EDU 535: Assessment in Learning 2

Module #10 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Affective Assessment, Its Domain and Taxonomy Materials:

Learning Targets: SAS
At the end of the module, students will be able to:
1. develop an assessment tool to measure affective outcomes References:
of learning; and Balagtas, M. et al. (2020).
2. identify the taxonomy of affective behaviors in student’s Assessment in Learning 2
learning.

A. LESSON PREVIEW/REVIEW

Introduction

To start, let us have a brief recap on our previous lesson.

The learning outcomes at the end of the course serve as the bases in designing the performance
assessment tasks. With the learning outcomes identified, the evidence of student learning that are most
relevant for each learning outcome and the standard or criteria that will be used to evaluate those evidence are
then identified.

To guide you in designing performance assessments, the following questions may be addressed:
1. What are the outcomes to be assessed?
2. What are the capabilities/skills implicit or explicit in the expected outcomes (e.g., problem-solving, decision-
making, critical thinking, communication skills)?
3. What are the appropriate performance assessment tasks or tools to measure the outcomes and skills?
4. Are the specific performance tasks aligned with the outcomes and skills interesting, engaging, challenging,
and measurable?
5. Are the performance tasks authentic and representative of real-world scenarios?
6. What criteria should be included to rate students' performance level?
7. What are specific performance indicators for each criterion?

Today, we will proceed to our new lesson which is on the Basic Genre and Elements of Literature. With that,
we will look into the three main genres namely; prose-fiction, poetry and drama in relation to stylistics.

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 EDU 535: Assessment in Learning 2
Module #10 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

B.MAIN LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

What is affective assessment? Why assess affective domain?

Think about your answer to the following questions:

How do you feel doing mathematics? What do you like in mathematics?
Your responses may vary. Some may like the subject, or for the majority, the feeling is the opposite. If we deal
with measurement of feelings, attitude, or interest, we are into affective assessment. From the word itself, this
type of assessment deals with the affect dimension of students' learning.

The affective domain (from the Latin affectus, meaning "feelings") includes a host of constructs, such as
attitudes, values, beliefs, opinions, interests, and motivation. They are the noncognitive outcomes of learning
that are not easily seen or explicitly demonstrated.

The type of assessment in this domain is not aimed to determine what the students have learned.
Rather, it looks into how students feel while they are learning, how their learning experiences have influenced
their emotions and future behavior. Teaching is not only imparting content knowledge that requires cognition. It
is also knowing and understanding students as learners and humans. Therefore, it is essential that teachers
know the feeling of pleasure, enjoyment, or even anxiety that learners experience because these feelings will
have bearing on their attitudes, motivation, and beliefs that will eventually be manifested in their future
behavior. Further, with information about the students' affective characteristics, teachers will be able to
individualize their approaches to students and reshape the lesson plan based on the identified needs of
students.

Assessment on the affective domain is not only on the part of teachers to know information about
students. It is also useful for student themselves. Self- awareness of feelings, emotions, and attitudes can
make students reflect on how they are in the process of learning. This type of metacognition has proven to
enhance learning and contribute to success in the academic task. Student attainment is a result of the
functioning of his or her whole personality. Cognitive and affective assessment should work in tandem as what
empirical studies have proven.

Unlike cognitive and psychomotor assessment, affective assessment does not determine the grades the
students get. It rather helps teachers determine what steps need to be taken to help students achieve
academic success. Knowledge of what students view, perceive, and feel as they are engaged in learning
activities will guide teachers to improve their teaching strategies and enhance learning. Affective assessment
can provide supplemental information about a learning difficulty or behavior problem that affects learning. For
example, if students feel nervous in just seeing numerical symbols and sign of operations, how will the
students be helped in this kind of anxiety? Fear about mathematics will cause nervousness and possibly lead
to poor performance, if not failure. Teachers have always been focused on the attainment of student content

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 EDU 535: Assessment in Learning 2
Module #10 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

knowledge and more often, feel frustrated with students' poor achievement. The low performance may be
cagsed by affective factors, such as attitude, interest, and motivation. According to Stiggins (2005), motivation
and desire represent the very foundation of learning. If the students do not want to learn, there will be no
learning.

