1. Assessment
in the
Affective Domain
ASSESSMENT OF LEARNING 2
DR. REBECCA AMAGSILA Ph. D.
• EDDIE T. ABUG
• BSE-TLE 4A

2. Chapter 4
PUBLISHED
BLOOM’S
TAXONOMY
• ASSESSMENT
IN THE
AFFECTIVE
DOMAIN
• 1965
• THREE DOMAINS
• 1. COGNITIVE
• 2. AFFECTIVE
• 3. PSYCHOMOTOR

3. • COGNITIVE DOMAIN
• Emphasizes
measurements of
reasoning and the mental
faculties of student.
• AFFECTIVE DOMAIN
• Describes learning
objectives that emphasize
a feeling tone, an
emotion, or a degree of
acceptance or rejection.

4. • AFFECTIVE DOMAIN
• More difficult domain to
objectively analyze and assess
since affective objectives vary from
simple attention to selected
phenomena to complex
• Internally consistent qualities of
character and conscience.
• “Schooled” but not” educated”
• 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.

5. • Development of
Psychomotor domain
• Is also an important
consideration in education
• Taxonomy developed in the
affective domain
• As a starting point of our
discussions on measurement
and evaluation in this
particular educational
domain of interest.

6. 1.
Receiving
Being aware
of or
sensitive to
the
existence of
certain
ideas,
material, or
phenomena
and being
willing to
tolerate
them.
Ex. To
differentiate,
to accept,
to listen(for),
to respond to.
2.
Responding
Committed
in some
small
measure to
the ideas,
materials,
or
phenomena
involved by
actively
responding
to them.
Ex. To
comply,
to follow,
to commend,
to volunteer,
to spend
leisure time
in,
to acclaim.
3.
Valuing
Willing to
be
perceived
by others as
valuing
certain
ideas,
materials,
or
phenomena
Ex. To
increase,
to measured
proficiency
in,
to relinquish,
to subsidize,
to support,
to debate.
4.
Organization
Already held
and bring it
into a
harmonious
and internally
consistent
philosophy.
Ex. To discuss,
to theorize,
to formulate,
to balance,
to examine.
5.
Charaterization
By value or by
value set is to
act consistently
in accordance
with values he
or she has
internalized.
Ex. To revise,
to require,
to be rated high
in the value,
to avoid,
to resist,
to manage,
to resolve.

7. If we are desirous to apply the continuum of Krathwohl et al.
To teaching, then we are encouraging students to not just receive information at the bottom
Study the biographies of great scientists
We are interested in students’ attitudes toward science,
Scientists,
Learning science and specific science
topics
Serve as inspiration for them to emulate
the way that great scientists have led the
simple lives
Devoted their talents to the cause of
science
of the affective hierarchy.
Instead, as teachers, we would like for
them to respond to what they learn, to
value it, to organize it
And maybe even to characterize
themselves as environmentalists, geology
majors or earth scientists

8. • We want to find teaching methods that encourage
students and draw them in
• Affective topics in educational literature include
attitudes, motivation,
• Communication styles, classroom management
styles, learning styles,
• Use of technology in the classroom and nonverbal
communication,
• Interests, predisposition and self-efficacy

9. • As teachers
• We need to be careful about our own actions
• That may negatively impact on students’
attitudes
• which go straight into the affective domain.
• Facial expressions that reveal sarcasm,
• Body movements that betray distrust and
dislike, should all be avoided.

11. Level Definition Example
Receiving
Being aware of or attending
to something in the
environment.
Individual would read a book
passage about civil rights.
Responding
Showing some new behaviors
as a result of experience.
Individual would answer
questions about the book,
read another book by the
same author, another book
about civil rights, etc.
Valuing
Showing some definite
involvement or commitment.
The individual might
demonstrate this by
voluntarily attending a
lecture on civil rights.
Organization
Integrating a new value into
one’s general set of values,
giving it some ranking among
one’s general priorities.
The individual might arrange
a civil rights rally.
Characterization by
Value
Acting consistently with the
new value.
The individual is firmly
committed to the value,
perhaps becoming a civil
rights leader.

