College of Education

ASSESSMENT IN LEARNING 2

Module 9: Assessment in Affective Domain

Reporter: Course Facilitator:

Jaimes D. Dela Cruz Dirk Diestro, EdD
Jelyn Alania

INTRODUCTION

AFFECTIVE LEARNING is concerned with how learners feel while they are
learning, as well as with how learning experiences are internalized so they can guide the
learner's attitudes, opinions, and behavior in the future (Miller, 2005).

ASSESSMENT IN AFFECTIVE DOMAIN focuses on evaluating students'

emotions, attitudes, values, and interpersonal skills rather than their cognitive knowledge or
physical abilities. It aims to measure how learners feel, respond, and interact in various
situations, including their emotional responses, beliefs, motivation, and social behaviors. This
type of assessment often involves methods such as teacher observation, self-reports, peer
ratings, and rating scales like Likert scales, which assess students' attitudes or behaviors in
specific contexts. By evaluating these non-cognitive aspects, educators can gauge students'
emotional intelligence, empathy, and ability to work collaboratively, fostering personal growth
and positive attitudes that enhance the overall learning experience.

SOFT SKILLS IN AFFECTIVE ASSESSMENT

Learning outcomes in the affective domain include soft skills in contrast to hard skills (technical
skills).
SOFT SKILLS refer to non-technical abilities that include communication, leadership,
teamwork, self-awareness, empathy, and emotional intelligence. These essential soft skills for
teachers are often overlooked in schools, but they are vital for teachers to succeed.

EXAMPLES OF SOFT SKILL

1. Teamwork

With effective teamwork, teams are more productive, deadlines are met, relationships
with your team members are stronger and knowledge is shared. It makes the workplace a better
place to be in. If you work well in a team, you achieve common goals while supporting and
complementing the strengths of others.

2. Problem-solving

No matter how smooth of a workplace we have, hurdles will appear, which is why
knowing how to work towards the best possible solution to new and complex problems will
ensure more successful outcomes.

3. Communication

Good communication skills mean you are able to actively listen to, and understand other
perspectives, while also being able to share your own effectively. Good communicators are
skilled at verbal and written communication, while they also understand non-verbal
communication cues.

4. Adaptability

Refers to the ability to adjust effectively to new conditions, changes, or challenges. It

involves being flexible, open-minded, and resilient when faced with different situations,
environments, or tasks. Not everyone can naturally cope in a positive way when faced with
change, so being able to quickly and successfully adapt to it is a core soft skill.

5. Critical thinking

Critical thinking skills are valued in the workplace because they allow you to effectively
analyze the information given to you and make informed decisions. Through this, you can form
successful plans, perform efficiently, take advantage of opportunities, and always respond
rationally to situations and challenges.

6. Time management

Knowing how to effectively manage your time at work helps you take control of your
day and alleviate the stress that can come with not knowing how to prioritize your day-to-day
tasks. With only so many hours in the working day, time management is a process whereby you
intentionally allocate your time productively and effectively.

7. Interpersonal

Interpersonal skills are those that allow you to build relationships and communicate
well with others. They are the behaviors you use every day to interact and get along with people
and so underpin positive working relationships.

CATEGORIES OF SOFT SKILLS

There are 4 categories of soft skills:

❖ SOCIAL SKILLS
❖ SELF-MANAGEMENT
❖ ACADEMIC SOFT SKILLS
❖ APPROACHES TO LEARNING
SOCIAL SKILLS – include how a student interacts with other students as observed by
teachers and other adults

OBSERVABLE BEHAVIOR
SOFT SKILL

SOCIAL SKILLS
Provides peers with positive feedback

Offers help or assistance to peers

Initiates in discussion with peers

Participates in discussion with peers

Has sense of humor, shares amusement with peers

Has friends

Can carry out leadership activities

Engages in appropriate social behavior

SELF-MANAGEMENT – refers to self-regulation (ability to take control over the automatic

responses/ reactions)

SOFT SKILL OBSERVABLE BEHAVIOR

SELF - Controls displays of temper when angry

MANAGEMENT
Accepts rules

Compromises with others to avoid conflict

Handles teasing and social provocations

Cooperates with others

Maintains attention to tasks

Respectful to people
ACADEMIC SOFT SKILLS – refers to both social and cognitive. How to carry out academic
tasks.
OBSERVABLE BEHAVIOR

SOFT SKILL

ACADEMIC SOFT
SKILLS Works independently

Completes assigned tasks

Listens to and carries out teacher directions

Produces work of acceptable quality for ability level

Brings required materials to school

Arrives at school on time and without undue absences

Asks for assistance s needed, asks questions

Uses appropriate study skills

APPROACHES TO LEARNING – includes such things as the student’s engagement in

school.

