<![CDATA[Learning in elementary schools not only emphasizes cognitive aspects but also the affective domain as an essential component in shaping students’ character and life skills. This study aims to compare the effectiveness of affective scoring techniques based on direct observation and peer assessment within the context of elementary education. The study employed a literature review method to analyze and compare the effectiveness of both techniques, covering aspects of assessment accuracy, practicality of implementation, and the perceptions of teachers and students. The analysis results indicate that the direct observation technique offers advantages in terms of data accuracy, ease of implementation by teachers, and effectiveness in monitoring students' behavior during the learning process. Meanwhile, peer assessment is considered effective in fostering students' sense of social responsibility, empathy, and self-reflection skills in peer-to-peer interactions. A combination of both techniques is recommended as an ideal strategy to improve the validity and reliability of affective assessments in elementary schools. Direct observation can be focused on assessing attitudes in formal learning situations, while peer assessment is applied to collaborative and social activities among students. This study recommends enhancing teachers’ competencies in systematic affective observation, providing assessment training for students, and developing integrated affective assessment guidelines suitable for elementary school characteristics.]]>
