Development of Affective Assessment Tools

DEVELOPMENT OF AFFECTIVE
ASSESSMENT TOOLS
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Learning Outcomes
At the end of this chapter the students should be able to:
1. Define the different concepts related to assessing affective assessment
tools;
2. Determine different types of checklist in affective assessment tools;
3. Formulate checklist in the affective assessment tools:

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Methods of Assessing Affective to add picture
Targets
• 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 consideration in assessing
affect;
• Emotions and feelings change quickly most
especially for young children and during early
adolescence.
• 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.
• Decide what type of data or result are needed, is
it individual or group data? For reporting or giving
feedback to parents or interested individuals about the
learner, individual student information is necessary.
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
Students Behaviours 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 needs constant supervision
supervision is not involved in extracurricular activities
is involved in extracurricular activities says he or she does not like school
he or she likes school rarely comes to class early
comes to class early rarely stays after school
stays after school does not volunteer
volunteers to help often does not complete homework
complete homework does not care about bad grades
tries hard to do well never does extra credit work
completes extra credit work never completes assignments before due
completes assignments before they are date
due complains
rarely complains sleep in class
is rarely off-task bothers other students
rarely bothers other students stare out window
UNSTRUCTURED
OBSERVATION
• (anecdotal)
T 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 behaviours
that indicate affective trait.
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.
STRUCTURED
OBSERVATION
✓ Determine behaviours 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 descriptions
✓ Record both positive and negative behaviours
✓ Have as much observations of each student as necessary
✓ Avoid personal bias
✓ Record immediately the observations
✓ Apply a simple and efficient procedure
• Tools
The affective domain encompasses
behaviours 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.
Checklists
• is one of the effective formative assessment strategies to
monitor specific skills, behaviours, or dispositions of
individual or group of students (Burke, 2009).
Criteria for Checklists Click icon to add picture
• 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.
Why Use Checklists Click icon to add picture
Checklists should be utilized because these;
a. make a quick and easy way to observe and
record skills, criteria, and
behaviours 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.
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)
Numerical Rating Scales Click icon to add picture
• 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.
References:
Assessment Of Learning 2 page 88 to 99
Ronan M. Cajigal, MA Ed.

Maria Leflor D. Mantuano, MA. Ed.
Published in 2014

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DEVELOPMENT OF AFFECTIVE

3. Formulate checklist in the affective assessment tools:

• teacher observation, student self-report, and peer ratings. (McMillan,

• There are variety of psychological

• Use Varied approaches in measuring the same

• Teacher observation is one of the essential

• is different from unstructured observation in

• In planning for criteria that will be used in checklists, the

Ronan M. Cajigal, MA Ed.

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