The document outlines the assessment of affective learning outcomes, emphasizing the need for clear objectives and outlining methods such as teacher observation, student self-report, and peer rating. It details the affective domain's levels and traits, categorizing them into structured subdomains like valuing, responding, and characterization. Further, it discusses various assessment tools, including checklists and rating scales, while highlighting the importance of transversal competencies in education.

1. Authentic
assessment in
affective domain

2. Learning
Outcomes
1. Define the different concepts
related to assessing affective
learning outcomes;
2. Determine diiferent levels of
effective domains;
3. Differentiate the three
methods of assessing
effective learning outcomes;
4. Formulate objectives in the
effective domain; and
5. Develop different assessment
tools in assessing affective
learning outcomes.
6. Determine other affective
measures and assessments.
2

3. “
The affective domain refers to the tracking of growth
in feelings or emotional areas throughout the
learning experience. To be most effective, learning
objectives labeled using this domain need a very
clear instructional intention for growth in this area
specified in the learning objective.
3

4. 📌 The affective domain is one of the three domains in
Bloom’s Taxonomy. It involves feelings, attitudes, and
emotions. It includes how people deal with external and
internal phenomena emotionally, such as values,
enthusiasms, and motivations. This domain is
categorized into five levels, which include receiving,
responding, valuing, organization, and characterization.
These subdomains form a hierarchical structure and are
arranged from simple feelings or motivations to those
that are more complex.
4

5. Affective
Traits
(Mcmillan,2001)
5
Trait Definition
Attitude
Predisposition to respond favorably or unfavorably to specified
situations, concepts, objects, institutions, or persons.
Interest Personal preference for certain kinds of activities.
Value
Importance, worth, or usefulness of mode or conduct and end-
state of existence.
Opinions Beliefs about specific occurrences and situations.
Preference Desire or propensity to select one object over another.
Motivation
Desire and willingness to be engaged in behavior and
intensity of involvement.
Academic Self-concept Self-perception of competence in school and learning.
Self-esteem
Attitude toward oneself; degree of self-respect, worthiness, or
desirability of self-concept.
Locus of Control
Self-perception of whether success and failure are controlled
by the student or by external influences.
Emotional Development
Growth, change, and awareness of emotions, and ability to
regulate emotional expression.
Social Relationship
Nature of interpersonal interactions and functioning in group
settings.
Altruism Willingness and propensity to help others.
Moral Development
Attainment of ethical principles that guide decision-making
and behavior.
Classroom Environment
Nature of feeling tone and interpersonal relationships in a
class.

6. Affective Domain of the Taxonomy of Educational Objectives
Receiving: Awareness of the need
and willingness to hear selected
attention, e.g., listening respectfully
to others, listening for and
remembering names of newly
introduced people.
Responding: Actively participate
in learning, including responding
to various appearances. Learning
outcomes may emphasize
compliance in response,
willingness to respond, or
satisfaction (motivation) in
response
Characterization: It is defined
as the establishment of a
value system that controls
learner behavior, which is
universal, consistent,
predictable, and the most
important feature of learners. Organization: It is defined as
comparing and classifying values,
resolving conflicts between them,
and creating a unique value system
with a primary focus on comparison,
relevance, and integrated values.
Valuing: It is defined as the
ability to judge the worth or value
of something, including specific
objects, phenomena, behaviors, or
information, and to express it
clearly from simple acceptance to
a more complex state of
commitment.

