Lesson 13 Methods of Assessing Affective Domain

 According to McMillan (2007), there are three feasible methods of assessing affective traits. Those are: a.) teacher observation; b.) student self-report; and, c.) peer ratings.

A. Teacher Observation

It is an essential tool for formative assessment. Teachers first determine in advance how specific behaviors relate to the target. They provide clear definition of traits followed by listing of students behaviors and actions corresponding to positive and negative dimensions.

Example:

Student Behavior Indicating Positive and Negative Attitudes Toward Learning

Positive Attitudes	Negative Attitudes
Rarely missed class Rarely late in class Asks lots of questions Helps other students Works well independently without supervision Is involved in extra-curricular activities Stays after school Volunteers to help Completes homework Tries hard to do well Completes extra credit work Completes assignment ahead of time Rarely complains Rarely bothers other students	Is frequently absent Is frequently tardy Rarely ask questions Rarely help other students Needs constant supervision Is not involved in extra-curricular activities Rarely come to school early Rarely stays after school Doesn’t volunteer Often doesn’t complete homework Doesn’t care about bad grades Never does extra credit work Complains Sleep in class Bothers other students Stares out of the window

 

Now these enlisted behaviors on the table above provides the foundation in developing checklist, rating scales and guidelines. The positive behaviors are called the approach behaviors while the negative ones are called avoidance behaviors. Approach behaviors are so called because they are direct, frequent and intense contact. Meanwhile avoidance are less direct, less frequent and less intense contact.

 

After the list of behaviors has been developed, the teacher needs to decide whether informal or formal observation will be used.

 

1. Informal or unstructured observations are used to make summative judgement. Normally open-ended, no checklist or rating scale is used during this type of observation, everything is just simply recorded (anecdotal).
2. Formal or structured observations as compared to the other one needs a lot more preparation. Checklist or rating scales 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.

 

In using teacher observation method to assess affect the following can be good guidelines

• Determine behaviors to be observed in advance
• Record students important data such as time, data and place
• Record both positive and negative behaviors
• Have as much observation as possible
• Avoid personal bias
• Record immediately upon observation

B. Student Self-Report

Another good way to determine students affect is by directly getting information from them through their own self perception. The most common direct ways are having interview and survey.

1. Student Interview. It is similar to observation but here, there is an opportunity that teachers may have direct involvement with the students wherein teachers can probe and respond for better understanding. Trust is an important factor here to be able to receive true reflections of the students.

2. Surveys and Questionnaires are similar to the structured teacher observation however instead of teachers filling out the forms, students themselves are the ones answering. Surveys and questionnaires can be of two formats, constructed-response and selected-response format. Constructed-response formats includes simple statement or questions like essays. Selected-response format meanwhile can be of either among rating scale, semantic differential scale or checklist.

 

The following are the guidelines in constructing assessment tools for student self-report:

• Keep measures focused on specific trait
• Establish trust with students
• Ensure anonymity if possible
• Keep questionnaires brief
• Keep item short and simple
• Write items in present tense

 

C. Peer Ratings

Among the three, this is the least common method. Because of the nature of learners, they do not always take this activity seriously and most often they are subjective  in conducting this peer rating. However, when taken seriously peer-rating can be very effective since students are the ones who are interacting with each other for a longer period of time. The two methods of conducting ratings are: 1.) guess-who approach and 2.) socio-metric approach.

 

Reminder

In assessing affect the following should be considered:

1. Emotions and feelings change quickly most especially for young children and during early adolescence

2. Use varied approaches in measuring the same affective traits as possible.

3. Decide what type of data or results are needed, is it individual or group? 

References:

1. Balagtas, M. et al. (2020). Assessment in Learning 2. Quezon City, Philippines: Rex Book Store, Inc.
2. Cajigal, R. & Mantuano, M. L. (2014). Assessment of Learning 2. Quezon City, Philippines: Adriana Publishing Co., Inc.
3. Corpuz, B. & Cuartel, I. (2021). Assessment in Learning 2: Authentic Assessment. Quezon City, Philippines: Lorimar Publishing, Inc.
4. CMO No. 75 s. 2017, Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd), p. 40
5. CMO No. 80 s. 2017, Policies, Standards and Guidelines for Bachelor of Physical Education (BPEd), p. 25
6. De Guzman-Santos, R. (2007). Advanced Methods in Educational Assessment and Evaluation. Assessment of Learning 2. Quezon City, Philippines: Lorimar Publishing, Inc.
7. Gabuyo, Y. & Dy, G. (2013). Assessment of Learning II. Quezon City, Philippines: Rex Book Store, Inc.
8. Garcia, C. (2008). Measuring and Evaluating Learning Outcomes: A Textbook in Assessment of Learning 1 & 2Mandaluyong City, Philippines: Books Atbp. Publishing Corp.