This document discusses various tools used to assess the affective domain, particularly attitudes, interests, motivation, and self-efficacy. It describes several common assessment tools including self-reports, rating scales like Likert scales, semantic differential scales, Thurstone scales, Likert scales, Guttman scales, and checklists. For each tool, it provides examples and discusses best practices in developing and using the instruments to effectively measure the affective domain.

1. DEVELOPMENT OF
ASSESSMENT TOOLS
Raymart Enriquez Isidro
BSE III- Biological Science

2. Development of Assessment Tools
►Assessment tools in the affective domain, in
particular, those which are used to assess
attitudes, interest, motivation, and self-efficacy,
have been developed.
►There are certain good practices that are
considered good practices in developing these
instruments.

3. STANDARD ASSESSMENT TOOLS
IN THE AFFECTIVE DOMAIN

4. Self Report
►Is the most common measurement tool in the
affective domain.
►It essentially requires an individual to provide an
account of his attitude or feelings toward a
concept or idea or people.
►Sometimes called “written reflections”.

5. Rating Scales
►Set of categories designed to elicit information
about a quantitative attribute in social science.
►The basic feature of any rating scale is that it
consists of a number of categories.
►These are usually assigned integers.
►Common examples are the Likert scale and 1-10
rating scales for which a person selects the
number which is considered to reflect the
perceived quality of a product.

6. SEMANTIC DIFFERENTIAL SCALES (SD)
►Tries to assess an individual’s reaction to specific
words, ideas or concepts in terms of rating on
bipolar scales defined with contrasting
adjectives at each end.
___ ___ ___ ___ ___ ___ ___
3 2 1 0 1 2 3
Good Bad
The position marked 0 is labeled neutral, the 1
positions are labeled slightly, the 2 positions quite,
and the 3 positions extremely.

7. SEMANTIC DIFFERENTIAL SCALES (SD)
►The scales actually measures two things:
directionality of a reaction (e.g., good versus
bad) and also intensity (slightly through extreme).
►Usually, a person is presented with some concept
of interest without any other explanatory remarks.
►Ratings are combined in various ways to describe
and analyze the person’s feeling.

8. SEMANTIC DIFFERENTIAL SCALES (SD)
A number of basic considerations are involved in
SD methodology:
 Bipolar adjective scales are a simple,
economical means for obtaining data on
people’s reaction.
 Rating on bipolar adjective scales tend to be
correlated, and three basic dimensions
(Evaluation, Potency, and Activity) of response
account for most of the co-variation in ratings.

9.  Some adjective scales are almost pure measures
of the EPA dimensions: for example, god-bad for
Evaluation, powerful-powerless for Potency, and
fast-slow for Activity
- Measurements of a concept on the EPA
dimensions are referred to as the concept’s profile.
 EPA measurements are appropriate when one is
interested in affective responses.
 The SD has been used as a measure of attitude
in a wide variety of projects.

10. THURSTONE AND LIKERT SCALES
THURSTONE is considered the father of attitude
measurement.
-He addressed the issue of how
favorable an individual is with regard to a given
issue.
-He developed an attitude continuum
to determine the position of favorability on the
issue.

11. Example of a Thurstone scale of measurement
(from Thurstone, 1931):
Directions: Put a check mark in the blank if you
agree with the item.
___1. Blacks should be considered the lowest class
of human beings. (scale value= 0.9)
___2. Blacks and whites must be kept apart in all
social affairs where they be taken as equals. (scale
value= 3.2)
___3. I am not interested in how blacks rate
socially. (scale value= 5.4)

12. ___4. A refusal to accept blacks is not based on
any fact of nature, but on a prejudice which
should be overcome. (scale value= 7.9)
___5. I believe that blacks deserve the same social
privileges as whites. (10.3)
Example of a Thurstone scale of measurement
(from Thurstone, 1931):

13. In 1932, Likert developed the method of
summated ratings (or Likert’s scale), which is still
widely used.

14. Example of Likert’s scale:
Statement: I do not like to solve algebraic
equations.
Response options:
• 1. Strongly Disagree
• 2. Disagree
• 3. Agree
• 4. Strongly Disagree

15.  It is common to treat the numbers obtained from
a rating scale directly as measurements by
calculating averages, or more generally any
arithmetic operations.
 In terms of the levels of measurement proposed
by S.S. Stevens, the data are ordinal
categorizations.

16. • In 1944, Guttman suggested that attitude should
be measured by multidimensional scales, as
opposed to unidimentional scales such as those
developed by Thurstone and Likert.
• He developed the Scalogram Analysis,
Cumulative Scaling, or as usually called,
Guttman scalling. The major characteristics of
this scale is that the response to one item helps
predict the responses to other items.
Guttman

17. Example of Gutman Scalling
For instance, if the individual responds negatively
to the item “I like oranges”, he is not likely to
respond positively to the item “Oranges are great
for breakfast”.

18. CHECKLISTS
• The most common and perhaps the easiest
instrument in the affective domain to construct is
the checklist.
• A checklist consists of simple items that the
student or teacher marks as “absent” or
“present”.

19. STEPS IN THE CONSTRUCTION OF A CHECKLIST
• Enumerate all the attributes and characteristics you
wish to observe relative to the concept being
measured. For instance, if the concept is
“intrapersonal relation”, then you might want to
identify those indicators or attributes which
constitute an evidence of good interpersonal
relation.
• Arrange these attributes as a “shopping” list of
characteristics.
• Ask the students to mark those attributes which are
present and to leave blank those which are not.

20. Example of
Checklist for
teachers

21. ASSESSMENT OF STUDENTS LEARNING 2
SOURCES