Learning in the affective domain is difficult and sometimes impossible to assess. Attitudes, values and feelings can be intentionally concealed. This is because learners have the right not to show their personal feelings and beliefs, if they choose to do. Although the achievement of objectives in the affective domain are important in the educational system, they cannot be measured or observed like objectives in the cognitive and psychomotor domains.
Teachers attempt evaluating affective outcomes when they encourage students to express feelings, attitudes, and values about topics discussed in class. They can observe students and may find evidence of some affective learning.
Although, it is difficult to assess learning in the affective domain, there are some tools that teachers can use in assessing learning in this area. Some of these tools are the following: attitude scale; questionnaire;
simple projective techniques; and self – expression techniques (Escarilla &
Gonzales, 1990; Ahmann & Glock, 1991).
Attitude Scale is a form of rating scale containing statements designed to gauge students’ feelings on an attitude or behavior. An example of an attitude scale is shown below.
An Attitude Scale for Determining Interest in Mathematics
Name __________________________________ Date _______________
Each of the statements below expresses a feeling toward mathematics. Rate each statement on the extent to which you agree. Use the following response code: SA = Strongly Agree; U = Uncertain; D = Disagree; SD = Strongly Disagree.
1. I enjoy my assignments in Mathematics.
2. The book we are using in the subject is interesting.
3. The lessons and activities in the subject challenge me to give my best.
4. I do not find exercises during our lesson boring.
5. Mathematical problems encourage me to think critically.
6. I feel at ease during recitation and board work.
7. My grade in the subject is commensurate to the effort I exert.
8. My teacher makes the lesson easy to understand 9. I would like to spend more time in this subject.
10. I like the way our teacher presents the steps in solving mathematical problems.
Response to the items is based on the response code provided in the attitude scale. A value ranging from 1 to 5 is assigned to the options provided. The value of of 5 is usually assigned to the option “strongly agree” and 1 to the option “strongly disagree.” When a statement is negative, however, the assigned values are usually reversed. The composite score is determined by adding the scale values and dividing it by the number of statements or items.
Questionnaire can also be used in evaluating attitudes, feelings, and opinions. It requires students to examine themselves and react to a series of statements about their attitudes, feelings, and opinions. The response style for a questionnaire can take any of the following forms:
checklist type, semantic differential, and likert scale
The Checklist type of response provides the students a list of adjectives for describing or evaluating something and requires them to check those that apply. For example, a checklist questionnaire on students’ attitudes in a science class may include the following:
• This class is ________________ boring.
________________ exciting.
________________ interesting.
________________ unpleasant.
________________ highly informative.
• I find Science ________________ fun.
________________ interesting.
________________ very tiring.
________________ difficult.
________________ easy.
The scoring of this type of test is simple. Subtract the number of negative statements checked from the number of positive statements checked.
Semantic differential is another type of response on a questionnaire. It is usually a five – point scale showing polar or opposite objectives. It is designed so that attitudes, feelings, and opinions can be measured by degrees from very favorable to very unfavorable. Given below is an example of a questionnaire employing the aforementioned response type.
Working with my group members is:
Interesting _____ : _____ : _____ : _____ : _____ Boring Challenging _____ : _____ : _____ : _____ : _____ Difficult Fulfilling _____ : _____ : _____ : _____ : _____ Frustrating
The composite score on the total questionnaire is determined by averaging the scale values given to the items included in the questionnaire.
Likert scale is one of the frequently used styles of response in attitude measurement. It is oftentimes a five – point scale links the options
“strongly agree” and “strongly disagree”. An example of this kind of response is shown below.
A Likert Scale for Assessing Students’ Attitude Towards Leadership Qualities of Student Leaders
Name ____________________________________ Date _____________
Read each statement carefully. Decide whether you agree or disagree with each of them. Use the following response code: 5 = Strongly disagree; 4 = Agree; 3 = Undecided; 2 = Disagree; 1 = Strongly Disagree.
Write your response on the blank before each item.
Student leaders:
1. Have to work for the benefit of the students.
2. Should set example of good behavior to the members of the organization.
3. Need to help the school in implementing campus rules and regulations.
4. Have to project a good image of the school in the community.
5. Must speak constructively of the school’s teacher and administrators.
Scoring of a Likert scale is simlar to the scoring of an attitude scale earlier presented in this chapter.
Simple projective techniques are usually used when a teacher wants to probe deeper into the student’s feelings and attitudes. Escarilla and Gonzales (1990) say that there are three types of simple projective techniques that can 1be used in the classroom, namely: word association, unfinished sentences, and unfinished story.
In word association, the student is given a word and asked to mention what comes to his / her mind upon hearing it. For example, what comes to your mind upon hearing the word corruption?
In an unfinished sentence, the students are presented partial sentences and are asked to complete them with words that best express their feeling, for instance:
Given the chance to choose, I _____________________________.
I am happy when _______________________________________.
My greatest failure in life was ______________________________.
In an unfinished story, a story with no ending is deliberately presented to the students, which they have to finish or complete. Through this technique, the teacher will be able to sense students’ worries, problems, and concerns.
Another way by which affective learning can be assessed is through the use of self – expression techniques. Through these techniques, students are provided the opportunity to express their emotions and views about issues, themselves, and others. Self – expression techniques may take any of the following forms: log book of daily routines or activities, diaries, essays and other written compositions or themes, and autobiographies.