The document discusses various methods for assessing learning in the affective domain. It begins by defining the affective domain as dealing with feelings, emotions, attitudes, and values. It then explains three common methods: teacher observation, student self-reports, and peer ratings. Various assessment tools are described that can be used with these methods, including rating scales, checklists, semantic differentials, sentence completion, and written reflections. The goal of assessment in the affective domain is to evaluate students' attitudes, values, motivations, and social-emotional development.

1. PRESENTATION
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2. Assessment in
AFFECTIVE DOMAIN

3. Learning Outcomes
develop assessment tools to measure learning in the
affective domain.
discuss soft skills in relation to assessment in the affective
domain;
AT THE END OF THE CHAPTER, THE STUDENT SHOULD BE ABLE TO:
explain the meaning of assessing learning outcomes in the
affective domain;
cite the methods and tools for assessing learning in the
affective domain; and

4. - ANDY HARGREAVES
"On Assessment: Measure what you value
instead of valuing only what you can measure.“

5. In the Bloom's taxonomy, three domains of learning were
identified: cognitive, psychomotor and affective domains.
The cognitive domain includes mental skills (knowledge),
the affective domain dwells on growth in feelings or
emotional areas (feelings, emotions, attitude) while the
psychomotor domain is concerned with manual or
physical skills (skills). In short, the three domains of
learning are KSA, meaning knowledge, skills and attitude.
Introduction

6. In this Chapter, we shall be concerned with the affective
domain. For a balanced education, let us not pay attention
only to the development of the mind (cognitive) and the
hands (physical skills). Let us also give attention to the
development of the heart (affective).
For, as the Bible says." what does it profit a man if he gains
the whole world but loses his soul"? Indeed, what does it
profit a man/woman if he/she accumulates a lot of wealth
with the use of his/her mind (cognitive) and hands
(psychomotor), if he/she is not happy or has no sense of
fulfillment (affective)?
Introduction

7. 3 DOMAINS (BLOOM'S TAXONOMY)
COGNITIVE
DOMAIN
PSYCHOMOTOR
DOMAIN
AFFECTIVE
DOMAIN

8. SOCIAL EMOTIONAL
LEARNING
is the process of developing the self-
awareness, self- control, and
interpersonal skills that are vital for
school, work, and life success.
EMOTIONAL INTELLIGENCE
is the ability to understand, use, and
manage your own emotions in
positive ways to relieve stress,
communicate effectively, overcome
challenges and defuse conflict.

9. Soft skills in
AFFECTIVE DOMAIN

10. are non technical skills that refer to how one
works in the workplace, how one interacts
with others in the workplace and how one
looks at the problems and solve problems.

11. SOCIAL SKILLS
SELF
MANAGEMENT
include how a student interacts
with other students as observed
by teachers and other adults.
refers to self regulation

12. ACADEMIC
SOFT SKILLS
APPROACHES
TO LEARNING
are both social and cognitive.
students engagement in school,
pleasure in learning and anxiety
about performance.

13. 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).
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.

14. Affective Domain
Affective learning is demonstrated by behaviors
indicating attitudes of awareness, interest, attention,
concern, and 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.

15. The affective domain is a part of a system
that was published in 1965 for:
IDENTIFYING
UNDERSTANDING
ADRESSING ON HOW
PEOPLE LEARN

16. The taxonomy of
EDUCATIONAL
OBJECTIVES

17. THE AFFECTIVE DOMAIN DESCRIBES LEARNING OBJECTIVES THAT
EMPHASIZE A FEELING TONE, AN EMOTION, OR A DEGREE OF
ACCEPTANCE OR REJECTION.

18. 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)
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).

19. VALUING
ORGANIZATION
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).
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).

20. 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).

21. 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.
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.

22. 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 nonverbal communications.
As teachers, we need to be careful about our actions
that may negatively impact on students' attitudes which
go straight into the affective domain.
For instance, facial expression that reveal sarcasm
(Harsh), body movements that betray distrust and
dislike, should all be avoided.

23. Affective Learning Competencies
Instructional objectives are specific, measurable, observable
student behaviors.
Objectives are the foundation upon which you can build lessons
and assessments that you can prove meet your overall lesson
goals.
Think of objectives as tools you use to make sure you reach your
goals. They are the arrows you shoot towards your target.
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.

24. Behavioral Verbs Appropriate for the Affective Domain
1. Accept
2. Attend
3. Develop
4. Recognize
RECEIVING RESPONDING VALUING ORGANIZATION
CHARAC-
TERIZATION
1. Complete
2. Comply
3. Cooperate
4. Obey
5. Respond
1. Accept
2. Defend
3. Devote
4. Pursue
5. Seek
1. Codify
2. Display
3. Order
4. Organize
5.Systematize
1. Internalize
2. Verify

25. Attitudes

26. defined as a mental predisposition to act that is
expressed by evaluating a particular entity with
some degree of favor and disfavor.
Attitudes are also attached to mental
categories.
Mental orientations towards concepts are
generally referred to as values.

