The document discusses assessment in the affective domain. It defines key terms like attitude, motivation, and self-efficacy. It also explains Kratwohl and Bloom's taxonomy of the affective domain, which includes receiving, responding, valuing, organization, and characterization. Various assessment tools for the affective domain are also defined, including self-report, rating scales like the Thurstone scale, Likert scale, and semantic differential scale, as well as checklists.

1. GOOD MORNING
EVERYONE!
REPORTER:
ARNEL DELA CRUZ
SHEILA MARIE MIGUEL

3. CHAPTER 4:
Assessment in the
Affective Domain

4. Learning Objective:
a.To explain the importance of the affective domain in
the assessment of learning
b. To explain the taxonomy in the affective domain.
c. To define motivation.
d. To discuss the need theories on motivation.
e. To define and explain self-report, rating scale,
Thurstone scale, Lickert scale, semantic differential
scale and checklist.

5. Affective Domain
Describes the way we
deal with the thing
emotionally.

6. Kratwohl &Bloom
1964
Taxonomy of affective
domain describes the five
categories or level of active
learning.

7. RECEIVIN
G
RESPONDI
NG
VALUING
ORGANIZATI
ON
CHARACTERIZATI
ON
Affective
Domain

8. RECEIVING - It is being aware of or
sensitive to the existence of certain ideas,
material, or phenomena and being willing to
tolerate them.
RESPONDING - Is committed in some small
measure to the ideas, materials, or phenomena
involved by actively responding to them.

9. VALUING - Is willing to be perceived by others as
attaching importance to certain ideas, materials, or
phenomenon.
ORGANIZATION - Is relating the value to
those already held and bring it into a harmonious and
internally consistent philosophy.
CHARACTERIZATION - By value or value set
is to act consistently in accordance with the values he
or she has internalized.

10. Affective Learning
Competencies
Affective desired learning
competencies are often stated
in the form of instructional
objective.

11. WHAT IS INSTRUCTION
OBJECTIVES?
1 . I n s t r u c t i o n a l o b j e c t i v e a r e S P E C I F I C ,
M E A S U R A B L E , O B S E RVA B L E S T U D E N T
B E H AV I O R S .
2 . O b j e c t i v e a r e t h e f o u n d a t i o n u p o n
w h i c h y o u c a n b u i l d l e s s o n a n d
a s se ss m en t t h a t yo u ca n p r o ve m eet
y o u r o v e r a l l l e s s o n g o a l

12. WHAT IS INSTRUCTION
OBJECTIVES?
3. Think of objective as tools you use to make
sure you reach your goal. They are arrows you
shoot towards your target.
4. The purpose of the objective is to ensure
that learning is focused clearly enough that
both student and teacher know what is going
on and so learning can be objectively
measure.

13. Focal
Concept:
ATTITU
DE MOTIVATI
ONSELF-

14. Attitude
Defined as a mental
predisposition to act that is
expressed by evaluating a
particular entity with some
degree of favor and disfavor

15. 4 Components of
Attitude
1. Cognition
2. Affective
3. Behavioral Intentions
4. Evaluation

16. Motivation
Is a reason or set of reasons
for engaging in a particular
behavior INTRINSICALLY or
EXTRINSICALLY.

17. 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.

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

19. 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.

20. Rating Scales
Is a set of categories designed
to elicit information about a
quantitative attribute in social
science

21. Rating 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.

22. Rating Scales
 Thurstone and Likert 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.

23. Thurstone Scale Likert Scale

24. LOUIS
 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.
 Guttman pointed out that there should be
a multidimensional view of the attitude
construct.
 He developed the Guttman scaling

25. Checklist
The most common and
perhaps the easiest instrument
in the affective domain is to
construct the checklist.

26. Thank You!
Thank You!

27.  1. The most common and perhaps the easiest instrument in the affective
domain is to construct the _______.CHECKLIST
 2. He developed the Guttman scaling. LOUIS GUTTMAN
 3. Is a set of categories designed to elicit information about a quantitative
attribute in social science . RATING SCALE
 4. It is 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. SEMANTIC DIFFERENTIAL
 5. He is considered the “The father of attitude measurement”. LOUIS
THURSTONE
 6. It is the most common measurement tool in the affective domain. SELF
REPORT
 7. It is a belief that one has the capabilities to execute the courses of actions
required to manage prospective situations. SELF-EFFICACY
 8. Defined as a mental predisposition to act that is expressed by evaluating a
particular entity with some degree of favor and disfavor ATTITUDE