Development Of Affective Assessment Tools

The relevance of affective targets, attitude traits and how these concepts are related to student learning were discussed in the preceding chapter.
Assessment of the affective domain is one of the requirements of the 21 st 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.
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—students attitudes, values, dispositions, and ethical perspectives—is 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 addition, unlike
cognitive domain, less assessment tools are available for the affective construct.
 

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 behaviour 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 conduct 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 traits as possible. It is better not to rely on a single method because of
limitations inherent in the 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
judgements made is appropriate. If the assessments is to improve instruction, then results for group or whole class is more proper you
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 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 behaviour that indicates the presence of targeted affective traits.
In using observation, the first thing to do is determine in advance how specific behaviours relate to the target. Its starts with a vivid definition of the
trait, then followed by list of student behaviours and actions are identified initially by listing what the students with positive and negative behaviours
and say. Classify those and create a separate list of the positive student behaviours and another list for the negative student behaviours. These
lists will serve as the initial or starting point of what will be observed. Contained in the table below are some possible student behaviours indicating
positive and negative attitude toward learning.
The relevance of affective targets, attitude traits and how these concepts are related to student learning were discussed in the preceding chapter.
Assessment of the affective domain is one of the requirements of the 21 st 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.
 
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 behaviour that indicates the presence of targeted affective traits.
In using observation, the first thing to do is determine in advance how specific behaviours relate to the target. Its starts with a vivid definition of the
trait, then followed by list of student behaviours and actions are identified initially by listing what the students with positive and negative behaviours
and say. Classify those and create a separate list of the positive student behaviours and another list for the negative student behaviours. These
lists will serve as the initial or starting point of what will be observed. Contained in the table below are some possible student behaviours indicating
positive and negative attitude toward learning.
 
Student Behaviours Indicating Positive and Negative Attitudes Toward Learning

POSITIVE NEGATIVE

Is frequently absent
Rarely misses class
Is frequently tardy
Rarely late to class Rarely asks questions
Asks lots of questions Rarely helps other students
Helps other students Needs constant supervision
Works well independently without supervision Is not involved in extracurricular activities
Is involved in extracurricular activities Says he or she doesn’t like school
He or she likes school Rarely comes to class early
Comes to class early Rarely stays after school
Stays after school Doesn’t volunteer
Volunteers to help Often does not complete homework
Completes homework Doesn’t care about bad grades
Tries hard to do well Never does extra credit work
Completes assignments before they are due Never completes assignments before the due date
complains
Rarely complains
Sleep in class
Is rarely off-task
Bothers other students
Rarely bothers students
Stares 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 less direct, less frequent, and less intense
contact. These dimensions are helpful in describing the behaviors that indicate 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 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 Observation
Unstructured observation (anecdotal) may also be used for the purpose of making summative judgements. 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.
1.1.2 Structured 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 behaviour
 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 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.
1.2.2 Surveys and Questionnaire
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.
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-Response to Assess Affect (McMillan, 2007):

 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
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 authentically 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 strengthens assessment of interpersonal and classroom
environmental 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 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 judgement.
 

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 Checklist
Checklist is one of the effective 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 checklists 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.
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

1. Make a quick and easy way to observe and record skills, criteria, and behaviors prior to final test or summative evaluation.
2. Provide information to teachers if there are students who need help so as to avoid failing.
3. Provide formative assessment of students 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. 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 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 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:
To what extent does the student participate in team meetings and discussions?
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 behavioural descriptions of
the various points along the scale.
Example:
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
 
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

Occurs when a teacher tends to make almost all ratings

Leniency Error towards the high end of the scale, avoiding the low end of the
scale.

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

Occurs when a teacher hesitates to use extremes and uses

Central Tendency Error
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.

Occurs when a teacher has a general tendency to use

Personal bias inappropriate or irrelevant stereotypes favouring boys over
girls, from rich families over from middle-income families, etc..

Occurs when a teacher gives similar ratings to two or more

Logical Error dimensions that the teacher believes to be related where in
fact they are not related at all.

Occurs when the raters, whose ratings originally agreed, begin

Rater Drift
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 favourable and
unfavourable 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.
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)
4 3 2 1
5
 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 object.
2. Select the best statements expressing 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 Different 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 traits.
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 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 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 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 the teacher will notice their penmanship, hence students will tend to
give answers favourable to be liked responses of the teacher. Another is scoring, which takes more time and is more subjective than the other
traditional objective formats.
 
Examples:
I think Mathematics as a subject is ________________________________.
I lie my Mathematics teacher the most because ______________________.