Assessment

in the
Affective Domain

ASSESSMENT OF LEARNING 2

EDDIE T. ABUG
BSE-TLE 4A

DR. REBECCA AMAGSILA Ph. D.

 ASSESSMENT
IN THE
Chapter 4 AFFECTIVE
DOMAIN

PUBLISHED 1965
THREE DOMAINS
BLOOMS 1. COGNITIVE
TAXONOMY 2. AFFECTIVE
3. PSYCHOMOTOR
 COGNITIVE DOMAIN
Emphasizes
measurements of
reasoning and the mental
faculties of student.

AFFECTIVE DOMAIN
Describes learning
objectives that emphasize
a feeling tone, an
emotion, or a degree of
acceptance or rejection.
 AFFECTIVE DOMAIN
More difficult domain to
objectively analyze and assess
since affective objectives vary from
simple attention to selected
phenomena to complex
Internally consistent qualities of
character and conscience.

Schooled but not educated

Processes in education today are
aimed at developing the cognitive
aspects of development and very
little or no time is spent on the
development of the affective
domain.
 Development of
Psychomotor domain

Is also an important
consideration in education

Taxonomy developed in the

affective domain
As a starting point of our
discussions on measurement
and evaluation in this
particular educational
domain of interest.
 Responding Charaterization
1.

3.
Receiving 2. Valuing Organization

4.

5.
Being aware Committed Willing to Already held By value or by
of or in some be and bring it value set is to
sensitive to small perceived into a act consistently
the measure to by others as harmonious in accordance
existence of the ideas, valuing and internally with values he
certain materials, certain consistent or she has
ideas, or ideas, philosophy. internalized.
material, or phenomena materials, Ex. To revise,
phenomena involved by or to require,
and being actively phenomena Ex. To discuss, to be rated high
willing to responding to theorize, in the value,
to them. Ex. To to formulate,
tolerate increase, to avoid,
them. Ex. To to measured to balance, to resist,
comply, proficiency to examine. to manage,
Ex. To
differentiate, to follow, in, to resolve.
to accept, to commend, to relinquish,
to listen(for), to volunteer, to subsidize,
to respond to. to spend to support,
leisure time to debate.
in,
to acclaim.
 If we are desirous to apply the continuum of Krathwohl et al.
To teaching, then we are encouraging students to not just receive information at the bottom
of the affective hierarchy.
Instead, as teachers, we would like for And maybe even to characterize
them to respond to what they learn, to themselves as environmentalists, geology
value it, to organize it majors or earth scientists

Study the biographies of great scientists

Serve as inspiration for them to emulate
Devoted their talents to the cause of
the way that great scientists have led the
science
simple lives

We are interested in students attitudes toward science,

Learning science and specific science

Scientists,
topics
 We want to find teaching methods that encourage
students and draw them in
Affective topics in educational literature include
attitudes, motivation,

Communication styles, classroom management

styles, learning styles,
Use of technology in the classroom and nonverbal
communication,

Interests, predisposition and self-efficacy

 As teachers
We need to be careful about our own actions

That may negatively impact on students

attitudes
which go straight into the affective domain.

Facial expressions that reveal sarcasm,

Body movements that betray distrust and
dislike, should all be avoided.
 Level Definition
Being aware of or attending
to something in the
Receiving
environment.
Showing some new behaviors
as a result of experience.
Responding
Showing some definite
involvement or commitment.
Valuing
Integrating a new value into
ones general set of values,
Organization
giving it some ranking among
ones general priorities.
Acting consistently with the
Characterization by
new value.
Value
Example
Individual would read a book
passage about civil rights.
Individual would answer
questions about the book,
read another book by the
same author, another book
about civil rights, etc.
The individual might
demonstrate this by
voluntarily attending a
lecture on civil rights.
The individual might arrange
a civil rights rally.
The individual is firmly
committed to the value,
perhaps becoming a civil
rights leader.
 1. ATTITUDES

Defined as mental VALUES

predisposition to that is
expressed by evaluating
a particular entity with
some degree of favor or
disfavor.
Individuals generally Mental
have attitudes that categories/orientation
focus on objects, people
or institutions. FOUR COMPONENTS
OF ATTITUDES

A. COGNITIONS
Beliefs, theories, ex, expectancies, cause-and-effect beliefs
and perceptions.

B. AFFECT
Fear, liking, or anger (c:blue=loneliness, to others associated
it with calm and peace).

C. BEHAVIORAL INTENTIONS
our goals, aspirations, and our expected responses to the
attitude object.

D. EVALUATION
the central component of attitudes,
consist of the imputation of some degree of goodness or
badness to an attitude object.
 Evaluations are a function of cognitive,
affect and behavioral intentions of the
object.
It is most often the evaluation that is
stored in memory, often without the
corresponding cognitions and affect that
were responsible for its formation (Robert
Scholl, Univ. Of Trhode Island, 2002)
Why study attitudes?