14. A. COGNITIONS
Beliefs, theories, ex, expectancies, cause-and-effect beliefs
and perceptions.
B. AFFECT
Fear, liking, or anger (c:blue=loneliness, to others associated
it with calm and peace).
C. BEHAVIORAL INTENTIONS
our goals, aspirations, and our expected responses to the
attitude object.
D. EVALUATION
the central component of attitudes,
consist of the imputation of some degree of goodness or
badness to an attitude object.
Defined as mental
predisposition to 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.
VALUES
Mental
categories/orientation
FOUR COMPONENTS
OF ATTITUDES
1. ATTITUDES

15. • Evaluations are a function of cognitive,
affect and behavioral intentions of the
object.
• It is most often the evaluation that is
stored in memory, often without the
corresponding cognitions and affect that
were responsible for its formation (Robert
Scholl, Univ. Of Trhode Island, 2002)
• Why study attitudes?
• Attitudes can influence the way we act and
think in the social communities we
belong.
• They can functions as frameworks and
references for forming conclusions and
interpreting or acting for or against an
individual; individuals ,
• Drinking Alcoholic Bev.
• Mathematics and Mathematical
Equations

16. 2. MOTIVATION
• Is a reason or set or reasons for engaging in a particular behavior,
especially human behavior as studied in psychology and
neuropsychology.
• The reason may include basic needs (e.g. food, water, shelter)
• Or an object, goal, state of being, or ideal that is desirable, which may
or may not be viewed as “positive”, such as seeking a state of being in
which pain is absent.
• The motivation for a behavior may also be attributed to less-apparent
reasons such as altruism or morality.
• Accdg. To Geen (1995), motivation refers to the initiation, direction,
intensity and persistence of human behavior.
• There are many theories that explain human motivation.

17. A.. Abraham Maslow’s Hierarchy of Human Needs Theory.
- Human Beings have wants and desires
- Physiological: food, clothing, shelter, - Safety and security: home and family
- Social: being in a community, - Self esteem, Self actualiztion
B. Frederick Herzberg’s two factor theory-need theory of motivation
- Concludes that certain factors in the WORKPLACE result in JOB SATISFACTION, absent leads to DISSATISFACTION
- 1. MOTIVATORS (e.g. Challenging work, recognition, responsibility) give positive satisfaction
-2. MOTIVATOR HYGIENE THEORY/HYGIENE FACTORS (MAKES YOU HEALTHIER)
- Do not motivate if present, but if absent will result in demotivation
-e.g. Status, job security, salary, and fringe benefits
C. Clayton Alderfer-ERG Theory (existence, relatedness and growth)
- Expanded Maslow’s Hierarchy of Needs Theory
-Existence Category “Physiological and Safety Needs”
– Relatedness Category “Love and Self Esteem Needs”

18. Several Effects of Motivation in Education on how
students learn/behavior toward Subject Matter
Two (2) Kinds of Motivation
(Situated Motivation found in Environmental
Conditions that the Teacher creates)
1. INTRINSIC MOTIVATION occurs when
people are internally motivatd to do
something because it either brings them
pleasure (impt./learning is morally
significant)
2. EXTRINSIC MOTIVATION comes into
play when a student is compelled to do
something or act a certain way because of
factors external to him or her
(money/good grades)
(Ormrod, 2003)
1. Direct behavior toward particular
goals.
2. Lead to increased effort and energy
3. Increase initiation of, and persistence
in, activities.
4. Enhance cognitive processing
5. Determine what consequences are
reinforcing.
6.Lead to improved performance.

19. 3. SELF-EFFICACY
• The last focal concept, an impression that one is capable of performing in a
certain manner or attaining certain goals.
• A belief that one has the capabilities to execute the courses of actions
required to manage prospective situations.
• Unlike efficacy, which is the power to produce an effect (an essence,
competence)
• Self-efficacy is the belief (whether or not accurate) the one has the power to
produce that effect.
• (distinction) Self esteem relates to a person’s sense of self-worth, wheras
• Sefl efficacy relates to a perception of their ability to reach a goal

20. DEVELOPMENT OF
ASSESSMENT TOOLS
Assessment Toolswhich are used to assess
attitudes, interests, motivations, and self-efficacy,
have been developed.
1. Self-Report (Written Reflections)
-The most common measurement in the affective domain.
-Requires an individual to provide an account of his attitude or
feelings toward a oncept or idea or people.
–ex. Write thoughts about the subject matter “Why I Like or
Dislike Mathematics” -
The teacher ensures that students would demontrate the
(taxonomy) low level of receiving up to characterization.
2. Rating Scales
• Set of categories designed to elicit information about a
quantitative attribute in social science.
• Common examples are LIKERT SCALE and 1-10
RATING SCALES
• A person selects the number which is considered to
reflect the perceived quality of a product.

