Environmental education must be measured using reliable affective assessment tool in order to ensure production of holistic students with pro-environmental behavior. There is lack of study about the affective assessment of the courses especially using a reliable comprehensive instrument of pro-environmental behavior test. This study proposes a reliable model for assessing affective learning outcomes in holistic environmental education. Using Rasch model with Bond & Fox Steps© software, a valid process of the assessment will produce the end result of logit measure (psychometrics) in percentile grading to suit with the educational system, using probability analysis in Rasch model. The reliability of the instrument is simply identified with few steps which in this case, is highly reliable (r=0.94), as well as student's answer's reliability which is very reliable (r=0.82). A model with six simple steps provides two measure score sheets, simplifying the grading process. The result shows the actual and accurate environmental behavior's value and percentile score of every student. This model will change the educational paradigm towards scientific analysis of probabilistic assessment of behavior, using simple and reliable procedures. It would assure the ability of producing future environmental-related graduates with good behavior towards environment as well as knowledgeable and skillful.

Normal practice in formal examination does not assess accurate measure of student's ability, as it merely counts the score of every question to be considered for student's grade. How to assess accurate student's ability performance, reliably and simpl y for all educators practice? Measurement of student's performance must be assessed for right and desired learning outcomes, using right and reliable instrument, with right and accurate measure scale for student's a Using Rasch model, exam paper will be distributed and student's answer will be analyzed via 6 simplified steps with preset templates to produce accurate student's ability score within psychometric scale and percentile marks, with scientific reliability level for each student's responses. T his proposes simple procedure uses Rasch model to measure student's ability using psychometric scale, which manipulates student's answer into ratio-based log odd unit. T his paper proposes a simplified procedure which is fit to be applied by all teachers or lecturers, using Rasch model which offers reliable solution in producing accurate ability marks for students, together with scientific reliability score for student's answer.

Education is an important medium to ensure sustainability of human civilization. Holistic education must contain three main objectives to be achieved; cognitive, psychomotor and affective domains which involve knowledge transfer, skill enhancement and value or attitude inculcation. Our national education today regardless in primary, secondary or tertiary level seems to be more on producing graduates with knowledge and skill, but not much on value as major. This doesn't mean that value-education should be dominant in educational curriculum but it could be dominant within specific value dominant courses. Ethics or moral courses are among value-dominant courses that must prioritize value or attitude effects as main objectives. This needs different and specific instructional design (ID) in which value become major objectives in learning outcomes, activities, evaluation and etc. The study selected environmental ethics course as a case study. The study has recognized unique instructional activities for three different groups in UiTM A, UiTM B and UPSI (n=108). ID also includes learning objectives, learning object and content itself, other than instructional activities. All these have been identified using document review and interviews. The effects of environmental attitude (EA) have been measured using New Environmental Paradigm (NEP) which is endorsed by UNESCO and Behaviour-based Environmental Attitude Test by F J. Kaiser (2007) at the end of the semester to identify the effects of environmental paradigm and attitude. In this study, the result ofEA would be correlated with the different unique objectives, contents and activities to recognize the best ID for producing value effects, which is the environmental attitude. This led to few main findings as the best practices; religious elements, practical contents and environmental-related activities which have affected much on student's paradigm and attitude towards environment.

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