2. ASSESSING AFFECTIVE
LEARNING OTCOMES
The affective domain encompasses behaviors in terms of attitudes,
beliefs and feelings. Sets of attitudes, beliefs, and feelings comprise
one’s value. There are various assessment tools that can be used.
IMPORTANCE OF AFFECTIVE TARGET:
• Students are more proficient in problem solving if they enjoy what they do.
• A more positive environment fosters good student engagement and
learning that in a classroom with negative climate (Faser, 1994)
• Motivation and involvement of students in learning activities are affected
by students attitude toward learning, respect for other, and concern for
others.
3. TRAIT DEFINITION
ATTITUDE Predisposition to respond favorably or unfavorably to
specified situations, concepts, objects, institutions or
persons.
INTEREST Personal preference for certain kinds of activities.
VALUE Importance, worth, or usefulness of mode or conduct
and state of existence.
OPINIONS Beliefs about specific occurrences and situations.
PREFERENCE Desire or propensity to select one object over another.
MOTIVATION Desire and willingness to be engaged in behavior and
intensity of involvement.
ACADEMIC SELF CONCEPT Self perception of competence in school and learning.
SELF ESTEEM Attitude toward oneself; degree of self-respect,
worthiness
Or desirability of self- concept.
LOCUS OF CONTROL Self- perception of whether success and failure is
controlled by the student or by external influences.
Affective Traits
4. ALTRUISM Willingness and propensity to help others.
MORAL DEVELOPMENT Attainment of ethical principles that guide
decision making and behavior.
CLASSROOM ENVIRONMENT Nature of feeling tone and interpersonal
relationships in a class.
EMOTIONAL DEVELOPMENT Growth, change, and awareness of emotions
and ability to regulate emotional expression.
SOCIAL RELATIONSHIP Nature of interpersonal interactions and
functioning in group settings.
5. Characterizin
g
Organizing
Valuing
Respondin
g
Receiving
Acts consistently due to an internal belief
and Respond accordingly based on values,
develops and lives by a code of personal
behavior.
Values become systematic, can compare
and contrast values.
Motivated to invest, Chooses to behave in a
certain way frequently, begins to identify with
a behavior and commit to it.
Willingly participating, obedient, volunteers,
finds satisfaction in participating.
Willing to be aware of the setting or
situation, gives attention by choice, open
to the experience.
LEVELS OF
AFFECTIVE
DOMAIN
6. METHODS OF ASSESSING
AFFECTIVE LEARNING OUTCOME
1. Teacher Observation- is used to make systematic
observations to gather and record student behavior that
indicate the presence of a targeted affective traits.
TWO TYPES
a.) UNSTRUCTURED OBSERVATION- no formal affective
instruments used.
- it allows the teacher more
freedom to record what instruction is to be observed and how
it is recorded.
b.) STRUCTURED OBSERVATION- is done mainly by doing and
recording observation based on what is indicated in a checklist
or a rating scale.
7. 2. Student Self -Report- the most common and direct way is while having a casual
conversation or interview.
- is any method which involves asking a participant about their feelings, attitude, beliefs
and such.
TYPES OF SELF REPORT
*STUDENT INTERVIEW- it is similar to observation but in here there is an opportunity that teachers may
have direct involvement with the student wherein teachers can respond for better understanding.
*SURVEY AND QUESTIONNAIRE- allow to gather information from a large audience.
TWO TYPES
a.) CONSTRUCTED RESPONSE FORMAT
b.) SELECTED RESPONSE FORMAT
8. a.) CONSTRUCTED RESPONSE FORMAT- it is a straight forward approach asking
students about their affect by responding to simple statement or question.
The CR format, including its specific directions for examinees, the ideal answer, and
the actual scoring rubric should be prepared well in advance of the test
administration, so that time for review, revision and editing is available.
CR Scoring Methods There are two different approaches to easy scoring:
Analytic or Holistic ratings.
In analytic methods,
essays are rated in several
different categories and
characteristics. Analytic
methods may assist the
essay reader in staying
focused on the essential
features of the answer.
Holistic or Global requires
the essay reader to make
only one single rating of the
overall quality of the
written answer.
9. The advantages of selected-response format is that it assures anonymity. It is an
important aspect when considering the traits that are personal such as values and
self-concept. This self response format considered to be an efficient way of
collecting information.
b.) SELECTED RESPONSE FORMAT- three ways of implanting the selected
response format; Rating scale, semantic differential scale, and checklist
Rating Scale -This is a set of categories designed to elicit information about a
quantitative attribute in social science.
10. Types
of Rating Scales
Numerical rating scale -translate the judgment of quality or degree into numbers. To
increase the objectivity and consistency of results from numerical rating scales, a short
verbal description of the quality level of each number may be provided.
Descriptive Graphic Rating Scales - A better format for the rating is this descriptive
graphic rating scale that replaces the ambiguous single word with short behavioural
descriptions of the various points along the scale.
Semantic Differential Scales- tries to assess an individual's reaction to specific words,
ideas or concepts in terms of ratings on bipolar scales defined with contrasting
adjectives at each end.
Likert Scale- is a simple and widely used self-report method in assessing affect. It
requires that individuals tick on a box to report whether they "strongly agree",
"agree", "undecided", "disagree", or "strongly disagree", in response to a large
number of items concerning attitude object or stimulus.
11. Checklists- are the most common and perhaps the easiest instrument to construct
in the affective domain. A checklist consists of simple items that the student or
teacher marks as "absent" or "present".
Here are steps in constructing a checklist:
Enumerate all the attributes and characteristics you wish to observe
relative to the concept being measured. For instance, if the concept is
"interpersonal relation", then you might want to identify those indicators
or attributes which constitute evidence of good interpersonal relation
Arrange these attributes as a shopping list of characteristics
Ask the students to mark those attributes or characteristics which are
present and to leave blank those which are not.
12. 3. PEER RATING- peer rating appraisal is the least
common method among the three methods of assessing
affect.
• Peer ratings is seen as relatively inefficient in terms
of nature of conducting, scoring, and interpreting
peer ratings.
• To be used in assessing affective learning outcomes.
In this method, the students are asked to assess or
judge their classmates ’ behavior.
13. Two methods of conducting peer rating
A) guess -who approach, and
B) Socio-metric approach
These approaches can be used together with observations and self-reports to
strengthens assessment of interpersonal and classroom environmental targets.
Each of the three methods (observation, self -report, peer ratings) has it own
advantages and disadvantages.
14. CONSIDERATIONS WHEN
ASSESSING EFFECT:
1. Emotions and feelings
Change quickly most especially for young children and during early adolescence.
2. Use Different Approach
Do not rely on single approach because it has limitations.
3. Result
Do you need an INDIVIDUAL RESULT OR GROUP RESULT?
• For student’s individual performance use individual result
• For assessing improvement of classroom instruction use group result.
