The document discusses assessment in the affective domain of Bloom's Taxonomy. It describes the affective domain as dealing with emotions, values, attitudes, and motivations. It outlines Bloom's taxonomy of the affective domain, including receiving, responding, valuing, organization, and characterization. It provides examples of behavioral verbs used to write affective learning objectives. It also discusses assessing attitudes, motivation, and self-efficacy, and provides examples of assessment tools used in the affective domain like rating scales, semantic differential scales, and checklists.

1. Assessment in the
Affective Domain

2. Affective Domain
The affective domain is one of three
domains in Bloom's Taxonomy, with the
other two being
the cognitive and psychomotor(Bloom, et
al., 1956).

3. • The affective domain (Krathwohl, Bloom,
Masia, 1973) includes the manner in
which we deal with things emotionally
such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes.

4. • Affective learning is demonstrated by
behaviors indicating attitudes of
awareness, interest, attention, concern,
and responsibility, ability to listen and
respond in interactions with others,

5. and ability to demonstrate those attitudinal
characteristics or values which are
appropriate to the test situation and the
field of study

6. The affective domain is a part of a system
that was published in 1965 for :
 Identifying
 Understanding
 Addressing
on how people learn.

7. • We shall concern with the second of these
domains which is the affective domain.

8. The Affective domain describes learning
objectives that emphasize a feeling tone,
an emotion, or a degree of acceptance or
rejection.

9. The taxonomy in the affective domain

11. Receiving
It is being aware of or sensitive to the
existence of certain ideas, material, or
phenomena and being willing to tolerate
them. (To differentiate, To accept, To
listen(for), To respond to)

12. Responding
Is committed in some small measure to
the ideas, materials, or phenomena
involved by actively responding to them.
(To comply with, To follow, To commend, To
volunteer, To spend leisure time in, To
acclaim)

13. Valuing
Is willing to be perceived by others as
attaching importance to certain ideas,
materials, or phenomenon.
(To increased measured proficiency, To
relinquished, To subsidize, To support, To
debate)

14. Organization
Is relating the value to those already held
and bring it into a harmonious and
internally consistent philosophy.
(To discuss, To theorize, To formulate, To
balance, To examine)

15. Characterization
By value or value set is to act consistently
in accordance with the values he or she
has internalized.
(To resist, To manage, To resolve)

16. It is, admittedly, a 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.

17. Noticed that it is far more difficult to state
an objective in the affective domain
because they often refer to the feelings
and internal processes of the mind and
body that cannot be tested and measured
using traditional methods.

18. • As teachers, we are also interested in
students’ attitudes towards learning topics
such as science, math and etc.

19. We want to find teaching methods that
encourage students and draw them in.
Affective topics in educational literature
include attitudes, motivation,
communication styles, learning styles, use
of technology in the classroom and non
verbal communications.

20. As teachers, we need to be careful about
our actions that may negatively impact on
students’ attitudes which go straight into
the affective domain.

21. For instance, facial expression that reveal
sarcasm(Harsh) , body movements that
betray distrust and dislike, should all be
avoided.

22. Affective Learning Competencies
Instructional objectives are specific,
measurable, observable student
behaviors.

23. Objectives are the foundation upon which
you can build lessons and assessments
that you can prove meet your overall
lesson goals.

24. Think of objectives as tools you use to
make sure you reach your goals. They are
the arrows you shoot towards your target.

25. The purpose of the objectives is to ensure
that learning is focused clearly enough
that both students and teacher know what
is going on, and so learning can be
objectively measured.

26. Behavioral Verbs Appropriate
for the Affective Domain
Receiving :
• Accept
• Attend
• Develop
• Recognize

27. Responding :
• Complete
• Comply
• Cooperate
• Obey
• Respond

28. Valuing :
• Accept
• Defend
• Devote
• Pursue
• Seek

29. Organization:
• Codify
• Display
• Order
• Organize
• Systematize

30. Characterization :
• Internalize
• Verify

31. Attitudes
Are defined as a mental predisposition to
act that is expressed by evaluating a
particular entity with some degree of favor
and disfavor.

32. Attitudes are also attached to mental
categories.
Mental orientations towards concepts are
generally referred to as values.

33. Attitudes are compromised of 4
components:

34. Cognitions
Are our beliefs, Theories, Expectancies,
Cause and Effect beliefs, and Perceptions
relative to the focal object.

35. This concept is not the same as “Feelings”
but just a statement of beliefs and
expectations which vary from one
individual context to the next.

36. Affect
The affective component refers to our
feeling with respect to the focal object
such as fear, liking, or anger.

37. For instance, the color “Blue” evokes
different feelings for different individuals:
some like the color blue but others not.
Some associate the color blue with
“loneliness” while others associate it with
“calm and peace”.

38. Behavioral Intentions
Behavioral intentions are our goals,
aspirations, and our expected response to
the attitude object.

39. Evaluation
Are often considered the central
component of attitudes. Evaluations
consist of the imputations of some degree
of goodness and badness to an attitude
toward an object.

40. Why study attitudes?
Because it can influence the way we act
and think in the social communities we
belong.

41. For example: When your mathematics
classes are recited, students with negative
attitude towards mathematics tend to play
less attention and occupy their minds with
something else.

42. Motivation
Is a reason or set of reasons for engaging
in a particular behavior intrinsically or
extrinsically.

43. Intrinsic motivation
Occurs when a people are internally
motivated to do something because it
either brings them pleasure, they think it is
important.

44. Extrinsic motivation
Comes into play when a student is
compelled to do something or act a certain
a way because of factors external to him
or her.

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

46. It is important to understand the distinction
between self esteem and self efficacy.
 Self esteem relates to a one person’s
sense of self worth, whereas self efficacy
relate’s to a person’s sense of

47. Development of Assessment
Tools

48. Assessment tools in the affective domain,
in particular, those which are used to
assess attitudes, interests, motivations,
and self-efficacy.

49. Self report
It is the most common measurement tool
in the affective domain.
It essentially requires an individual to
provide an account of his/her attitude or
feelings toward a concept or idea or
people.

51. Rating Scales
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.

53. Semantic Differential Scales
The Semantic Differential (SD) 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.

56. The SD has been used as a measure in a
wide variety of projects.
Osgood., et al., (1957) report exploratory
studies in which the SD was used to
assess attitude.

57. Thurstone Scale
Louis Thurstone is considered the “The
father of attitude measurement”.
 He address the issue on 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.

59. In 1944, Guttman suggested that the
attitude should be measured by
multidimensional scales, as opposed to
unidimensional scales such as those
developed by thurstone and likert.

60. Guttman pointed out that there should be
a mulitdimentional view of the attitude
construct.
He developed the Guttman scaling

62. Checklists
The most common and perhaps the
easiest instrument in the affective domain
is to construct the checklist.

63. 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
which are not