The document discusses affective assessment and various methods for measuring attitudes and values in the affective domain. It begins by explaining affective assessment and its place within Bloom's Taxonomy, specifically measuring a student's attitudes, interests, and values. It then describes several common methods for measuring the affective domain, including Likert scales, semantic differential scales, Thurstone scales, checklists, and Guttman scales. Examples are provided for each method. The goal of affective assessment is to evaluate aspects of learning beyond just cognitive knowledge, focusing on a student's underlying emotions, feelings, and values.

2. • Affective Assessment is an
assessment based on the
student’s attitudes, interest and
values.

3. Bloom's Taxonomy of Learning Domains
Bloom's Taxonomy was created in 1956 under
the leadership of educational psychologist Dr.
Benjamin Bloom in order to promote higher
forms of thinking in education, such as
analysing and evaluating, rather than just
remembering facts (rote learning).Learning
takes place in 3 domains:
• Cognitive
• Psychomotor
• Affective

4. Affective Domain
The Affective Taxonomy, which describes objectives that
reflects underlying emotions, feelings, or values rather than
cognitive or thought complexity.
This taxonomy describes a process by which another
person’s, groups, or society’s ideas, beliefs, customs,
philosophies, attitudes, and so on are gradually accepted and
internalized by a different person, group, or society.
This process usually begins with a minimal, partial, or
incomplete acceptance of an alternative point of view and
culminates with the complete integration of this point of view
into an individual’s personal belief system.

5. For example:
An individual who naively believed in early 1985 that the
return of Halley’s Comet in 1986 would cause the end of life on
Earth may at first have found it difficult even listen to, receive, or
attend to information that indicated that the comet’s return would
have no significant or lasting effect on life on Earth. Instead, the
individual may have ignored such information, attempting instead
to convince others of Earth’s impending doom. However, with the
passage of time throughout the year, and with increased media
and educational reports about the event, the individual may have
increasingly listened to such information and even considered,
discussed, or responded to explanations regarding Earth’s safety
owing to the comet’s distance from Earth, its lack of mass, the
protection afforded by Earth’s atmosphere, etc. Eventually the
individual likely began to value the argument that the comet would
have little or no effect on life on Earth and ceased preaching the
demise of Earth.

6. Level and Definition Illustrative Verbs Example
Receiving refers to the
student's willingness to
attend to particular
phenomena of stimuli
(classroom activities,
textbook, music, etc.).
asks, chooses, describes,
follows, gives, holds,
identifies,
locates, names, points
to, selects, sits erect,
replies, uses
Listening to discussions
of controversial issues
with an open mind.
Responding refers to
active participation on
the part of the student.
At this level he or she
not only attends to a
particular phenomenon
but also reacts to it in
some way.
answers, assists,
complies, conforms,
discusses, greets, helps,
labels, performs,
practices, presents,
reads, recites, reports,
selects, tells, writes
Participating in team
problem solving
activities.
Questions new ideals,
concepts, models, etc. in
order to fully understand
them.
Valuing is concerned
with the worth or value a
student attaches to a
particular
completes, describes,
differentiates,
Accepting the idea that
integrated curricula is a
good way

7. Organization is concerned
with bringing together
different values, resolving
conflicts between them,
and beginning the building
of an internally consistent
value system.
adheres, alters, arranges,
combines, compares,
completes, defends,
explains, generalizes,
identifies, integrates,
modifies, orders,
organizes, prepares,
relates, synthesizes
Recognizing own abilities,
limitations, and values and
developing realistic
aspirations.
Accepts responsibility
from one’s behavior.
Characterization by a
value or value set. The
individual has a value
system that has controlled
his or her behavior for a
sufficiently long time for
him or her to develop a
characteristic “life-style.”
acts, discriminates,
displays,
influences, listens,
modifies,
performs, practices,
proposes,
qualifies, questions,
revises,
serves, solves, uses,
verifies
A person's lifestyle
influences reactions to
many different kinds of
situations.
Shows self-reliance when
working independently.
Uses an objective
approach in problem
solving.
.

8. ▶Certain positive values needs to be
introduced to our students through the various
academic subjects. For instance, a
mathematics teacher can developed and still
the value of “self-discipline”, of honesty, and
integrity in his lessons. It is well-known that
mathematics, apart from its utilitarian
function, develops disciplined minds and
forces the students to think logically. A way
to do this would be to study the lives of great
mathematicians whose works inspire the
students.

9. ▶There is an on-going debate among
educators today about the relative
importance of developing a child’s IQ or
Intelligence Quotient as opposed to
developing his “EQ or Emotional Quotient”.
Research shown that, those with fully
developed “EQ’s” tended to be more
successful, better able to adjust to his
environment, and contribute more
positively to the society.