21. SEMANTIC DIFFERENTIAL SCALE
• 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
• 0 = Neutral, 1 = Slightly, 2 = Quite, 3 = Extremely
• “3” close to good = Extremely Good reaction
• “3” close to bad = Extremely Bad reaction
• The scale actually measures two things
• 1.) Directionality of a reaction (e.g. Good versus bad)
• 2.) Intensity (slight through extreme)

22. A number of basic consideration are involed in
Semantic Differential (SD) methodology
Three Dimension of
Response labeled
EVALUATION, POTENCY,
and ACTIVITY (EPA)
CONCEPT’S PROFILE
Measurements of a concept (EPA)
Evaluation – good/bad,
Potency –powerful/powerless,
Activity – fast/low
BIPOLAR ADJECTIVES are
simple, economical means for
obtaining data on people’s
reactions. Can be used with
adults/children, persons from
all walks of life/culture
EPA system – appropriate in
affective responses (hundreds of
word concepts, stories, poems,
social roles, stereotypes, colors,
sounds, sapes, individual persons)
The results support the validity(SD)
AS A TECHNIQUE FOR ATTITUDE MEASUREMENT
used in
1) measure of attitude in wide variety of projects,
2) assess attitude change,
3) study attitude formation,
4) attitudes towards organization,
5) attitudes toward jobs and occupations,
6) attitudes toward minorities

23. THURSTONE
LIKERT
THURSTONE
• Considered the
father of
attitude
measurement
• Addressed the
issue of how
favorable an
individual is
with regard to a
given issue
• Developed
(1932)
method of
summated
ratings/Liker
t Scale
LIKERT
SCALE
An Example of a Thurstone Scale
(target attribute:
"measuring parents' aspirations for their
children's educational & career attainments“)
From
http://jan.ucc.nau.edu/~mid/edr720/class/survey/responses/rea
ding4-2-1.html
From
https://rmsbunkerblog.wordpress.com/tag/likert-scale/

24. CHECKLIST
The easiest instrument in the affective domain to
construct.
Consists of simple items that the student or
teacher marks as
• “absent”
• “present”
Steps in the construction of a checklist
• Enumerate all the attributes/characteristics you wish to
observe relative to the concept being measured.
• Arrange this attributes as a “shopping” list of characteristics.
• Ask the students to mark those attributes/characteristics
which are present and to leave blank those which are not.

25. Checklist for Teachers By: Sandra F. Rief M.A.E74 (1997)
Getting students’ attention
1. Ask an interesting, speculative question, show a picture, tell a little
story, or read a related poem to generate discussion and interest in the
upcoming lesson.
2. Try “playfulness,” silliness, a bit of theatrics (props/storytelling) to get
attention/interest.
3. Use storytelling. Students of all ages love to hear stories.
4. Add a bit of mystery bring an object relevant to the upcoming lesson in
a box.
5. Signal students auditorily: ring a bell, use a beeper or timer.
6. Vary your tone of voice: loud, soft, whispering.
7. Use visual signals: flash the lights or raise your hand which signals -
students to raise hand.
8. Frame the visual materia you want students to be focused on with your
hands/colored box.
9. If using an overhead, place an object (e.g. little toy car/plastic figure)
projected – screen.
10. Clearly signal: “Everybody....Ready...”
11. Color is very effective in getting attention.
12. Model excitement and enthusiasm about the upcoming lesson.

26. References
 Santos, Rosita De Guzman Ph. D. 2007. Advanced Methods in Educational Assessment and Evaluation
Assessment of Learning 2
 PICTURES
 Retrieved October 14 2014 http://leanlearning.wikispaces.com/instructional_design
 Retrieved October 14, 2014 http://serc.carleton.edu/NAGTWorkshops/affective/index.html
 Retrieved October 14, 2014 http://www.theknowledgeguru.com/serious-games-work-large-enterprise/
 Retrieved October 14, 2014 http://educatingpreschool.blogspot.com/2011/03/affective-domain.html
 Retrieved October 14,2014 http://www.slideshare.net/gabriellavillafranca3/assessment-in-affective-domain
 Retrieved October 18, 2014 http://norahcolvin.com/tag/maslow/
 Retrieved October 18, 2014 http://aviationmentor.blogspot.com/2011_03_01_archive.html
 Retrieved October 18, 2014 http://logcero.blogspot.com/2014/01/assessment-tools-in-affective-domain.html