Lesson 14 Different Affective Assessment Tool

 Affective domain encompasses behaviors in terms of attitudes, beliefs and feelings. There are various assessment tools that can be used to measure affect.

A. Checklists

It is one of the effective formative assessment strategies to monitor specific skills, behaviors or dispositions of individual or group of students. Checklists contain criteria that focus on the intended outcome or target. 

Checklists are utilized to make a quick and easy way to observe and record behaviors for evaluation, provide information to teachers if there are students who need help and provide formative assessment and help teachers monitor if students are on track.

Below is an example of a checklist.

 

Observation Checklist

Name:                                                                                                 Date:

Grade & Section:                                                                             

[SUBJECT]

[ASSIGNMENT TITLE]

 

 

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:

 

 

 

 

 

 

 

 

 

 

B. Rating Scale

It helps students understand the learning target /outcomes and to focus students’ attention to performance. It gives specific feedback to students of their strengths and weaknesses. There are two types of rating scales, numeric rating scale and descriptive graphic rating scale.

Examples:

Attitude towards Mathematics (Numeric)

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.

 

Score

1. I am happy during Mathematics class

 

2. I get tired doing board works and drills

 

3. I enjoy solving word problems

 

 

Student Participation (Descriptive Graphic)

Directions. Make your ratings on each of the following by placing X anywhere along the horizontal line in each item.

  1. To what extent does the students participate in team meetings and discussions?

 

 

 

 

 

 

 

 

 

 

 

 

Never participates; quiet; passive

Participates as much as other team members

Participates more than any other team member

 

 

Common Rating Scale Errors

Error

Description

Leniency error

Ratings are made towards the higher end

Severity error

Opposite of the leniency error

Central Tendency error

Occurs when middle parts of the scale is only used avoiding extremes

Halo effect

When general impression affects rating on specific dimensions

Personal bias

Use of irrelevant and inappropriate stereotyping

Logical error

Occurs when similar ratings are given to two different instruments

Rater drift

Change  on agreed rating through redifinition of rubrics

 

C. Likert Scale

It uses the five-point scale: Strongly Agree (SA), Agree (A), Undecided (U), Disagree (D) and Strongly Disagree (SD). It includes series of both positive and negative opinions towards attitude object with atleast 10 items.

Example:

Attitude towards Mathematics

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

(5)

A

(4)

U

(3)

D

(2)

SD

(1)

1. I am happy during Mathematics class

 

 

 

 

 

2. I get tired doing board works and drills

 

 

 

 

 

3. I enjoy solving word problems

 

 

 

 

 

 

 D. Semantic Differential Scale

It uses adjective pairs that provide anchors for feelings or beliefs that are opposite in direction and intensity. Students are to place a check mark between the adjectives that describes their attitudes.

Example: Traits/attitude toward Mathematics Subject

Science is:

Boring __ __ __ __ __ Interesting

Important __ __ __ __ __ Useless

 

E. Sentence Completion

This affective assessment tool captures whatever comes to the mind of each student. The down side however is that it take more time in scoring than the other traditional format.

Examples:

  1. I think Chemistry as a subject is ____________________________
  2. I like my Chemistry teacher the most because ________________________

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.

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