PED

1. Hi! I’m
Argie C. Omag

2. Taxonomy in
the Affective
Domain

3. KRATHWOHL’S TAXONOMY
“THE AFFECTIVE DOMAIN”
Affective learning is demonstrated by
behaviors indicating attitudes of
awareness, interest, attention,
concern, responsibility, ability to listen
and respond in interactions with
others, and ability to demonstrate
those attitudinal characteristics or
values which are appropriate to the
test situation and the field of study.

4. Receiving
● It refers to the student's willingness
to attend to particular phenomena of
stimuli (classroom activities, textbook,
music, etc.).
● It represents the lowest level of
learning outcomes in the affective
domain .
●Learning outcomes in this area range
from the simple awareness that a thing
exists to selective attention on the part
of the learner.
ILLUSTRATIVE VERBS:
asks, chooses, describes, follows,
gives, holds, identifies, locates,
names, points to, selects, sits erect,
replies, uses

5. ILLUSTRATIVE VERBS:
answers, assists, complies, conforms,
discusses, greets, helps, labels,
performs, practices, presents, reads,
recites, reports, selects, tells, writes
● It 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.
● Learning outcomes in
this area may emphasize
acquiescence in
responding.
Responding

6. Valuing
● It is concerned with the worth or
value a student attaches to a particular
object, phenomenon, or behavior.
● It is based on the internalization of a
set of specified values, but clues to
these values are expressed in the
student's overt behavior.
● Learning outcomes are concerned
with behavior that is consistent and
stable enough to make the value
clearly identifiable.
ILLUSTRATIVE VERBS:
completes, describes,
differentiates, explains, follows,
forms, initiates, invites, joins,
justifies, proposes, reads, reports,
selects, shares, studies, works

7. Organizing
● It is concerned with
bringing together
different values,
resolving conflicts
between them, and
beginning the building of
an internally consistent
value system.
● Learning outcomes may be
concerned with the
conceptualization of a
value or with the
organization of a value
system.
ILLUSTRATIVE VERBS:
adheres, alters, arranges, combines,
compares, completes, defends,
explains, generalizes, identifies,
integrates, modifies, orders,
organizes, prepares, relates,
synthesizes

8. Characterizing
● 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.” Thus the behavior
is pervasive, consistent,
and predictable.
● Learning outcomes at
this level cover a broad
range of activities, but
the major emphasis is on
the fact that the behavior
is typical or
characteristic of the
student.
ILLUSTRATIVE VERBS:
acts, discriminates, displays,
influences, listens, modifies,
performs, practices, proposes,
qualifies, questions, revises, serves,
solves, uses, verifies

9. Affective
Learning
Competencies
by: Josiemae A. Solamillo

10. -are often stated in the form of
instructional objectives.
-these are the specific statements of
learner behavior or outcomes that are
expected to be exhibited by students
after completing a unit of instruction.
Affective Learning Competencies

11. a. Behavioral Objectives
-specifies and observable, measurable behavior
to be exhibited,content , the conditions under which
is to be exhibited and the criterion for mastery.
b. Expressive objective
-specifies and educational activity / content but
does not specify the particular outcome of the
activity.
TWO TYPES OF INSTRUCTIONAL OBJECTIVES

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

13. 4 components of Attitude
1. Cognitions
- are our beliefs , theories , expectations, cause
and effects , perceptions relative to the focal point
which vary from one individual to the next.
2. Affect
- refers to feelings with respect to the focal
object -fear, liking, anger

14. 3. Behavioral Intentions
-refers to our goals, aspirations, and our expected
responses to the attitude object.
4. Evaluation
- often considered the central component of
attitude
- it consists of the imputation of some degree of
goodness or badness to an attitude object.

15. 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.

16. 2. Motivation
- it is a reason or a set of reasons for engaging in particular
behavior. The reasons include basic needs, or an object , goal,
state of being or ideal that is desirable.
Motivation in education can have several effects on how
students learn and their behavior towards subject matter.
- it can direct behavior towards particular goals
- lead to increase effort and energy; it increase initiation of ,
and persistence in activities
- enhance cognitive processing
- determine what consequences are reinforcing
- lead to improve performance

17. 1 . Intrinsic Motivation 2. Extrinsic Motivation
- 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 it factors external to
him like money or good
grades.
2 KINDS OF MOTIVATION

18. Self esteem vs. Self efficacy
Self esteem relates to a person's sense of self worth , while self
efficacy relates to a person's perception of their ability to reach
a goal.
3. 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.

19. Developmen
t of
Assessment
Tools
by: Daisy Mae C. Patalan

20. Developme
nt of
Assessment
Tools
Assessment tools in the
affective domain, in
particular, those which are
used to assess attitudes,
interests, motivations, and
self-efficacy, have been
developed.

21. 1. Self-Report
--It is most common measurement tool in the affective domain.
- It essentially requires an individual to provide an account of his/her
attitude or feelings towards a concept or idea or people.
- Referred to as "written reflection"
- Can be derived by way of a student interview or a questionnaire and
survey.

22. Example:
A tally sheet is often used by teachers to record the
frequency of student behaviors, activities or remarks.

23. 2. Rating
Scales
- It is a set of categories designed to
elicit information about a quantitative
attribute in social science.
- Common examples are the likert
scale and 1-10 scales for which a
person selects the number which is
considered to reflect the perceived
quality of a product.

24. Example:
• Likert Scale is the most widely
used scale in survey research.
Respondents are asked to rate
items on a level of agreement. For
example, a 5 point likert scale
might include Strongly Disagree,
Disagree, Undecided, Agree, and
Strongly Agree.

25. • 1-10 Rating Scale is a type of
rating scale that asks
respondents to rate something
on a scale from 1 (lowest) to 10
(highest).

26. 3. Semantic Differential (SD)
Scale
- 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.
- It is designed 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.

28. 4.
Checklist
- The most common and perhaps
the easiest instrument in the
affective domain is to construct
the checklist.
- The student simply check an
item that is observed or present or
possessed or that applies to
him/her.

30. Steps in the construction of checklist:
• Enumerate all the attributes and
characteristics you wish to
observe.
• Arrange these attributes as a
"shopping list" of characteristics.
• Ask the students to mark those
attributes which are present and
leave blank those are not.

31. THANK YOU!