7. 7
CHARACTERIZATION
RECIEVING
VALUING
RESPONDING
ORGANIZATION
acts, discriminates, displays,
influences, modifies, performs,
qualifies, questions, revises, serves,
solves, and verifies.
compare, relate, and synthesize. appreciates, cherish, treasure,
demonstrates, initiates, invites,
joins, justifies, proposes, respect,
and shares.
answers, assistants, assists,
compliance, compliance,
discussions, greetings, help, tags,
shows, gifts, and narration. acknowledge, ask, attentive,
courteous, dutiful, follows, gives,
listens, and understands

8. Methods of Assessing Affective Learning
Outcomes
There are three different methods of assessing affective
learning outcomes: teacher observation, student self-report,
and peer rating.
8

9. TEACHER OBSERVATION
Observation technique is the systematic recording of the presence or absence of
affective outcomes.
There are two methods of assessing affective learning outcomes using
the teacher observation:
unstructured observation and structured observation.
9

10. Unstructured observation is also known as open-ended observation. Here, the
teacher does not use any rating scale, or checklist to record observations; it allows
the teacher more freedom to record what information is to be observed and how it
is recorded. Recording observations can be done through note-taking, mental note-
taking, or dairy keeping.
Structured observation is another way of assessing the affective traits of
students.This type of observation is somewhat different from unstructured
observation because more time is needed for the preparation of the materials and
the process of recording the observation.
Structures observation usually involves the utilization of a checklist, rating scale,
and sometimes the use of rubrics. With the behaviors listed, it allows the observer
to focus on the more important affect to be assessed. The behaviors can be listed
in different formats: through the checklist or the rating scale. Using the checklist,
the teacher indicates a behavior by marking yes or no; observed or not observed;
presence or absence, etc. With the use of a rating scale, terms such as always,
often, sometimes, seldom, and never are utilized.
10

11. STUDENT SELF-REPORT
The second method of assessing affective learning outcomes is through the use of
student self-report. Student self-report is a method of assessing affective learning
outcomes that allow students to express their feelings or attitudes toward a given
specific classroom activity.
There are two methods of assessing affective learning outcomes using
the student self-report:
interview method and the questionnaire and survey methods.
11

12. The interview method allows the teacher to probe and clarify information to avoid
ambiguity, though the students cannot be unanimous with their information and
are time-consuming to conduct. In this method, the first thing the teacher does is
to establish trust among students for them to reveal their true feelings and beliefs
regarding a certain fact, activity, or situation. This can be done using individual or
group interviews, round table discussions, or casual conversations.
The second type is through the use of questionnaires or survey methods. There are
two types of format for assessing affective learning outcomes using these
methods: the constructed-response format and the selected-response format.
12

13. 13
Constructed-response format is done using a completion item or an essay
item.
Examples of statements about completion type are as
follows:
1.I think Science_______________________.
2.What I like most about my friend is
__________________________.
Examples of essay topic with specific instructions are s
follows:
1.Write a paragraph you like most about Assessment in
learning 2. Cite reasons and the experiences that you like
most about the subject.
2.Describe yourself as a student. Are you one of the top-
performing students? If so, how do you maintain your high
grades? If not, what will you do to become a top student?
 In the completion item, the teacher
asks the students about their
feelings to respond to a simple
statement by writing a word of
phrase to complete the said
statement.
 Another type of constructed
response is the essay item. In the
essay item, the teacher let their
students organize their ideas to be
written in paragraph form regarding
a certain topic.

14. 14
Selected-response Format There are three types of selected-response format
such as rating scale, semantic differential scale, and checklist.
 The rating scale is a set of
categories designed to gather
information on quantitative
attributes in social sciences. In this
case, the Likert scale 1- 10 rating
scale is the most widely used to
assess attitude. The rating scale
requires the students to mark
whether they strongly agree, agree,
disagree, or strongly disagree about
their attitude toward something.
Statements used in the Likert Scale
are either positive or negative
Opinions
Stron
gly
Agre
e5
Agre
e4
Neut
ral3
Disag
ree2
Strong
ly
Disagr
ee1
Mathematics is a boring and
dull subject.
I enjoy studying Mathematics
at school.
Mathematics is an important
subject for my future career.
Mathematics is a difficult
subject for me.
I am confident that I will get a
high grade in Mathematics.
Mathematics does not scare
me at all.

