MODULE II
DEVELOPING PERFORMANCE ASSESSEMENT TOOL AND AFFECTIVE ASSESSMENT
Used appropriate tool for affective assessment.
Intended Learning Outcomes
At the end of the lesson, you must have:
Illustrated the different levels of affective domain.
Identfied important affective traits for learning assessments
Direction: Cite examples where affective assessment was used by your teacher.
What is Affective Assessment?
Affective Assessment refers to the measurement of learners’ feelings, values, interest, attitudes,
motivation, beliefs, etc.
It gives focus on non-cognitive outcomes of learning rather than measuring the content
knowledge and skills the students have acquired.
This type of assessment is viewed to be more difficult to measure because feelings, interests,
values, and other affective traits are internal characteristics and not directly observable.
A. Importance of Affective Assessment
Affective assessment is valuable for several reasons:
1. Internal factors such as feelings, emotions, interest, motivation, etc. affect students’ learning.
2. It provides an opportunity for teachers to better understand his or her students as human being
and not just a thinking person to learn the prescribed content knowledge and skills.
3. It can provide teachers more information about students’ difficulties, struggles or behavior
problems to improve their learning.
4. Students’ engagement to affective assessment helps them see through their own feelings,
emotions, interests -- a kind of self reflection to understand and improve themselves.
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B. Taxonomy of Affective Domain of Learning
Krathwohl et al. (1964) developed a taxonomy of affective qualities that can serve as guide in doing
affective assessment as summarized in the first two columns of the following matrix and sample
behaviors in each level are presented
LEVEL DEFINITION BEHAVIOR EXAMPLES
Receiving awareness or attention to ask, choose, view, read a science book
the object or activity identify
Responding attending or reacting to answer, write answer questions
certain events or stimuli discuss, perform, posed in the science
help, ell, comply, book
select
Valuing giving worth to the content differentiate, attends voluntarily a
by showing involvement to complete, describe science exhibit
the event or object, reports, share,
explain, propose,
join, justify, work
Organizing internalizing with a new Compare, propose a science
value generalize, modify, exhibit in the school
relate, synthesize,
adhere, alter,
combine
Characterizing acting consistently with the act, discriminate, joins a science club
new value modify, qualify, and run as a club
question, revise, officer
seve, solve
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Taxonomy of Affective Domain of Learning ( Krathwhol et.al 1964)
C. Important Affective Traits for Assessment in Learning
D. Measuring Affective Learning
Measuring Description
Strength Limitations
Instrument
1. Self Report Self inventory tool where Easy and economical to the respondent may not
the respondent is asked administer be telling the truth and
to answer a question his/her tendency to be
about himself/herself, subjective since questions
are non-factual
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his/her behavior, Immediate results can be
emotions, feelings, or obtained scaling gives Statements about attitude,
view deeper insight into what the perception, etc. takes time
students’ are thinking and to construct
feeling
a. Rating requires the respondent Internal consistency of the
Scale to select on a scale a scale not easy to establish
rating reflecting the level
Statements about attitude,
of agreement or
perception, etc. takes time
disagreement on items
to construct
that are related to a
particular topic,
experience, or issue
b. Semantic employs ratings of Reversing the position of possible
Differential concepts with contrasting positive and negative misinterpretation of
adjectives placed at adjectives balances the numerical value in
opposite ends of the scale that creates less between the two
number scale. biased measurement adjectives
c. Checklist. it is a tool for identifying Easy and simple for
Not sensitive to
usually through check respondents
measuring the differing
mark (√) the presence or
levels of affective
absence of a feeling,
behavior
attitude, or behavior
An oral assessment of Allows getting and
student learning through exploring in-depth Face-to-face encounter
spoken words and casual information about the trait may be uncomfortable or
2. Interview
conversation being assessed that cannot create anxiety to
be captured by written interviewee
instrument or observation
3. Student a special form of students can open up and Some students may not
Journals documentation done by express their thoughts and have the confidence to
students that records his feelings through their write their feelings and
or her personal writing and gives that thoughts in essay
experiences and thoughts serve as inputs for the
related to a particular teacher in her/his discourse
activity or lessons that with the student allows the
involves looking out for teacher to assess student
the presence or absence behavior in the actual
of behaviors of learners teaching , more natural and
in a natural setting authentic source of
information
4. that involves looking out allows the teacher to assess Unstructured observation
Observation for the student behavior in the can be time consuming
presence or absence of actual teaching , more Mere observation can lead
behaviors of learners in a natural and authentic to misinterpretation or
natural setting source of information wrong conclusion about
trait being assessed
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Application and Assessment:
Activity M2L2
Directions: This activity can be done by group similar to Activity M2L1 members.Here are the
details:
Activity Title: Create and Evaluate 2.0
1. Give a topic and specific competencies wherein affective assessment is applicable.
2. Create an affective assessment of the topic in No. 1.
3. Choose and develop measuring tools on how to evaluate your output in No. 2
4. Ask another group to evaluate your output using the rubrics you have developed.
Scoring Rubrics:Video: 100 points
Criteria Performance Levels Score
100 Total Points 3 2 1
Quality of the Quality is Quality is good– 25 Quality is poor – 10
developed affective exceptional – 40 points points
assessment points
40 points
Appropriateness of Very appropriate– Moderately Least appropriate-
the Developed 40 points appropriate– 25 10 points
Measuring Tools points
40 points
Packaging of Output Very Well Moderately Not Well Packaged
10 points Packaged Packaged - 4points
- 10 points - 7points
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