The document discusses developing test items that assess the affective domain in educational psychology. It defines key terms like test, test item, affective domain, and levels of the affective domain. The affective domain involves measuring feelings, attitudes, and values. The document provides examples of test questions targeting each level of the affective domain, from receiving to characterization. It concludes that teachers must understand the affective domain hierarchy and how to observe the processes and skills within it when assessing students.

1. Topic: DEVELOPMENT OF TEST ITEMS IN
AFFECTIVE DOMAIN IN THE SUBJECT OF EDUCATION
PSYCHOLOGY
Presented to: Dr. Muhammad Tanveer Afzal
Presenter: Abdul Qahar
Course code: 3742
Allama Iqbal Open University Islamabad
Department of Secondary Teacher Education

2. Outline:
• Definition of Test, test item, development, Psychology,
• Affective Domain
• Levels of affective domain
• Development of test items in educational Psychology
• Conclusion

3. Test: a tool used for the measurement
• Test Item: A test item is a specific task test takers are asked to
perform.
• Psychology is the science of behavior and mind, including conscious
and unconscious phenomena, as well as thought.
• Psychology defines “development” as “the overall growth of humans
throughout their lifespan.”

4. • The affective domain describes learning objectives that emphasize a
feeling tone, an emotion, or a degree of acceptance or rejection.
• Affective domain refers to growth in feeling or emotional areas (
attitude).
Affective Domain

6. Test items in Educational Psychology)
Q.1 Do u feel good when helping the poors?
Strongly agree
 agree
undecided
Disagree
strongly disagree

7. Q.2 Are you satisfied with the theories of psychologist?
Highly Satisfied
Considerably Satisfied
undecided
Unsatisfied
Highly Unsatisfied

8. Test items to check the attitude.
Level Examples
Receiving What is your attitude towards Islam?
How will he receive the information?
He will accept or reject the information

9. Responding Are you following Quran and Sunnah?
How will he respond in the second level?

10. Valuing How much the rituals are important for you?
How he value to Islam?
By offering prayers or fasting.

11. Level:
Organization How you manage your time for the activities
related to Islam?
How he will organize his routines to perform the rituals.

12. Characterization Being a Muslim What are your duties?
How will he characterize himself that Islam is now in his blood?
All his actions will show that he is a Muslim.

13. Analyzing data from a Likert Scale
• Summarize using a median or a mode (not a mean); the mode is
probably the most suitable for easy interpretation.

15. Thematic Apperception Test item

16. Conclusion
• Teachers and learners need to become familiar with the hierarchy of
processes and skills within the affective domain and work to
internalize how those processes and skills can be observed and
assessed in real learning contexts. From the affective domain involve
performance, improvement occurs which leads to developmental
growth and ultimately the empowerment to challenge oneself in all
aspects of life.

17. References
• (2018, 04 09). Retrieved from umn.edu:
http://carla.umn.edu/assessment/vac/research/construction.html
• (2018, 04 09). Retrieved from wikipedia.org: https://en.wikipedia.org/wiki/Psychology
• (2018, 04 10). Retrieved from differencebetween.net:
http://www.differencebetween.net/science/differences-between-growth-and-development-in-
psychology/
• (2018, 04 10). Retrieved from carleton.edu:
https://serc.carleton.edu/NAGTWorkshops/affective/intro.html
• (2018, 04 11). Retrieved from washington.edu:
http://courses.washington.edu/pharm439/Bloomstax.htm
• (2018, 04 11). Retrieved from simplypsychology.org: https://www.simplypsychology.org/attitude-
measurement.html
• Bowling, A. (1997). Research Methods in Health. Buckingham: Open University Press.
• Krathwohl, D. R., Bloom, B. S., & Mesia, B. B. (1964). Taxonomy of educational objectives (Vol. 2):
Affective domain. New York: David McKay.

18. “…developing a test is easy; developing a good test requires knowledge, skill, [and] time…”
(Gallagher, 1998)