15. 15
 Semantic differential scale is
another type of selected-response
format in which a pair of adjectives
are used to provide a connection
with feelings, beliefs, and opinions
that can be measured by degrees of
agreement that show both opposite
directions and intensity.
Example of Semantic Differential Scales:
Mathematics Test
Easy _____ _____ _____ _____ _____ _____ _____
Difficu
lt
3 2 1 0 1 2 3
Basketball Player
Weak _____ _____ _____ _____ _____ _____ _____
Stron
g
3 2 1 0 1 2 3
Presentation
Dislik
e
_____ _____ _____ _____ _____ _____ _____ Like
3 2 1 0 1 2 3

16. 16
 The checklist is the easiest tool to
develop compared to the rating
scale and semantic differential
scale. It consists of simple items
that the students or teacher marks
as present or absent of a certain
attribute that describes the affective
traits.
Steps in Constructing a Checklist
(McMillan, 2001)
1. Enumerate all attributes and
characteristics you wish to observe
relative to the concept being
assessed.
2. Arrange these attributes as a
shopping list of characteristics.
3. Ask students to mark attributes or
characteristics which are present
and to leave blank to those which
are not.
Observations Yes No
Students will attend classes on time.
Students will submit assignments on time.
Students will actively participate in class
discussions.
Students will follow instructions during the
examination.
Students will ask questions during
classroom discussions.

17. PEER RATING
Peer rating is the least method to be used in assessing affective learning outcomes.
In this method, the students are asked to assess or judge their classmates’
behavior. It can be used to assess interpersonal traits. Frequency nomination or
sociogram is used to analyze its results.
There are two approaches to obtaining peer rating:
guess-who approach and the sociometric approach.
17

18. 18
Guess-who approach, students are asked to write the name/s of their classmate/s
who is described in the form.
GUESS-WHO FORM
Directions: Write the name/s of your classmate/s who is
described in the following questions. Your answer must
remain confidential. No other students shall see your
answer. Student/s can be named more than once in each
category.
1. Who is the most willing to work with others?
_________________________
2. Which student is concerned more about others?
______________________
3. Who ask much help about his/her assignment?
_______________________
4. Which student is willing to cooperate with others?
____________________-

19. 19
On the other hand, the sociometric approach is used to assess the social
structure of the class and interaction patterns among students. Using this approach,
allows the teacher to learn about the social acceptance and the liking patterns of the
students. The results can be utilized in identifying small groups of students, cliques,
popular students, and social isolates.

20. Other Affective Measures and
Assessments
20

21. Non-Test
Indicators
Academic tests are typically relied upon to assess the
performance of students in educational tasks. Since
schools are charged with the major responsibility for
preparing students to perform these tasks, academic tests
are also used to evaluate whether and to what extent
school programs have achieved their goals. The use of a
single form of measurement ( pencil-and paper-tests) to
monitor learner development or the performance of
educational programs, however, may be less reliable.
21

22. Transversal
competencies
Transversal competencies are competencies that are
transferable between jobs that is why they are also called
transferable competencies. People use to call them
experience, soft skills, emotional intelligence, and
employability skills. They are a set of competencies
related to attitudes and values and procedures. They can
be transferred from one specific task to another. They can
be used in a wide variety of situations and settings. These
transversal competencies cross over the specific jobs and
make people function better in any job. Learning
transversal competencies puts every graduate of any
educational program at an advantage in the future.
22

23. 23
Critical and
Innovative
Thinking
Creativity
It is the ability to use a wide range of creative techniques to create new
and worthwhile ideas as well as observable creations. This includes
the skills necessary to elaborate, refine, analyze and evaluate their
creations to improve and maximize creative efforts.
Entrepreneurship
It is a combination of technical, business management, and personal
determination, innovation, and risk-taking skills necessary to turn ideas
into action, as well as plan and manages projects to achieve
objectives.
Application Skills
This refers to the skills necessary to implement innovations. This
includes the ability to act on creative ideas to make a tangible and
useful contribution to the field in which the innovation will occur.
Reflective thinking
This is the ability to reflect critically on learning experiences and
processes to inform future progress.
Reasoned decision
Making
It is the ability to use various types of reasoning as appropriate to the
situation, to effectively analyze and evaluate evidence, arguments,
claims, and beliefs in making judgments and decisions.
Below is the list of transversal competencies that the 2013 Asia-Pacific Education Research Institutes Network research reported

