observation
method will be used to assess affect:
 Have as much observations of each student as necessary
 Avoid personal bias
 Record immediately the observations
 Apply a simple and efficient procedure
B. Student Self-Report
 the most common and direct way to
express students’ affect as self-report is while
having casual conversation or interview
 students can also respond to a written
questionnaire or survey about themselves or
other students
Student Self-Report
1. Student Interview
 an advantage of interview is that the teacher can
clarify questions, probe where appropriate for clarification
of responses, and note non-verbal behavior
 students have an opportunity to qualify or elaborate on
previous responses
 this helps avoid vagueness, a problem normally
experienced with measuring effect
Student Self-Report
2. Surveys and Questionnaire
 two types of format using questionnaires and
surveys are:
1) Constructed-Response format
2) Selected-Response format
Student Self-Report
1. 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 this is by means of an essay
 essay items provide more in-depth and extensive
responses than that of the simple short sentences
 responses for their attitudes, values and beliefs are
expressed better using essays
Student Self-Report
2. Selected-Response format
 three ways of implanting this format are (1) rating
scales, (2) semantic differential scale, and (3) checklist
 advantage of this format is that it assures anonymity,
an important aspects when considering the traits that are
personal such as values and self-concept
 considered to be an effective way of collecting
information
Checklist for Using Student’s Self-
Report to Assess Affect
 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
 Avoid negatives and absolutes
Write items in present tense
 Avoid double-barreled items
C. Peer Ratings
 the least common method among the three methods of
assessing affect
 relatively inefficient in terms of nature of conducting,
scoring, and interpreting peer ratings
 teachers can accurately observe what is being assessed in
peer ratings since teachers are very much engaged and
present inside the classroom and this can verify the
authenticity of results of peer rating
Peer Ratings
Two methods of conducting peer ratings:
1)guess-who approach
2)socio-metric approach

* Above approaches can be used together with observations

and self-reports to strengthen assessment of interpersonal and
classroom environment targets.
Things to consider in choosing which method
or methods to use when assessing affect:

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 given a better information.
•Observation can be supported by peer rating method if the
target is socially-oriented target.
Things to consider in choosing which method
or methods to use when assessing affect:

2) If the information needed is from

grouped or individual responses
•If grouped response and tendencies are needed,
selected response self-report method is suited because
it assures anonymity and is easily scored.
Things to consider in choosing which method
or methods to use when assessing affect:

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.
Remember:
The choice if 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.
Affective Assessment Tools

1. Checklists
2. Rating Scale
3. Likert Scale
4. Semantic Differential Scale
5. Sentence Completion
I. Checklists
 is one of the effective formative assessment strategies to monitor specific skills,
behaviors, or dispositions of individual or group of students (Burke, 2009)
 contain criteria that focus on the intended outcome or target
 help students in organizing the tasks assigned to them into logically
sequenced steps that will lead to successful completion of the task
 can be used as 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
 can be used for individual or group cases
Criteria for Checklists
 the criteria must be aligned with the outcomes that need to be observed and
measured
 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
Why use checklists?
 make a quick and easy way to observe and record skills,
criteria, and behaviors prior to final test or summative
evaluation
 provide information to teachers if there are students who need
help so as to avoid failing
 provide formative assessments of students’ learning and help
teachers monitor if students are on track with the desired
outcomes
 OBSERVATION CHECKLIST

Checklists
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:
II. Rating Scale
* Rating scales can be used for teaching purposes and assessment.
 Rating scales helps students understand the learning target / outcomes
and to focus students’ attention to performance.
 Completed rating scale gives feedback to students as far as their strengths
and weaknesses with respect to the targets to which they are measured.
 Students not only learn the standards but also may internalize the set
standards.
 Ratings helps to show each student’s growth and progress.
Rating Scale
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.

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.
Types of Rating Scales
Example of Numerical Rating Scales
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 5
• To what extent are tasks being done related to team activity?
1 2 3 4 5
Types of Rating Scales
The most commonly used type of rating scales are:
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. Describing the
points of the scale by behavior descriptions leads to increased
consistency of rating across raters and students.
Types of Rating Scales
Example of Graphic Rating Scales
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 as Participates more

participates; much as other than any other
quiet; passive team members team members
Comment(s): ________________________________________________________________________
___________________________________________________________________________________
 Common Rating Scale Errors
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 ends to make almost all ratings toward the low end of
the scale. This is the opposite of the leniency error.
Central Tendency Occurs when a teacher hesitates to use extremes and used only
Error 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.
 Common Rating Scale Errors
ERROR DESCRIPTION

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 rates, whose ratings originally agreed, begin ro
redefine the rubrics for themselves.
III. Likert Scale
• Another simple and widely used self-report method in assessing
affect, wherein a list of clearly favorable and unfavorable attitude
statements are provided; the students are asked to respond to each
of the statement.
• It uses the five-point scale: Strongly Agree (SA), Agree (A),
Undecided (U), Disagree (D), and Strongly Disagree (SD).
• The scoring is based on assigning weights from 1 to 5 to each
position of scale.
III. Likert Scale
• In using attitude scale, it is best to ask for anonymous responses.
• 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 best to supplement
results for self-report method with evidence from other sources.
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 (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.
Steps in Constructing Likert Scale
Instrument
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.
 III. Likert Scale
Example
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.

IV. 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 or negative aspects of the trait.
IV. Semantic Differential Scale
Example:Traits / attitude toward Mathematics subject

Mathematics
Boring ___ ___ ___ ___ ___ Interesting
Important ___ ___ ___ ___ ___ Useless
V. Sentence Completion
• The advantage of using the incomplete sentence format is that it
captures whatever comes to mind from each student.
• A disadvantage is students’ faking response 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.
V. Sentence Completion
Examples:
1. I think Mathematics as a subject is _________________.
2. I like my Mathematics teacher the most because _________.
Learning Key Points
 The three methods used to assess student affect are: teacher
observation, student self-report, and peer ratings.
 Teacher observation can be structured or unstructured. Several
observations should be done; recording of behavior as soon as the
behavior was observed. Inferences are made based on what was
observed.
 Students’ self-reports can be in form of interviews, questionnaires,
and surveys.Trust is an essential factor in the success of this method.
Learning Key Points
 Interviews allow teachers to probe and clarify in order to avoid
ambiguity. However this method is time-consuming and cannot be
anonymous.
 Questionnaires are time-efficient and can be anonymous. It is
necessary to convince and motivate students that questions must be
answered seriously.
 Constructed-response questionnaires tap traits without prompting
students, which indicates what is most important to students.
Learning Key Points
 Selected-response formats, such as the Likert Scale, are efficient to
score and can maintain anonymity when assessing groups.
 In constructing questionnaires, make the statements brief, write in
present tense, and avoid negative double-barreled items.
 Peer-ratings can be used to assess interpersonal traits.