1. Assessment in the Affective Domain
The affective domain is a part of a system that was published
in 1965 for identifying understanding and addressing how
people learn. This describes learning objectives that
emphasize a feeling tone, an emotion, or a degree of
acceptance or rejection It is far more difficult domain to
objectively analyze and assess since affective objectives vary
from simple attention to selected phenomena to complex but
internally consistent qualities of character and conscience.
Nevertheless, much of the educative process needs to deal
with assessment and measurement of students’ abilities in
this domain.
,
2. The taxonomy in the affective domain contains a large
number of objectives in the literature expresses as interests,
attitudes, appreciation, values, and emotional sets or biases.
The descriptions of step in the taxonomy was culled from
Kratwohl’s Taxonomy of Affective Domain:
For instance, it is often heard that certain people are
“schooled” but not “educated.” This simply refers to the
fact that much of the processes in education today are
aimed at developing the cognitive aspects of
development and very little or no time is spent on the
development of the affective domain.
The Taxonomy in the Affective Domain
3.
4. 1. Receiving- is being aware of or sensitive to the
existence of certain ideas, material, or phenomena and
being willing to tolerate them. Examples: To
differentiate, To accept, To listen, To respond to.
5. 2. Responding- is committed in some small measure to the ideas,
materials, or phenomena involved by actively responding to them.
Examples: to comply with, to follow, to commend, to volunteer, to
spend leisure time in, to acclaim.
6. 3. Valuing - is willing to be perceived by others as valuing
certain ideas, materials, or phenomena. Examples: to
increase measured proficiency in, to relinquish, to
subsidize, to support, to debate.
7. 4. Organization - is to relate the value to those already held
and bring into a harmonious and internally consistent
philosophy. Examples: To discuss, To theorize, To formulate,
To balance, To examine, resolve conflicts, propose to balance
freedom with responsible behavior.
8. 5. Characterization - by value or value set is to
act consistently in accordance with the values he
or she has internalized. Examples: To revise, To
require, To be rated high in the value, To avoid,
To resist, To manage, To resolve.
9. Affective Learning Competencies
Affective learning competencies- are often
stated in the form of instructional objectives
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 use to
prove you have met your over-all course or lesson goals. Think of
objectives as tools used to make sure you reach your goals; arrows
you shoot towards your target (goal). 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. Learning in the affective domain is assessed
and measured in schools but not used as grade of students in this
domain.
10. The Taxonomy in the Affective Domain
Behavioral objectives focus on observable
behaviors which can then be easily translated in
quantitative terms:
12. In the affective domain, and in particular, when we
consider learning competencies, we also consider the
following focal concepts:
Attitudes:
Attitudes are defined as a mental predisposition to
act that is expressed by evaluating a particular
entity with some degree of favor or disfavor.
Individuals generally have attitudes that focus on
objects, people or institutions. Attitudes are also
attached to mental categories. Mental orientations
towards concepts are generally referred to as
values Attitudes are comprised of four
components:
13. 1. Cognition-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.
2. Affect- refers to feelings with
respect to the focal object –
fear, liking, anger; color blue
refers to loneliness); others
as calm or peace.
14. –
3. Behavioral intentions- our goals,
aspirations, and our expected
responses to the attitude object.
4. Evaluation-central component of attitudes;
imputations of some degree of goodness or
badness to an attitude object; positive or negative
attitude toward an object; functions of cognitive,
affect and behavioral intentions of the object;
stored in memory.
15. Attitudes influence the way person acts and think in a
social communities we belong. They can function as
frameworks and references for forming conclusions
and interpreting or acting for or against an individual, a
concept or an idea. It influence behavior. People will
behave in ways consistent with their attitudes.
Motivation
Motivation is a reason or set of reasons for engaging
in a particular behavior. The reasons include basic
needs, object, goal, state of being, ideal that is
desirable. Motivation also refers to initiation,
direction, intensity and persistence of human
behavior.
16. There are many theories that explain human
motivation. The need theory is one of these
theories. Abraham Maslow’s hierarchy of human
needs theory is the most widely discussed theory of
motivation. The theory can be summarized as thus:
• human needs have wants and desires which influence
behavior: only unsatisfied needs can influence
behavior, satisfied needs cannot.
• needs are arranged in order of importance, from
basic to complex. (physiological, safety and
security, social, self s esteem, self actualization.
17. 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.
Frederick Herzberg presents another need theory : the two factor
theory, the “Motivation-Hygiene Theory”. It concludes that certain
factors in the workplace result in job satisfaction, while others do
not, but if absent lead to dissatisfaction. Herzberg distinguished
between:
18. o Motivators – challenging work, recognition,
responsibility, which give positive
satisfaction.
o Hygiene factors –status, job security, salary and fringe benefits
– do not motivate if present, but if absent
will result in demotivation.
Like hygiene, the presence of it will make one healthier, but
absence cause health deterioration.
19. Clayton Aldefer expanded Maslow’s hierarchy of needs. He
formulated the ERG Theory (existence, relatedness and
growth). The existence category (physiological and safety) are
lower order needs, followed by the relatedness category ( love
and self-esteem) as middle order needs, and the growth
category ( self actualization and self esteem ) as higher order
needs.
Motivation in education can have several effects on how
students learn and their behavior towards subject matter. 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;
20. There are two kinds of motivation: Intrinsic motivation brings
pleasure, or make feel people feel what they are learning is
morally significant and Extrinsic motivation which comes when a
student compelled to do something because of factors external to
him.
21. Self-efficacy
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. It is also a belief (whether or not accurate) that
one has the power to produce that effect.
Self efficacy relates to person’s perception of their ability to reach
a goal, Research shows that over-efficaciousness negatively
affected student motivation, while under-efficaciousness
increased motivation to study.
22.
23. Assessment tools in the affective domain are those
which are used to assess attitudes, interest, motivations
and self efficacy. These include:
1. Self-report
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” (“Why I
Like or Dislike Mathematics”. The teacher ensures that the
students write something which would demonstrate the
various levels of the taxonomy ( receiving to
characterization).
24.
25. 2. Rating Scales
Refers to a set of categories designed to elicit information about a
quantitative attribute in social science. Common examples are the
Likert scale and 1-10 rating scales for which a person selects the
number which is considered to reflects the perceived quality of a
product. The basic feature of any rating scale is that it consists of a
number of categories. These are usually assigned integers.
26.
27. 3. Semantic Differential (SD)-
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.
Good ___ ___ ___ ___ ___ ___ ___ Bad
3 2 1 0 1 2 3
( 3 – extreme; 2 – quite; 0 - neutral)
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
28. 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 measurement are appropriate when one is
interested in an effective domain responses; multi-variate
approach to affect measurement; generalized approach
applicable to any concept or stimulus, and thus permits
comparisons of affective reactions on widely disparate
things.
29.
30. 2. Thurstone Scale
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. Below is an example of a
Thurstone scale of measurement.
31. 3. Likert Scales
In 1932, 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. 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.
32. 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.
b. choose how to scale each item, or construct
labels for each scale value to represent
interpretation to be assigned to the number
33.
34.
35. 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.
