ASSESSMENT IN

AFFECTIVE
DOMAIN
 AFFECTIVE DOMAIN

• The affective domain one of the

domains in Bloom’s Taxonomy,
with the other two being the
cognitive and Psychomotor (Bloom,
et al., 1956).
• The effective Domain ( Krathwohl
Bloom Masia, 1973) includes the
manner in which we deal with
things emotionally such as
Feelings, Values. Appreciation,
enthusiasms, motivations, and
attitudes.
• The affective Domain describes
learning objectives that emphasize
a feeling tone, and emotion, or a
degree of acceptance or rejection.
The Taxonomy in the Affective
Domain
Characterization
• By value or value
set is to act
consistently in
accordance with
the values he or she
has internalized.
( To resist, To
manage, To resolve)
 • RECEIVING
 It is being aware of
or sensitive to the
existence of certain
ideas, material, or
phenomena and
being willing to
tolerate them. (To
differentiate, to
accept, to
listen(for), to
 • RESPONDING
 Is committed in some
small measure to the
ideas, materials, or
phenomena involved by
actively responding to
them. (To comply with,
to follow, to commend,
to volunteer, to spend
leisure time in, to
acclaim.)
 • VALUING
 Is willing to be
perceived by others as
attaching importance to
certain ideas, materials,
or phenomenon. (To
increased measured
proficiency, to
relinquished, to
subsidize, to support, to
debate).
 • ORGANIZATION
 Is relating the value to
those already held and
bring it into a
harmonious and
internally consistent
philosophy.
• (To discuss, to
theorize, to formulate,
to balance, to
examine).
 We want to find teaching methods that
encourage
students and draw them in. Affective topics in
educational literature include attitudes,
motivation, communication styles, learning styles,
use of technology in the classroom and nonverbal
communications.
 As teachers, we need to be careful about our
actions that may negatively impact on students'
attitudes which go straight into the affective
domain.
 Motivation

• A reason or set of reasons for

engaging in a particular behavior
intrinsically or extrinsically.
 • INTRINSIC • EXTRINSIC
MOTIVATION MOTIVATION
 Occurs when a people  Comes into play when
are internally a student is compelled
motivated to do to do something or act
something because it a certain a way
either brings them because of factors to
pleasure, they think it him or her.
is important.
Methos of Assessing Learning in the
Affective Domain
• McMillan (2007) gives three feasible
methods of assessing learning or
learner's development in the affective
domain. The first in the list is teacher
observation. The two others are
student self-report and peer-ratings
 1. TEACHER OBSERVATION
• It is unstructured when
observation is open-ended.
Teacher's observation is not
limited to items in a
checklist or rating scale.
• Teacher observation is
structured when he/she is
guided in what to observe by
a checklist or rating scale.
 2. SELF REPORT
• It is the most common measurement
tool in the affective domain.
• It essentially requires an individual 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
"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".
 3. PEER RATING
• How else may a teacher know if a student is
realizing the intended learning outcome in
the affective domain other than teacher
observing the student or the student
making a report about himself/herself.
• Another way is to ask the student's peer to
rate him/her on affective items where
teacher wants to rate the student.
 Affective learning Competencies

Instructional objectives are specific,

measurable, observable student behaviors.
Objectives are the foundation upon which
you can build lessons and assessments that
you can prove meet your overall lesson goals.
Think of objectives as tools you use to make
sure you reach your goals. They are the
arrows you shoot towards your target.
The purpose of the objectives is to ensure
that learning is focused clearly enough that
both students and teacher know what is
 Behavioral Verbs Appropriate For
The Affective Domain
ORGANIZATI
RECEIVING RESPONDING VALUING ON

1. ACCEPT 1. COMPLETE 1. ACCEPT 1. CODIFY

2. ATTEND 2. COMPLY 2. DEFEND 2. DISPLAY
3. DEVELOP 3. COOPERATE 3. DEVOTE 3. ORDER
4. RECOGNIZ 4. OBEY 4. PURSUE 4. ORGANIZE
E 5. RESPOND 5. SEEK 5. SYSTEMATI
ZE
CHARACTERIZA-
TION

1. INTERNALIZE
2. VERIFY
• Attitudes- Defined as a mental
predisposition to act that is expressed by
evaluating a particular entity with some
degree of favor and disfavor.
• Attitudes are also attached to mental
categories.
Mental orientations towards concepts are
generally referred to as values.
 Attitudes are compromised of 4 Components.