Further, Popham (2011) contends that affective variables are often more significant than cognitive
variables. In the past, more effort was devoted in the measurement of cognitive learning behavior, but in recent
years, assessment of affective characteristics of learners has been given more importance. Admittedly,
assessment is far more difficult domain to assess and to objectively analyze since affective objectives range
from simple attention to complex and internal qualities of character and thinking of learners. Nevertheless,
teachers need to deal with assessment and measurement of students' abilities in this domain.

What is the taxonomy of affective domain in learning?

In the assessment of cognitive domain, you have used the Revised Bloom's Taxonomy of Cognitive
Processes identified as remembering, understanding, applying, analyzing, evaluating, and creating. The
affective domain of learning, Krathwohl et al. (1964) developed taxonomy of affective qualities that can serve
as guide in doing affective assessment. As shown in

1. To receive: In this level of affective behavior, the learner demonstrates awareness in an activity that is
happening such that he/she gives attention to that activity. This level involves willingness to receive the
stimulus. For example, looking at the teacher during lecture is awareness on a learning stimulus, but listening
and paying attention indicate willingness in receiving that stimulus.

2. To respond: In this case, the learner reacts to a given stimulus or information that has been received. If a
learner participates in a class discussion, and not merely listening, then the learner is in this level of behavior.
This behavior may be compliance to a given task, voluntary engagement, or doing an activity with interest.

3.To value: This is the level where the learner demonstrates commitment to the object, knowledge, or activity.
Here, the learner has internalized a set of specific values such that these values are manifested through overt
behaviors. For example, picking up litters outside the classroom without teacher's presence or saving money
for a book, or putting off lights after class on own volition are "valuing" behaviors.

4. To organize: This is the level where the learner has internalized and integrated his or her feelings, emotions,
beliefs, opinions, etc., resulting to actions where new values and traits emerged. In this level, the learner is
able to discern independently the right from wrong, and he/she is able to make a decision on what is more
valuable based on his or her own judgment.

5. To characterize: In this level of affective trait, the learner demonstrates his or her beliefs and attitudes not
only in a single event or situation but in multiple events, showing consistency of the behavior that establishes
an image or character of the learner. The behavior extends beyond the school setting and becomes part of his
or her lifestyle. For example, if doing an experiment has instilled the value of patience, such trait could be
carried over to the student's nonscience activities.

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 EDU 535: Assessment in Learning 2
Module #10 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

II. Skill-building Activity

To check if you have learned the contents about assessment of affective domain of learning, fill in with
a word, phrase or sentence that is appropriate for each blank in the boxes below.

Levels of Affective Behavior Sample Behavior

III. Check for Understanding

Following are some questions to see how far you have understood what have been earlier discussed.
1. What is affective learning?
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______________________________________.

2. Why do we need to measure affective learning?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________.

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 EDU 535: Assessment in Learning 2
Module #10 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

3. What are some affective traits that are relevant to students' learning?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________.

4. Why is it more challenging to measure the affective domain of learning?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________.

5. What are the levels of affective domain of learning?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________.

6. What tools can you use to measure the affective dimension of learning? What are the advantages
and limitations of each measuring tool?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________.

C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. Why do we need to consider the affective side of the students in our assessment?
A good argument shared by Dr. Popham (2006) says: Whereas cognitive assessments measure what
students can do, affective assessments measure what students will do in the future. If we go back to Maslow’s
Hierarchy of Needs, we can notice that self-actualization was put right on top of everything. Emotional,
behavioural, motivational needs, among others, occupy bridge to our basic and security needs.

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 EDU 535: Assessment in Learning 2
Module #10 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

THINKING ABOUT LEARNING

Congratulations for finishing this module! Shade the number of the module that you finished.

Great Job! Did you finish all parts of the module? Do you have any questions you may want to ask to
clarify the topic? You may write any question to further help you learn and your teacher will get to you
on the answers.

1. What part of the lesson seems difficult for you to understand?

____________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
____________________________________________________________________________

KEY TO CORRECTIONS

Answers on Skill-building Activity

(Answers may vary)

Answer on Check for Understanding Activity

(Answers may vary)

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