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

28. COGNITIONS
are our beliefs, Theories,
Expectancies, Cause and
Effect beliefs, and
Perceptions relative to the
focal object.
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.

29. AFFECT
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".
The affective component refers to our feeling with respect to
the focal object such as fear, liking, or anger.

30. BEHAVIORAL INTENTIONS
EVALUATION
are our goals, aspirations, and
our expected response to the
attitude object.
considered the central component of
attitudes.
consist of the imputations of some
degree of goodness and badness to an
attitude toward an object.

31. Motivation
a reason or set of reasons for engaging
in a particular behavior intrinsically or
extrinsically.

32. INTRINSIC MOTIVATION
Occurs when a people are internally
motivated to do something because
it either brings them pleasure, they
think it is important.
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.

33. Self-efficacy
vs.
Self-esteem

34. 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.
It is important to understand the
distinction between self esteem and self
efficacy.

35. Self esteem relates to a one person's sense
of self worth, whereas self efficacy relates
to a person's sense.
Assessment tools in the affective domain,
in particular, those which are used to
assess attitudes, interests, motivations,
and self-efficacy.

36. Methods of
Assessing Learning
in the Affective
Domain

37. McMillan (2007) gives three feasible methods of
assessing learning or learner's development in the
affective domain. The first in the list is teacher
observation. The two others are student self-
report and peer-ratings.

38. Teacher observation can be unstructured or
structured.
It is unstructured when observation is open-ended.
Teacher's observation is not limited to items in a
checklist or rating scale.
Teacher observation is structured when he/she is
guided in what to observe by a checklist or rating
scale.
1. Teacher Observation

39. Determine behaviors to be observed in advance.
Record student's important data such as time, data,
and place.
If unstructured, record brief descriptions of relevant
behavior.
Keep interpretations separate from description.
Record both positive and negative behaviors
1.
2.
3.
4.
5.

40. 6. Have as much observation of each student as necessary.
7. Avoid personal bias. Be objective.
8. Immediately record the observations.
9. Apply a simple and efficient procedure.

41. 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.
2. Self report

42. A self-report is also referred to as "written
reflection".
A teacher may require a student to write his
thoughts on topics like "Why I Like or Dislike
Physics" or "Why I Like or Dislike Coming to
School".

43. A student self-report can also be derived by way of
a student interview or by way of a questionnaire
and survey.
Teacher may interview a student on whether the
student likes or hates Physics as a subject and why.

44. How else may a teacher know if a student is realizing the
intended learning outcome in the affective domain other
than teacher observing the student or the student making a
report about himself/herself.
Another way is to ask the student's peer to rate him/her on
affective items where teacher wants to rate the student
3. Peer Ratings

45. Affective
Assessment
Tools

46. The different methods of assessing learning or
development in the affective domain, namely:
teacher observation, student self-report and peer
ratings-make use of assessment tools such as
Likert Scale, Semantic Differential, Checklist,
sentence completion and student's written
reflections.

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

49. Likert Scale
A Likert Scale is one example of a Rating Scale.
It makes use of a five-point scale from Strongly Disagree (1),
Disagree (2), Undecided (3), Agree (4) to Strongly Agree (5).
Below is a Likert Scale used to assess student's attitude
toward teaching as a profession to determine each student's
attitude toward teaching after a lesson on teaching as a
profession.

50. Direction: Each statement is supposed to measure your attitude
toward teaching as profession. Indicate your response with a
check. Legend: 5- Strongly Agree, 4- Agree, 3-Undecided, 2-
Disagree, 1- Strongly Disagree

51. 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.
Semantic Differential Scales

53. 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.
Thurstone Scale

55. In 1944, Guttman suggested that the attitude
should be measured by multidimensional scales,
as opposed to uni-dimensional scales such as
those developed by Thurstone and Likert.
Guttmann pointed out that there should be a
multidimensional view of the attitude construct.
Guttman Scaling

57. the most common and perhaps the
easiest instrument in the affective
domain.
It consist of simple items that the student
or teacher marks as “absent” or
“present”.
Checklists

59. 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.
THE MOST COMMON AND PERHAPS THE
EASIEST INSTRUMENT IN THE AFFECTIVE
DOMAIN IS TO CONSTRUCT THE CHECKLIST.
Steps in the construction of checklist

60. The student is asked to complete a given
incomplete sentence related to the intended
learning outcome.
This method is based on the idea that sentence
completion will reveal more about thoughts,
fantasies, and emotional conflicts than testing
with direct questions (Weiner & Greene, 2008).
Sentence Completion

61. Here are some sentence stems that can serve as
scaffolding to help students get started in for
sentence completion:
In my opinion... I assume..
From my point of view... If you ask me....
As far as I can tell... To my mind...
The way I see things is that...

62. In using this measurement tool, the teacher asks the
students, for example, to write their personal
thoughts and feelings on a subject or topic given by
the teacher like "Why I Like or Dislike Mathematics".
A reflection paper allows students to take a personal
approach and express their thoughts on a given topic.
Student's Written Reflections

63. Thank you for listening!
DON'T HESITATE TO ASK ANY QUESTIONS.