1. Chapter 17
Assessment
of
Affective Outcomes
REPORTED BY:
RONALY J. BUEZA BSEDIII-
ENGLISH
Reference: Measuring and
Evaluating Learning Outcomes in AL
1 and 2 Carlito D. Garcia Ed D

2. Forced-Choice Selection
Methods
• A forced-choice item the respondent to select
among choices that differ on content, rather than
the degree of favorableness or intensity.
•The examinee is directed to indicate which of
several action, contents, or object is most
characteristic of him or her.
•The format is similar to that of a multiple choice
item or it may be a description of a situation with
associated questions, or a pair of choice statements.

3. Advantage of the forced-choice
pattern(According to Oppenhiem(1999)
Minimizes the subjective element in judgment;
Reduces the respondent’s ability to produce a
desired outcome and therefore less fake able;
Produces a better distribution and spread of scores
with less piling up and skewness;
Is quick, efficient, objective and lends itself to
machine-scoring; and
Produces scores easily analyzed with respect to
reliability and validity.

4. The Method of Summated Rating or
Likert Scales
• One of the most frequently used response style in attitude
measurement is the Likert scale, Which is usually a five-point
scale that links options ”strongly agree” and “strongly
disagree.” In this kind of rating scale, The students respond
to statements by choosing the options that most closely
represent their feelings about the statements.
• The usual response categories are as follows: strongly agree;
agree; uncertain or undecided; disagree; and strongly
disagree.
• Numerical weights ; 5 for strongly agree; 4 for agree; 3 for
undecided or uncertain; 2 for disagree; And 1 for strongly
disagree.

5. The Semantic Different Technique
• This technique is not a test procedure but a
general method of obtaining ratings of
concepts in a series of bipolar adjective scales.
• It is designed so that attitudes, feelings, and
opinions can be measured by disagree, from
very favorable to highly unfavorable.

6. In the semantic differential scale, the respondent
checks the blank on the continuum that corresponds to
his feelings about the stimulus word.
 Identify the concept/s to be rated. The number and type of
concepts to be selected will depend upon the intent. It is best to
select a group of related concepts that can be viewed within the
same context or frame of reference.
 Choose appropriate bipolar scales. Examples of paired
opposite adjectives that can be used are the following: good-
bad; sweet-sour; high-low; kind-cruel; pleasant-unpleasant;
valuable-worthless; brave-cowardly; honest-dishonest; healthy-
sick; relaxed-tense and many more. The difficulty level of the
words should be considered as students cannot use adjectives
whose meanings they don’t understand.

7.  Design a response sheet. Only one concept should appear on
each page and the scales listed beneath. The polarity of the
scales should be alternated. You may use 5 to 7-point scale.
Nonetheless, 10 to 15 adjective pairs would be sufficient for a
group of about 10 related concepts. The younger the group, the
fewer concepts and scales should be used.
 Write instructions . The cover sheet should include a general
orientation to the task and statement about why data are being
collected. The significance of the scale positions should be
specified, as well as the procedure for responses. An example
of a standard set of instructions for a semantic differential
exercise is cited below.

8. Free Response and Opinionnaire
Methods
• The opinionnaire is used frequently in the
polling method of gathering opinion and
attitude data. The use of a well-constructed
opinionnaire can systematize the data-gathering
process and help ensure that relevant questions
are asked and all important aspects of a
problem surveyed.

9. To be considered in preparing an
opinionnaire.(according to Gable,1996)
Brevity;
Inclusion of items of interest and face appeal to
attract the attention of the respondent and cause
him to become involved in the task;
Provision for depth of response in order to avoid
superficial replies;
Wording of questions neither too suggestive nor
too unstimulating;
Phrasing of questions so they are not too narrow in
scope, allowing the respondent reasonable latitude
in his responses.
Reference: Measuring and
Evaluating Learning Outcomes in AL
1 and 2 Carlito D. Garcia Ed D