10. ▶Affective learning competencies are
often stated in the form of instructional
objectives.
Affective Learning Competencies

11. These are the specific statements of learner
behaviour or outcomes that are expected to be
exhibited by students after completing a unit of
instruction. A unit of instruction may, for
example mean:
a six-week lesson on Filipino culture
a one-week lesson on algebraic
expression
a class period on “subtracting with
borrowing”

12. a.Behavioural objective- specifies an
observable, measureable behavior to be
exhibited, the conditions under which is to be
exhibited, and the criterion for mastery.
b.Expressive objective- specifies an
educational activity but does not specify the
particular outcome of the activity.

13. Unfortunately, they are not always well-written and do not
always fit a particular class of style. Instructional
objectives often have to be formulated by classroom
teachers to fit their individual classrooms.
Example: By Friday, the student will be able to recite the
names of the months in order.
Instructional objectives are specific, measurable, short-
term, observable student behaviors
Objectives are the foundation upon which you can build
lessons and assessments that you can prove meet your
over-all course or lesson goals.

14. The purpose of objectives is to ensure that learning is focused
clearly enough that both students and teachers know what is going
on, and so learning can be objectively measured.
Think of objectives as tools used to make sure you reach your
goals; arrows you shoot towards your target (goal).

15. Focal concepts in Affective Domain
- The word attitude (from Latin aptus) is defined within the
framework of social psychology as a subjective or mental
preparation for action.
- Attitudes are defined as a mental predisposition to act that is
expressed by evaluating a particular entity with some degree of
favor or disfavor.

16. ▶Cognitions - cognitions are our beliefs, theories, expectations,
cause-and-effect beliefs, perceptions relative to the focal point;
statement of beliefs and expectations which vary from one individual
to the next.
▶Affect – refers to feelings with respect to the focal object – fear,
liking, anger
▶Behavioral Intentions – refers to our goals, aspirations, and
our expected responses to the attitude object.
▶Evaluation – often considered the central component of
attitudes; it consists of the imputation of some degree of goodness or
badness to an attitude object.

17. Predisposition and Attitude
•Predisposition is an inclination beforehand to interpret
statements in a particular way while attitude is a complex
mental state involving beliefs and feelings and values and
dispositions to act in certain ways.
Why study attitudes?
•Attitude can influence the way we act and think in the
social communities we belong. They can function as
frameworks and references for forming conclusions and
interpreting or acting for or against an individual;
individuals, a concept or an idea.

18. - It is a reason or set of reasons for engaging in
a particular behavior. The reasons include basic
needs, or an object, goal, state of being or ideal
that is desirable.

19. “Motivation and desire represent the very
foundation of learning.
If students don’t want to learn, there will be no
learning.
If they feel unable to learn, there will be no
learning.
Desire and motivation are not academic
achievement characteristics.
They are affective characteristics.”
(Stiggins, 2005, pp. 199‐200)

20. Theories
that Explain
Human Motivation

23. - Needs are arranged in order of importance, from basic to
complex.
- Human needs have wants and desires which influence
behavior: only unsatisfied needs can influence behavior,
satisfied needs cannot.
- The person advances to the next level of needs only after
the lower need is at
least minimally satisfied.
- The further the progress up the hierarchy, the more
individuality, humanness
and psychological health a person will show.

25. - It is sometimes called “Motivator-Hygiene
Theory”.
•Motivators – challenging work, recognition,
responsibility, which give positive satisfaction
•Hygiene factors – status, job security, salary and
fringe benefits – do not motivate if present, but if
absent will result in demotivation.

27. •This theory posits that there are three groups
of core needs—existence, relatedness, and growth—hence
the label: ERG theory.
•The existence group is concerned with providing our basic
material existence requirements.
•The second group of needs are those of relatedness, the
desire we have for maintaining
important interpersonal relationships.
•These social and status desires require interaction with
others if they are to be satisfied, and they align with
Maslow's social need and the external component of
Maslow's esteem classification.

28. - It can direct behavior toward particular goals
- lead to increase effort and energy; increase
initiation of, and persistence in activities
- enhance cognitive processing
- determine what consequences are reinforcing
- lead to improve performance
Motivation in education can have several effects on
how students learn and their behavior towards
subject matter.

29. occurs when people are
internally motivated to do something because it
either brings them pleasure, they think it is important,
or they feel that what they are learning is morally
significant
which comes when a student
compelled to do something because of factors
external to him or her like money or good grades.