Attitudes can influence the way we act and

think in the social communities we
belong.
They can functions as frameworks and
references for forming conclusions and
interpreting or acting for or against an
individual; individuals ,
Drinking Alcoholic Bev.
Mathematics and Mathematical
Equations
 2. MOTIVATION

Is a reason or set or reasons for engaging in a particular behavior,

especially human behavior as studied in psychology and
neuropsychology.
The reason may include basic needs (e.g. food, water, shelter)

Or an object, goal, state of being, or ideal that is desirable, which may

or may not be viewed as positive, such as seeking a state of being in
which pain is absent.
The motivation for a behavior may also be attributed to less-apparent
reasons such as altruism or morality.

Accdg. To Geen (1995), motivation refers to the initiation, direction,

intensity and persistence of human behavior.
There are many theories that explain human motivation.
 A.. Abraham Maslows Hierarchy of Human Needs Theory.
- Human Beings have wants and desires
- Physiological: food, clothing, shelter, - Safety and security: home and family
- Social: being in a community, - Self esteem, Self actualiztion

B. Frederick Herzbergs two factor theory-need theory of motivation

- Concludes that certain factors in the WORKPLACE result in JOB SATISFACTION, absent leads to DISSATISFACTION
- 1. MOTIVATORS (e.g. Challenging work, recognition, responsibility) give positive satisfaction
-2. MOTIVATOR HYGIENE THEORY/HYGIENE FACTORS (MAKES YOU HEALTHIER)
- Do not motivate if present, but if absent will result in demotivation
-e.g. Status, job security, salary, and fringe benefits

C. Clayton Alderfer-ERG Theory (existence, relatedness and growth)

- Expanded Maslows Hierarchy of Needs Theory

-Existence Category Physiological and Safety Needs
Relatedness Category Love and Self Esteem Needs
 Several Effects of Motivation in Education on how
students learn/behavior toward Subject Matter
(Ormrod, 2003)
1. Direct behavior toward particular
4. Enhance cognitive processing
goals.
5. Determine what consequences are
2. Lead to increased effort and energy
reinforcing.
3. Increase initiation of, and persistence
6.Lead to improved performance.
in, activities.

Two (2) Kinds of Motivation

(Situated Motivation found in Environmental
Conditions that the Teacher creates)
1. INTRINSIC MOTIVATION occurs when 2. EXTRINSIC MOTIVATION comes into
people are internally motivatd to do play when a student is compelled to do
something because it either brings them something or act a certain way because of
pleasure (impt./learning is morally factors external to him or her
significant) (money/good grades)
 3. SELF-EFFICACY

The last focal concept, an impression that one is capable of performing in a

certain manner or attaining certain goals.
A belief that one has the capabilities to execute the courses of actions
required to manage prospective situations.

Unlike efficacy, which is the power to produce an effect (an essence,

competence)
Self-efficacy is the belief (whether or not accurate) the one has the power to
produce that effect.

(distinction) Self esteem relates to a persons sense of self-worth, wheras

Sefl efficacy relates to a perception of their ability to reach a goal
DEVELOPMENT OF
ASSESSMENT TOOLS
Assessment Tools which are used to assess
attitudes, interests, motivations, and self-
efficacy, have been developed.

1. Self-Report (Written Reflections)

-The most common measurement in the affective domain.
-Requires an individual to provide an account of his attitude or
feelings toward a oncept or idea or people.
ex. Write thoughts about the subject matter Why I Like or
Dislike Mathematics -
The teacher ensures that students would demontrate the
(taxonomy) low level of receiving up to characterization.

