AFFECTIVE

ASSESSMENT
 What is Affective
Assessment? Why assess
Affective Domain?
What is Affective Assessment? Why assess
Affective Domain?
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 explicit, demonstrated.
What is Affective Assessment? Why assess
Affective Domain?
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.

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.
What is Affective Assessment? Why assess
Affective Domain?
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.
What is the taxonomy of
affective domain in
learning?
What is the taxonomy of affective domain in
learning?
1. To receive:
In this level of affective behavior, the learner
demonstrates an 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 an awareness on a learning
stimulus, but listening and paying attention indicate
willingness in receiving that stimulus.
What is the taxonomy of affective domain in
learning?
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.
What is the taxonomy of affective domain in
learning?
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.
What is the taxonomy of affective domain in
learning?
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.
What is the taxonomy of affective domain in
learning?
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.
What are the affective
variables in learning?
What are the affective variables in learning?

1. Attitudes.
This is the most talked about affective factor in a
studer learning. We always talk about attitude
toward something. This means we are referring to
a person's reaction whether negative or positive,
favorable or unfavorable toward an object, activity,
person, or environment.
What are the affective variables in learning?
It is important to note that attitude cannot be taken
as solely affective. It also has a cognitive
component where the learner has the center
knowledge that defines the worth or value of the
object or situation.
For example, knowledge about the effect of
smoking on health and knowledge about nicotine
ideally should make students have negative
attitude toward smoking.
What are the affective variables in learning?

2. Values and Beliefs.

Values are characteristics or traits that a person
holds in high importance. These include principles
that one considers to be right. and consequently
which guides the person's future actions and
decisions. In a school setting, values that are
included in the curriculum are honesty, patience,
perseverance, respect for others, cleanliness and
order, care for environment, etc.
What are the affective variables in learning?
Beliefs, on the other hand, refer to our convictions
or opinions we hold to be true even without
evidence. While beliefs are traditionally associated
with religion, they have been talked about in the
field of education.
There are such things as beliefs about
mathematics, freedom, gender equality, etc.
Beliefs emanate from multiple sources, from what
one hears, sees, reads, and experiences. Values
are developed from beliefs.
What are the affective variables in learning?

3. Interest.
Interest is a psychological state that draws a
person's attention to an object, idea, or event. In a
classroom setting, it is what students are "into" or
the learner's disposition about a topic, such as
reading, science, mathematics, history, etc. It is
interest that drives the learner to be attentive to the
topic of discussion or engage in any academic
activity. Interest may be personal or situational.
What are the affective variables in learning?
It is important for the teacher to know how
students are receptive on the content that is
covered in the lesson.
If there is low interest as revealed from the
assessment results, the teacher can think of
intervention strategies to address the problem, like
creating learning experiences that are more
exciting to engage students in interaction with
peers, or with teachers.
What are the affective variables in learning?

4. Motivation.
Brown (1987) defines motivation as an inner drive,
impulse, emotion, or desire that moves one to a
particular action. It arouses and sustains behavior.
It can lead to increased effort and energy to
pursue a goal. If a learner is highly motivated,
he/her is willing to give his or her time and effort to
reach a goal. It brings a learner to excitement and
enjoyment to an academic task and enhances
cognitive processing and improves learning.
What are the affective variables in learning?
Motivation has other intrinsic factors like curiosity,
appreciation, valuing for learning, as well as
extrinsic factors like praise, grades for completion,
certification, etc.
Ausubel (1968) has identified six needs and
desires that are integral parts of motivation: (1) the
need for exploration, (2) the need for manipulation,
(3) the need for activity, (4) the need for
stimulation, (5) the need for knowledge, and (6)
the need for ego enhancement.
What are the affective variables in learning?

5. Self-confidence.
This refers to how a person feels about his or her
abilities to accomplish a task or reach a goal. It is
the person's perception of himself/ herself and his
or her capabilities to perform successfully the task
given to him/her. Empirical studies showed self-
confidence is associated with academic success.
What assessment tools are
used to measure affective
learning?
What assessment tools are used to measure affective learning?

Measurement of affective traits is more

challengine compared to measuring cognitive and
psychomotor dimension of learning, Such
measurement may be direct or indirect. The direct
assessment of affective learning outcomes is
more attainable at the lower levels in the affective
learning taxonomy of Krathwohler, 4964).

A variety of methods for indirectly assessing

intended affective learning outcome have been
espoused.
What assessment tools are used to measure affective learning?

1. Self-Report Questionnaires.
As the name implies, self-report or self.
inventory is a type of assessment where the
respondent is asked to answer a question about
himself/herself, his or her behavior, emotions,
feelings, or views. It serves many purposes to
include diagnosis of students' mental and
emotional state. This is also popular in a pre-test
and post-test design when the teacher wants to
assess change (e.g., in attitude, interest,
motivation) before and after instructional period.
What assessment tools are used to measure affective learning?