30. •Self-efficacy is an impression that one is
capable of performing in a certain manner or
attaining certain goals. It is a belief that one
has the capabilities to execute the courses of
actions required to manage prospective
situations

31. Self-esteem relates to a person’s sense of self-
worth while, self-efficacy relates to person’s
perception of their ability to reach a goal.

33. This the most common measurement tool in the
affective domain. It essentially requires an
individual to provide an account of his attitude
or feelings toward a concept or idea or people. It
is also called “written reflections”.

34. It refers to a set of categories designed to elicit
information about a quantitative attribute in
social science.

35. Example:

36. It 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.
Example:
Good ___ ___ ___ ___ ___ ___ ___ Bad
3 2 1 0 1 2 3
(3 – extreme; 2 – quite; 0 - neutral)

37. A number of basic considerations are involved in SD
methodology.
a. Bipolar adjectives are a simple, economical means for
obtaining data on people’s reactions.
b. Ratings on bipolar adjective scales tend to be correlated, and
three basic dimensions of response account for most of the co-
variation in ratings.
c. Some adjective scales are almost pure measures of the EPA
dimensions: good-bad (Evaluation), powerful-powerless
(Potency), and fast-slow (Activity).
d. EPA measurements are appropriate when one is interested
in an effective domain responses.

38. Thurstone is considered the father of attitude
measurement and addressed the issue of how
favorable an individual is with regard to a given issue.
He developed an attitude continuum to determine the
position of favorability on the issue.

39. Attitude towards Black people in America
Example:
Directions: put a check mark in the blank if you agree with the
item.
1. Blacks should be considered the lowest class of human beings. (0.9)
2. Blacks and whites must be kept apart in all social affairs where they
might be taken as equals. (3.2)
3. I am not interested in how blacks rate socially. (5.4)
4. A refusal to accept blacks is not based on any fact of nature, but on a
prejudice which should be overcome. (7.9)
5. I believe that blacks deserve the same social privileges as whites.
(10.3)

40. In 1932,Rensis Likert developed the method of
summated ratings (or Likert scale), which is widely
used. This requires an individual to 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.

41. Likert scale is derived as follows:
a. Pick individual items to include. Choose
individual items that you know correlate highly
with the total score across items.
b. Choose how to scale each item, or construct
labels for each scale value to represent
interpretation to be assigned to the number.
c. Ask your target audience to mark each item.
d. Derive a target’s score by adding the values that
target identifies on each item.

42. Example: Directions: indicate the extent to
which you agree or disagree with each
statement by circling the appropriate letter to
the right of each statement.
1.I have hard time keeping awake in class.
2.I daydream a lot in class.
3.I often feel I like coming to this class. Strongly
Agree
Agree
Uncertain
Disagree
Strongly
Disagree
SA A U D SD
SA A U D SD
SA A U D SD

43. •They are quick and economical to administer and score.
•They are easily adaptable to most attitude measurement situations.
•They provide direct and reliable assessment of attitudes when scales are well
constructed.
•They lend themselves well to item analysis procedures.
•Results are easily faked where individuals want to present a false impression
of their attitudes.
•Intervals between points on the scale do not represent equal changes in
attitude for all individuals.
•Internal consistency of the scale may be difficult to achieve
•Good attitude statements take time to construct.

44. the respondent must choose between
two options: yes to agree or no to disagree.
Example: circle yes or no to indicate whether you agree with each
statement.
1.I prefer volleyball to badminton. yes no
2.When I teach, I will use two-point scale. yes no
3.When I teach, I will give affective assessment yes no
an attention too.

45. By circling one of the seven points in the scale, respondents
indicates the degree to which they feel the adjective represent
their attitude.
Example: circle one of the numbers between each pair of
adjective to best indicate how closely one of the adjective
describes you attitude about essay.
Good 1 2 3 4 5 6 7 bad
Unpleasant 1 2 3 4 5 6 7 unpleasant
Positive 1 2 3 4 5 6 7 negative

46. It is the most common and perhaps the easiest
instrument in the affective domain.
Here are the steps in the construction of a checklist:
a. Enumerate all the attributes and characteristics you
wish to observe.
b. Arrange this attributes as a “shopping list” of
characteristics.
c. Ask students to mark those attributes which are
present and to leave blank those which are not.

47. Yes No
1. The student is effectively uses eye contact.
2. The student dresses appropriately.
3. The student is clearly defines the topic .
4. The student provides evidence of extensive and valid research with
multiple and varied sources.
5. The student combines and evaluates existing ideas to form new
insights.

48. A Guttman scale is also used in attitude measurement. A series
of statement which represent a gradient of agreement to a
concept is represented to the respondent.