2. Rating Scales
Set of categories designed to elicit information about a
quantitative attribute in social science.
Common examples are LIKERT SCALE and 1-10
RATING SCALES
A person selects the number which is considered to
reflect the perceived quality of a product.
SEMANTIC DIFFERENTIAL SCALE
Tries to assess an individuals reaction to specific words,
ideas or concepts in terms of ratings on
BIPOLAR SCALES
Defined with contrasting adjectives at each end

0 = Neutral, 1 = Slightly, 2 = Quite, 3 = Extremely

3 close to good = Extremely Good reaction
3 close to bad = Extremely Bad reaction

The scale actually measures two things

1.) Directionality of a reaction (e.g. Good versus bad)
2.) Intensity (slight through extreme)
 A number of basic consideration are involed in
Semantic Differential (SD) methodology

Three Dimension of CONCEPTS PROFILE

Response labeled Measurements of a concept (EPA)
Evaluation good/bad,
EVALUATION, POTENCY, Potency powerful/powerless,
and ACTIVITY (EPA) Activity fast/low

BIPOLAR ADJECTIVES are

simple, economical means for
obtaining data on peoples
reactions. Can be used with
adults/children, persons from
all walks of life/culture
The results support the validity(SD)
EPA system appropriate in AS A TECHNIQUE FOR ATTITUDE MEASUREMENT
used in
affective responses (hundreds of 1) measure of attitude in wide variety of projects,
word concepts, stories, poems, 2) assess attitude change,
3) study attitude formation,
social roles, stereotypes, colors, 4) attitudes towards organization,
sounds, sapes, individual persons) 5) attitudes toward jobs and occupations,
6) attitudes toward minorities
 THURSTONE
LIKERT
SCALE

Considered the An Example of a Thurstone Scale

father of (target attribute:
attitude "measuring parents' aspirations for their
measurement children's educational & career attainments)
From
THURSTONE Addressed the http://jan.ucc.nau.edu/~mid/edr720/class/survey/responses/rea
issue of how ding4-2-1.html
favorable an
individual is
with regard to a
given issue

Developed
(1932)
method of
LIKERT summated
ratings/Liker
t Scale

From
https://rmsbunkerblog.wordpress.com/tag/likert-
CHECKLIST
The easiest instrument in the affective domain to
construct.

Consists of simple items that the student or

teacher marks as
absent
present

Steps in the construction of a checklist

Enumerate all the attributes/characteristics you wish to
observe relative to the concept being measured.
Arrange this attributes as a shopping list of characteristics.
Ask the students to mark those attributes/characteristics
which are present and to leave blank those which are not.
 Checklist for Teachers By: Sandra F. Rief M.A.E74 (1997)
Getting students attention
1. Ask an interesting, speculative question, show a picture, tell a little
story, or read a related poem to generate discussion and interest in the
upcoming lesson.
2. Try playfulness, silliness, a bit of theatrics (props/storytelling) to get
attention/interest.
3. Use storytelling. Students of all ages love to hear stories.
4. Add a bit of mystery bring an object relevant to the upcoming lesson in
a box.
5. Signal students auditorily: ring a bell, use a beeper or timer.
6. Vary your tone of voice: loud, soft, whispering.
7. Use visual signals: flash the lights or raise your hand which signals -
students to raise hand.
8. Frame the visual materia you want students to be focused on with your
hands/colored box.
9. If using an overhead, place an object (e.g. little toy car/plastic figure)
projected screen.
10. Clearly signal: Everybody....Ready...
11. Color is very effective in getting attention.
 References

Santos, Rosita De Guzman Ph. D. 2007. Advanced Methods in Educational Assessment and Evaluation
Assessment of Learning 2
PICTURES
Retrieved October 14 2014 http://leanlearning.wikispaces.com/instructional_design
Retrieved October 14, 2014 http://serc.carleton.edu/NAGTWorkshops/affective/index.html
Retrieved October 14, 2014 http://www.theknowledgeguru.com/serious-games-work-large-enterprise/
Retrieved October 14, 2014 http://educatingpreschool.blogspot.com/2011/03/affective-domain.html
Retrieved October 14,2014 http://www.slideshare.net/gabriellavillafranca3/assessment-in-affective-domain
Retrieved October 18, 2014 http://norahcolvin.com/tag/maslow/
Retrieved October 18, 2014 http://aviationmentor.blogspot.com/2011_03_01_archive.html
Retrieved October 18, 2014 http://logcero.blogspot.com/2014/01/assessment-tools-in-affective-domain.html