Republic of the Philippines
PALOMPON INSTITUTE OF TECHNOLOGY
Palompon, Leyte
COLLEGE OF GRADUATE STUDIES
Name: YVE AI C. TABERNERO Course: EED-O1 B CURRICULUM AND INSTRUCTIONAL
DESIGN
Program: MAEd-EEd Term: 2ND SEMESTER (1ST TERM)
Professor: DR. CAROL O. LAURENTE
Detailed Report
5C-Affective Assessment-Evaluation Tools
Objectives:
a. to re-familiarize with the different affective assessment-evaluation
tools; and
b. to give relevance on the said evaluation tools.
Affective assessments are tools used to gauge students' emotional and
attitudinal responses to learning. They focus on the affective domain of
Bloom’s Taxonomy, which includes:
1. Receiving – Willingness to hear or attend to new stimuli
2. Responding – Active participation or reaction
3. Valuing – Seeing worth or value in a behavior or belief
4. Organizing – Integrating values into a personal system, and
5. Characterizing – Internalizing values and acting consistently with them
These tools help teachers understand how students feel, what they value,
and how motivated or engaged they are—not just what they know. They’re
essential for creating a supportive learning environment and adjusting
instruction based on learners’ emotional and social needs.
1. Likert Scale
This is a widely used tool for measuring attitudes and opinions. It helps
determine how much a learner agrees or disagrees with a given statement.
Purpose: Measures intensity of feelings or beliefs
Scale: Typically 1 to 5 (Strongly Disagree to Strongly Agree)
Example:
“I enjoy learning new things.”
☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree
2. Rating Scale
This focuses on frequency or intensity of behaviors, often based on
teacher observation.
Purpose: Quantifies affective traits like cooperation, respect, or
enthusiasm
Scale: 1 to 5 or descriptive levels (Never to Always)
Example:
“Shows kindness to others” → Rate: 1 (Never) to 5 (Always)
3. Checklist
This a list of target behaviors or attitudes that the teacher checks off when
observed.
Purpose: Identifies presence or absence of affective traits
Advantage: Quick, direct, and simple to use in the classroom
Example:
☐ Shares materials with classmates
☐ Follows class rules
☐ Participates in group work
4. Anecdotal Records
These are brief, objective notes of students’ behavior written by the
teacher during or after observation.
Purpose: Provides qualitative data and specific examples
Advantage: Gives context to a student’s attitude or actions
Example:
“During art class, Juan encouraged his shy classmate to join the
activity.”
5. Self-Assessment
This encourages students to reflect on their own emotions, behaviors, and
values related to learning.
Purpose: Builds metacognition, ownership, and self-awareness
Format: Checklists, short questions, or emoji ratings
Example:
“I feel confident working in a group.”
😊 Yes 😐 Sometimes 🙁 No
6. Peer Assessment
This tool will allow learners to evaluate the affective behavior of
classmates in collaborative tasks.
Purpose: Promotes responsibility, empathy, and fairness
Caution: Needs guidance to avoid bias
Example:
“My partner shared ideas respectfully. (Yes/No)”
7. Attitude Surveys or Inventories
These are structured tools that explore deeper emotional connections or
beliefs toward school, subjects, or activities.
Purpose: Measures long-term or deep-seated attitudes
Example:
“How do you feel about science experiments?”
Rate from 1 (Not Enjoyable) to 5 (Very Enjoyable)
8. Reflective Journals or Learning Logs
This tool will allow students to write about their learning experiences,
focusing on feelings, challenges, and personal growth.
Purpose: Reveals thoughts and emotions behind behaviors
Use: Reviewed by the teacher to spot patterns or concerns
Example Entry:
“Today I felt nervous sharing in front of the class, but I was happy when
my friends clapped for me.”
9. Semantic Differential Scale
This tool uses opposite adjectives (like boring–fun) to help students show
their attitudes toward a topic or experience.
Purpose: Measures nuanced emotional responses
Example:
Math Class
Boring ⚪ ⚪ ⚪ ⚪ ⚪ Exciting
(Circle the one that fits best)
Why teachers need to use these affective assessment tools?
Helps teachers understand learners holistically
Promotes emotional intelligence and social skills
Supports inclusive and learner-centered education
Aids in identifying students who need emotional or motivational
support.
References:
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning,
teaching, and assessing: A revision of Bloom's taxonomy of
educational objectives. Longman.
Brookhart, S. M. (2010). How to assess higher-order thinking skills in your
classroom. ASCD.
DepEd. (2015). Policy guidelines on classroom assessment for the K to 12
Basic Education Program (DepEd Order No. 8, s. 2015). Department of
Education. [Link]
guidelines-on-classroom-assessment-for-the-k-to-12-basic-education
program/
Marzano, R. J. (2006). Classroom assessment & grading that work. ASCD.
McMillan, J. H. (2014). Classroom assessment: Principles and practice for
effective standards-based instruction (6th ed.). Pearson.
Ormrod, J. E. (2016). Educational psychology: Developing learners (9th ed.).
Pearson Education.
Popham, W. J. (2017). Classroom assessment: What teachers need to know
(8th ed.). Pearson.
Valencia, S. W., & Place, N. A. (1994). Authentic classroom-based
assessment. The Reading Teacher, 47(4), 294–298.
[Link]