OBSERVABLE BEHAVIOR

SOFT SKILL

APPROACHES TO
Enjoys school
LEARNING

Takes on challenging tasks

Has confidence in abilities

Works hard

Enthusiastic and adventurous

Involved in extra curricular school activities

The Taxonomyof
Educational
Objectives in the
Affective Domain
METHODS OF ASSESSING LEARNING IN THE AFFECTIVE DOMAIN

McMillan (2007) gives three feasible methods of assessing learning or learner's

development in the affective domain. teacher observation student self-report peer ratings

These methods of assessing learning in the affective domain make use of tools such as the
Likert scale, semantic differential, checklist, and sentence completion.

TEACHER OBSERVATION

▪ Teacher observation can be unstructured or structured.

▪ It is unstructured when observation is open ended. Teacher's observation is not limited
to items in a checklist or rating scale.
▪ It is structured when he/she is guided in what to observe by a checklist or rating scale.

STUDENT SELF-REPORT

▪ A student self-report requires the student to provide an account of his/her attitude or

feelings toward a concept or idea or people.
▪ A self-report is also referred to as a “written reflection.” A teacher may require a student
to write his thoughts on topics like "Why I Like or Dislike Physics" or "Why I Like or
Dislike Coming to School".
▪ A student self-report can also be derived by way of a student interview. The teacher
may interview a student on whether the student likes or hates Physics as a subject and
why.

STUDENT SELF-REPORT

▪ Another means to derive a student self-report is by way of a survey and a questionnaire.

These surveys and questionnaires can make use of a constructed-response format like
an essay.
▪ Or the teacher may get a student self-report by means of a selected-response format by
means of assessment tools such as a checklist, a rating scale (like a Likert Scale) or a
semantic differential scale.

PEER RATINGS

▪ This provides a structured learning process for students to critique and provide feedback
to each other on their work. It helps students develop lifelong skills in assessing and
providing feedback to others, and also equips them with skills to self-assess and
improve their own work.
▪ A student will do an observation of a classmate or peer. For his/her peer observation to
be reliable like the teacher, the overall purpose of the observation must be made clear.
AFFECTIVE ASSESSMENT TOOLS

Likert Scale
Semantic Differential
Sentence Completion
Student’s written reflections

LIKERT SCALE

▪ A Likert scale is a unidimensional scale that researchers use to collect respondents'

attitudes and opinions.
▪ A Likert Scale is one example of a Rating Scale.
▪ Likert scale measures the participants’ agreement to a statement. It can be the agreement
to one statement or multiple statements like surveys .
▪ Each statement is supposed to measure your attitude toward teaching as a profession.
Indicate your response with a check.

5 – Strongly Agree; 4 – Agree; 3 – Undecided; 2 – Disagree; 1 – Strongly Disagree

5 4 3 2 1
1 . Teaching is the noblest profession
2 . Teaching is for those who can’t make it in
the other professions.
3 . Teaching is meant for women.
4 . Teaching is the lowest paid profession yet
most demanding.
4 . Teaching has many rewards.

SENTENCE COMPLETION

As the name implies, the student is asked to complete a given incomplete sentence
related to the intended learning outcome. This method is based on the idea that sentence
completion will reveal, more about thoughts, fantasies, and emotional
conflicts than testing with direct questions (Weiner & Greene, 2008).

Here are some sentence stems that can serve as scaffolding to help students get started in for
sentence completion:

I assume...

From my point of view… If

you ask me...

As far as I can tell...

To my mind...

The way I see things is that…

It seems to me that... I believe...

I would say…

SEMANTIC DIFFERENTIAL

Semantic differentials is a scale that measures the participant’s view or attitude that lies to a
statement on an objective scale. The end-labels on the scale should be antonym adjectives.

CHECKLIST

In a checklist, as the name implies, the student simply checks an item that is observed
or present, or possessed or that applies to him/her. A student is asked to evaluate the extent to
which he/she possesses a growth mindset.

Direction: Check the item which applies to you.

1. I believe that intelligence can be developed.

2. I do not easily give up.

3. I accept criticism.

4. I draw inspiration from the success of others.

5. I see challenges as opportunities to grow.

 6. I persist in the face of difficulties.

7. I view effort as path to mastery.

8. I learn from criticism

9. I believe that success is a matter of luck.

STUDENT’S WRITTEN REFLECTIONS

In using this measurement tool, the teacher asks the students, for example, to write their
personal thoughts and feelings on a subject or topic given by the teacher like "Why I Like or
Dislike Mathematics". A reflection paper allows students to take a personal approach and
express their thoughts on a given topic.

REFERENCES:

Scribd.com/document/644720178/PED-108-ASSESSMENT-IN-THE-AFFECTIVE-DOMAIN-1

Amira, P. (n.d.). ASSESSMENT IN AFFECTIVE DOMAIN.

https://magandangamira.blogspot.com/2017/01/assessment-in-affective-domain.html