COGNITIONS
 Are our Beliefs, Theories, Expectancies,
Cause and Effect beliefs, and Perceptions
relative to the focal object.
 This concept is not the same as "Feelings"
but just a statement of beliefs and
expectations which vary from one
individual context to the next.
 AFFECT
• AFFECT
• The affective component refers to
our feeling with respect to the
focal object such as fear, liking, or
anger.
• For instance, the color "Blue“
evokes different feelings for
different individuals: some like
the color blue but others not.
Some associate the color blue with
"loneliness" while others associate
it with "calm and peace".
 • BEHAVIORAL
INTENTIONS • EVALUATION
 Are our goals, aspirations,  Considered the central
and component of Attitudes
reviews.
our expected response to the
attitude object.  Consist of the imputations of
some degree of goodness and
badness to comments
attitude toward an object.
 Self-Efficacy
VS
Self-Esteem
 It is a belief that one has the capabilities to execute the
courses of actions required to manage prospective
situations. It is important to understand the distinction
between self esteem and self efficacy.
Self esteem relates to a one person's sense of self worth,
whereas self efficacy relates to a person's sense.
Assessment tools in the affective domain, in particular,
those which are used to assess attitudes, interests,
motivations, and self-efficacy.
 AFFECTIVE ASSESSMENT
TOOLS

• Affective assessment tools are used to

measure attitudes, interests, values,
emotions, and other non-cognitive aspects of
learning. These tools help educators evaluate
how students feel about learning, their
motivation, and their social-emotional
development. Here are some common
affective assessment tools:
 RATING SCALES
• Similar to Likert scales but often
used by teachers to evaluate
students' affective traits.
• Example: “Shows respect for others”
– 1 (Never) to 5 (Always)
 LIKERT SCALE
• A common tool for measuring attitudes or
feelings.
• Students respond to statements using a scale
(e.g., Strongly Agree to Strongly Disagree).
• Next slide is an example of Likert Scale used to
assess student's attitude toward teaching as a
profession to determine each student's attitude
toward teaching after a lesson on teaching as a
profession.
Direction: Each statement is supposed to measure your attitude toward teaching as profession. Indicate your response with a check. Legend: 5- Strongly Agree, 4- Agree, 3-Undecided, 2- Disagree, 1 Strongly Disagree.
 SEMANTIC DIFFERENTIAL SCALES

• The Semantic Differential Scale is an

affective assessment tool used to measure
people's attitudes or feelings toward a
concept, object, or idea by asking them to
rate it between pairs of opposite adjectives.
 THURSTONE SCALE
The Thurstone Scale is a type of attitude
measurement scale developed by Louis Thurstone in
the 1920s. It's one of the earliest methods used in
social science research to measure people's
attitudes toward a particular topic.

It uses a set of carefully selected statements about

an issue, each representing a different level of
favorableness or unfavorableness toward the topic.

Respondents are asked to agree or disagree with

each statement, and their score is the average value
 GUTTMAN SCALING
• The Guttman scale is also known as
cumulative scaling or scalogram
analysis. It is an ordinal scale with a
number of statements placed in a
hierarchical order. The order is
arranged so that if a respondent
agrees with a statement, they will
also agree with all of the statements
that fall below it in extremity.
 CHECKLISTS
• The most common and perhaps the easiest
instrument in the affective domain.
• It consist of simple items that the student or
teacher marks as "absent“ or "present".
THE MOST COMMON AND PERHAPS THE EASIEST
INSTRUMENT IN THE AFFECTIVE DOMAIN IS TO
CONSTRUCT THE CHECKLIST.
• Steps in the construction of checklist:
• Enumerate all the attributes and
characteristics you wish to observe.
• Arrange these attributes as a "shopping list"
of characteristics.
• Ask the students to mark those attributes
which are present and leave blank those
which are not.
 SENTENCE COMPLETION
• 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:
In my opinion… I
assume..
• From my point of view ... If
you ask me ....
• As far as I can tell ... To
my mind …
 STUDENT WRITTEN REFLECTION
• 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.