24. 24
Inter
personal
Skills
Communication Skills
These include the ability to articulate thoughts and ideas effectively using
oral, written, and nonverbal communication skills in a variety of forms and
contexts.
Organizational skills
These refer to skills such as general organizing, team administration,
planning, time management, coordinating resources, and meeting
deadlines.
Teamwork
It refers to skills necessary to be able to work with others towards a
common goal. These include the ability to negotiate, follow an agenda,
and make group decisions.
Collaboration
It is the ability to work effectively and respectfully with diverse teams,
including the skills necessary to exercise flexibility and willingness to help
make necessary compromises to accomplish a common goal.

25. 25
Media and
Information
Literacy
Ability to obtain and
analyze information
through ICTs
This refers to skills required to identify, locate and access appropriate
information sources and interpret this information and draw conclusions
based on analysis.
Ability to critically
evaluate information
and media content
This refers to the skills required to evaluate the quality, appropriateness,
and value of the information, as well as its sources.
Ethical use of ICTs
This refers to the skills required and the ability to apply a fundamental
understanding of the ethical/legal issues surrounding the access and use
of information technologies.

26. 26
Global
citizenship
Respect for diversity
This includes the skills to understand, negotiate and balance diverse
views and beliefs to reach workable solutions, particularly in a
multicultural environment.
Intercultural
understanding
This refers to respecting cultural differences and work effectively with
people from a range of cultural backgrounds and responding open-
mindedly to different ideas and values.
Democratic
participation
This refers to skills necessary for participating effectively in civic life
through knowing how to stay informed and understanding governmental
processes. This includes the skills for exercising the rights and
obligations of citizenship at the local, state, national, and global levels.

27. 27
Research-based
construct
P21 Framework
Terminology
NRC Framework
Terminology
ATC 21 Framework
Terminology
Critical thinking Learning and innovation-
critical thinking
Cognitive-critical thinking Ways of thinking – critical
thinking, problem-solving,
and decision-making
Collaboration Learning and innovation-
communication and
collaboration
Interpersonal – complex
communication, social
skills, teamwork
Ways of working –
communication, and
collaboration
Creativity Learning and innovation-
creativity and innovation
Cognitive – non-routine
problem solving
Ways of thinking –
creativity, and innovation
Motivation Life and career skills –
initiative, flexibility
Intrapersonal – self-
development, adaptability
Living in the world -
adaptability, flexibility,
self-direction
Metacognition Life and career skills –
self-direction, productivity
Intrapersonal – self-
management, self-
regulation
Ways of thinking –
metacognition or learning
to learn
Transversal Competencies are the 21st Century skills in the several frameworks

28. GUIDE
QUESTIONS
1. Define the affective
learning outcomes.
2. which of the affective
domain of the taxonomy
do you think you have
learned?
3. How can you
differentiate the three
methods of assessing
affective learning
outcomes?
4. Which mode of
assessing affective
learning outcome do you
is better?
5. What are the different
levels of affective
domains?
6. What are the differences
between the transversal in
2013 and and 21st
century?
28

29. Thanks!
WE HOPE, YOU HAVE LEARNED!
29

30. Team
Presentation
30
CHARLES,
MARK JHON E.
EMAAS,
JAMES D.
ABRILLO,
ANGEL B.
CHARLES,
JENNESSA P.

31. Team
Presentation
31
ESPINA,
SAUL L.
GETALADO,
JENALYN C.
NASAM,
ANGELICA C.
CASURAO,
JHAREN O.

32. Team
Presentation
32
CANTONJOS,
JEMINA O.
DE GUIA,
MARY QUEEN M.

33. 33