ASSESSMENT OF LEARNING

1. Assessment in
the Affective
Domain
Reported by:
JEONALYN S. CASTRO

2. 1. COGNITIVE
2. AFFECTIVE
3. PSYCHOMOTOR
3 Domains:
(Bloom’s Taxonomy, 1965)

3. Cognitive Domain- emphasizes intellectual
learning and problem solving activities and is
much concern with knowledge comprehension
and analysis.
Affective Domain-involves behavior and
educational objectives that have some
emotional overtones that deals with attitudes,
values, interests, beliefs and appreciation.
Psychomotor Domain- deals with motor and
manipulative skills

4. 1. RECEIVING- BEING AWARE OF OR SENSITIVE
TO THE EXISTENCE OF CERTAIN IDEAS, MATERIALS,
OR PHENOMENA AND BEING WILLING TO TOLERATE
THEM.
The taxonomy in the Affective Domain
(Krathwohl’s Taxonomy of Affective Domain, 1964)
2. Responding- committed in some small
measure to the ideas, materials, or phenomena
involved by actively
responding to them.
3. Valuing- willing to be. perceived by others as
attaching importance to certain ideas, materials,
or phenomenon.

5. 4. Organization- relating the value to those
already held and bring it into a harmonious
and internally consistent philosophy.
5. Characterization- act consistently in
accordance with the values he or she
has internalized.

6. Affective Learning Competencies
Instructional Objective
-specific, measurable, shirt-term, observable
student’s behaviours.
Objectives are the foundation upon which you
can build lessons and assessments that you can
prove to meet your overall course or lesson
goals.

7. Figure 1. Appropriate Behavioural Verbs for Affective Domain
Receiving Responding Valuing Organization Characterization
• Accept
• Attend
• Develop
• Recogniz
e
• Complete
• Comply
• Cooperate
• Discuss
• Examine
• Obey
• Respond
• Accept
• Defend
• Devote
• Pursue
• Seek
• Codify
• Discriminate
• Display
• Order
• Organize
• Systematize
• weigh
• Internalize
• Verify

8. Affective
Learning
Competencies

9. Attitude
 defined as a mental predisposition to act
that is to expressed by evaluating a
particular entity w/ some degree of favor
or disfavor.
Comprised of four components.
a. Cognitions
b. Affect
c. Behavioral Intentions
d. Evaluation

10. 1. Cognitions
 beliefs, theories , expectancies , cause-
and –effect beliefs and perceptions
relative to the object.
2. Affect
 refers to our feeling with respect to the
focal object such as fear, liking, or anger.
3. Behavioural Intentions
 goals, aspirations, and our expected
responses to the attitude object

11. 4. Evaluation
 Consist of the imputation of some
degree of goodness or badness to an
attitude object.
 Considered the central component of
attitudes.

12. Why study of attitudes?

13.  A reason or set of reasons for engaging in
a particular behavioral.
 Refers to the initiation, direction, intensity
and persistence of human behavior.(Geen,
1995)
2. Motivation

14. The NeedTheory
I. Abraham Maslow’s Hierarchy

15. 2. Frederick Herzberg’s
Two factor Theory
 concludes that certain
factors in the workplace
result in the job
satisfaction, while
others do not, but if
absent lead to
dissatisfaction.
o Motivators
o Hygiene Factors

18. 3. Clayton Alderfer
 Dictum of ERG Theory

19. MOTIVATIONIN EDUCATION
 Can have several effects on how students learn
and their behavior towards the subject matter
(Ormrod, 2003).
1. Direct behavior toward particular goals.
2. Lead to increased effort and energy.
3. Increase initiation of and persistence in ,
activities.
4. Enhance cognitive processing.
5. Determine what consequences are reinforcing.
6. Lead to improved performance.

20. Two Kinds of Motivation
1. Intrinsic Motivation
 Occurs when people are internally
motivated to do something.
2. Extrinsic Motivation
 Comes into play when a student is
compelled to do something or act in
a certain way.

21. Two Kinds of Motivation

22. 3.
 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.
3. SELF -EFFICACY