Self report inventories use a variety of formats. The most

common are presented in the following:
a. Likert scale. This measuring tool, invented by Rensis
Likert, is a series of questions or items that requires the
respondent to select on a scale a rating reflecting the level
of agreement or disagreement on iters that are related to
a particular topic, experience, or issue. The responses,
both in descriptive and numeric form, range from one
extreme to another, such as "strongly agree to "strongly
disagree", where "5" is the numerical value of the extreme
positive feeling and "" for the extreme negative. This kind
of scaling gives deeper insight into what the students are
thinking and feeling.
What assessment tools are used to measure affective learning?
 What assessment tools are used to measure affective learning?

Writing Statements for Rating Scale for Self-

Report
1. Statements should refer to the present conditions
rather than past or future situations.
2. The statement should be relevant to the
psychological construct beingmeasured.
3. Avoid factual statement since the nature of what is
assessed are affective traits.
4. Statement should elicit a response that lends itself
to one interpretation.
5. Statements should be clear and simple sentences
using precise and direct language.
What assessment tools are used to measure
affective learning?
b. Semantic Differential. This is a widely used
scale that employs ratings of conceptwith
contrasting adjectives placed at opposite ends of
the number scale.
What assessment tools are used to measure
affective learning?
What assessment tools are used to measure
affective learning?
c. Checklist. A checklist is a form of self-report that
asks persons to indicate whether they
demonstrate a set of qualities or behaviors. In
particular, for affective assessment, it is a tool for
identifying the presence or absence of a feeling,
attitude, or behavior. The behaviors that are
checked will reflect what values and beliefs
learners hold.
What assessment tools are used to measure
affective learning?
CHECKLIST
What assessment tools are used to measure
affective learning?

2. Interview. This is an oral assessment of

student learning that is conducted through
spoken words and casual conversation. This
assessment tool allows the teacher to collect and
explore more in-depth information about the trait
being assessed that cannot be captured by
written instrument nor even be observed. The
assessment data are not just answerable by
"Yes" or "No' or other predetermined responses.
What assessment tools are used to measure
affective learning?
Sample interview
What assessment tools are used to measure
affective learning?
3. Student Journals. These are effective tools that can
be used in assessing and monitoring student thinking
and attitudes. Journal writing gives students guided
opportunities to "think aloud" through writing. It is a
special form of documentation that records personal
experiences and thoughts. It is a reflection of learners'
own perception about a problem, a situation, or an
activity they are tasked with. A student who encountered
a difficult problem and is asked to write about the
situation through a journal will reflect more deeply and
think critically about the problem or situation and what
actions and decisions were made to hurdle the
difficulties.
 What assessment tools are used to measure
affective learning?
In choosing journal writing as an assessment tool
for affective learning outcomes, here are some
guide questions to consider:
• What is your purpose for the student journal writing (i.e.,
critical thinking, reflection, self-awareness, goal review,
developing self-confidence, overcoming anxiety)?
• What is the format (i.e., handwritten free form, typed,
full sentences)?
• What is the topic? What do vou want the students to
write about?
• How much do you want vour student to write (i.e.,
number of pages, number of paragraphs, or number of
words)?
What assessment tools are used to measure
affective learning?
• How will the students be given feedback (i.e.,
individual, with a small group, with the teacher?
• Who will read the journal (i.e., with teacher only,
with other teachers. with selected students)?
• How will the students be graded (ie., Pass/Fail,
Rubric, no scorins needed)?
What assessment tools are used to measure
affective learning?

4. Observation. It is an assessment tool that

involves looking out for th presence or absence of
behaviors of learners in a natural setting.
Observation allows the teacher to assess student
behavior in the actual teaching a learning process
unlike other forms of assessment that require
separ time with the student to answer the
measuring instrument. This metho a rich source
of clues that can be both obtrusive and
unobtrusive meast of attitude, beliefs, disposition,
character, etc.
What assessment tools are used to measure
affective learning?
What assessment tools are used to measure
affective learning?
 What assessment tools are used to measure
affective learning?
The measures obtained from observation approach can be
made more valid and reliable with the following guidelines:
1. Set a clear definition of the affective trait you want to observe.
2. Prepare a checklist or rating scale that will define the more
specific affective behavior you want to capture. This checklist or
rating scale will also be used in collecting and recording your
data.
3. Consult with a colleague or expert about the behavior listed
as doable for observation or not. You can try this with a sample
of students.
4. Have a colleague/colleagues to work with you in the actual
observation time.
What assessment tools are used to measure
affective learning?
5. Be clear on ethical issues.
6. Record the observation immediately. Use the
checklist, supplemented by anecdotal records.
Record factual observation and be cautious on
personal interpretation and biased statements.
7. Review data. Reflect on outcomes.
8. Decide future steps based on the observation
results.
9. Adjust planning and apply interventions.
10. Monitor progress.
THANK YOU!