The document discusses the affective domain of learning, which involves emotions, values, attitudes, and motivations. It describes the levels of the affective domain from receiving to responding to valuing to commitment. Evaluation methods of the affective domain are also presented, including rating scales, checklists, semantic differentials, and Likert scales to gauge student attitudes. Projective techniques like word association, unfinished sentences, and unfinished stories are indirect methods to probe student feelings and attitudes. Keeping logs, diaries, and writing compositions provides opportunities for students to express emotions and views.

2. • What is Affective Domain
• Levels of Affective Domain
o Receiving
o Responding
o Valuing
o Commitment (Organization/Characterization)
• Krathwohl’s Hierarchy of Affective Domain
(Teachers & Student standpoint)
• Evaluating Affective Domain

3. The affective domain
includes the manner in
which we deal with things
emotionally, such as
feelings, values,
appreciation, enthusiasms,
motivations, and attitudes.

4. Levels of Learning in the

5. Level Description
RECEIVING Involves being aware of and willing
to freely attend to a stimulus
RESPONDING Involves active participation.
VALUING
Refers to voluntarily giving worth to
an object, phenomenon or stimulus.
COMMITMENT
(Organization
and
Characterization)
Involves building an internally
consistent value system and freely
living by it.

6. State of mind
Encourage students to
transfer idea to daily life
Help students solve
problems
Help the students discuss
new ideas
Encourage student to
participate
Getting students attention
Krathwohl’s
Hierarchy of
Affective
Domain
(Teachers & Student
Standpoint)

7. Evaluating Affective Domain

8. Is a form of rating scale containing statements
designed to gauge students’ feeling on an
attitude or behavior.
An Attitude Scale for Determining Interest in Mathematics

9. Used in evaluating attitudes, feelings, and
opinions.
2.1 . Checklist type of response provides the students
a list of adjectives for describing or evaluating something
and requires them to check those that apply.
Checklist Questionnaire on Students Attitudes in a Science Class

10. 2.2. Semantic Differential is another type of response
on a questionnaire. It is usually a five-point scale
showing polar or opposite objectives.

11. 2.3. Likert Scale is a psychometric scale commonly involved
in research that employs questionnaires.

12. are indirect and unstructured methods used
when a teacher wants to probe deeper into the
student’s feelings and attitude.
3.1. Word Association: A projective technique in
which the individual is presented with a list of words
one at a time and asked to respond with the first word
or idea that comes to mind.
Terms: Answer:
Coca cola
Centrum
Awards
War
Puzzle
Very refreshing
Complete vitamins
Boost confidence
Causes destruction
Good brain exercise

13. 3.2. Unfinished Sentence: A students or respondents
are given incomplete sentences and ask to complete
the thought with words that best express their feeling.
3.3. Unfinished Story : Is a story with no ending is
deliberately presented to the students, which they
have to finished or complete.

14. “In trouble”
Willie Johnson was in trouble! In school this morning he
had thrown his paint water at Sue Nelligan and the teacher had
become angry with him. “Why did you do that, Willie?’ she
asked. Willie couldn’t tell her, because he really didn’t why
himself. He knew that Sue had teased him a little, but wasn’t
the real reason. He just didn’t know! The whole thing put him
in a bad mood. From then on, the entire day went to heck.
In the afternoon he had pushed Tommy Grigsley in the
recess line. He also had stamped his foot and yelled at the
teacher. The teacher had become angry with him again. But this
time she put a note to his mother on his jacket with a pin.
That note! Hew knew it was about his behaviour in class
during the day. He knew that when he got home his mother would
read the note and give him some kind of punishment. Then his
father would find out about it and he’d really get it!

15. Continuation “In trouble”
On his way home from school Willie was thinking about what
his father would do to him.
“Wow!” he thought. “I’ll get killed if I take this note home. I’d
better take it off and throw it away.”
He was just about to do that when he remembered what had
happened to Billy Beatty when he was sent home with a note. Billy
has thrown his note away and was sent to the principal’s office
about it. Then Billy was in double trouble.
Wow! He was in trouble. He couldn’t throw it away. What
should he do? He had a problem, all right. He had to make a choice,
but how should he choose? No matter what he did, the outcome
didn’t look too good! What should he do?

16. Through these techniques, students are
provided the opportunity to express their
emotions and views about issue, themselves,
and others.
Sample forms:
Log book of daily routines or activities
Diaries/Journals
Essays
Other written composition or themes
Autobiographies

17. Thank you!
Prepared by: Rowena “wein” Intia