ASSESSMENT

IN THE
AFFECTIVE
DOMAIN
 Let's discuss!
What is affective
domain?

• The affective domain

describes learning
objectives that emphasize a
feeling tone, un emotion, or
a degree of acceptance or
rejection.
1. The taxonomy of the
affective domain
• It contains a large number of
objectives in the literature
expressed as interests,
attitudes, appreciations,
values, and emotional sets ir
biases.
A. Receiving
is being aware of or sensitive to the
existence of certain ideas, material,
or phenomena and being willing to
tolerate them.
.

Examples include: to differentiate,

to accept, to listen (for), to respond
to
B. Responding
is committed in some small measure to the
ideas, materials, or phenomena involved by
actively responding to them.

Examples are: to comply with, to follow, to

commend, to volunteer, to spend leisure
time in, to acclaim.
C. Valuing
is willing to be perceived by
others as attaching
importance to certain ideas,
materials, or phenomena.

Examples include: to
increase measured
proficiency in, to relinquish,
to subsidize, to support, to
debate.
D. Organization

is relating the value to those already

held and bring it into a harmonious and
internally consistent philosophy.

Examples are: to discuss, to theorize,

to formulate, to balance, to examine.
E. Characterization
by value or value set is to act
consistently in accordance with the
values he or she has internalized.

Examples include: to revise, to

require, to be rated high in the
value, to avoid, to resist, to
manage, to resolve.
2. Affective
Learning
Competencies
often stated in the form of
instructional objectives.

Instructional objectives are

specific, measurable, short-term,
observable student behaviors.
Objectives are the
foundation upon which
you can build lessons and
assessments that you can
prove meet your overall
course or lesson goals.
 Level Definitions Example

Being aware of or attending Individual would read a

Receiving to something in the book pasage about civil
environment. rights.

Individual would answer

Showing some new
Responding behaviors as a result of questions about the book,
read another book by the
experience
same author.
The individual might
Showing some definite demonstrate this by
Valuing
involvement of commitment voluntarily attending a
lecture on civil rights.
 Level Definitions Example

Integrating a new value into

ones general set of values, Individual arrange a civil
Organization giving it some ranking rights rally.
among ones general
priorities.

Individual is firmly
Acting consistently with the commited to the value,
Characterization by value
value perhaps becoming a civil
rights leader
Receiving Responding Valuing Organization Characterization

Complete Codify
Comply Accept Discriminate
Accept
Cooperate Defend Display
Attend Internalize
Discuss Devote Order
Develop Verify
Examine Pursue Organize
Recignize
Obey Seek Systematize
Respond Weigh
Attitudes
Attitudes are defined as a mental
predisposition to act 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.
A. Cognition
Cognitions are our
beliefs, theories,
expectancies, cause-
and-effect beliefs, and
perceptions relative to
the focal object.
B. Affect
The affective component refers to our
feeling with respect to the focal object
such as fear, liking, or anger

C. Behavioral intentions
Behavioral pomes to their gonis,
aspirations, and our expected
responses to the attitude object.
D. Evaluation
Evaluations are often considered
the central Component of attitudes.
Evaluations consist of the
imputation of some degree of
goodness or badness to an
attitude object.
Why study
attitudes?
attitudes can influence the way we act
and think in the social communities
we belong. They can function as
frameworks and references for
forming conclusions and interpreting
or acting for or against an individual;
individuals, a concept or an idea
Motivation
Motivation is a reason or set or
reasons for engaging in a
particular behavior, especially
human behavior as studied in
psychology and neuropsychology.
Abraham Maslow's hierarchy
of human needs theory
• Human beings have wants and desires
which influence their behavior; only
unsatisfied needs can influence
behavior, satisfied needs cannot.
• Since needs are many, they are
arranged in order of importance, from
the basic to the complex.
• The person advances to the next level
of needs only after the lower level need
is at least minimally satisfied.
Abraham Maslow's hierarchy
of human needs theory
• The further the progress up the hierarchy, the
more individuality, humanness and psychological
health a person will show.
• The needs, listed from basic (lowest, earliest) to
most complex (highest, latest) are as follows:
• Physiological: food, clothing, shelter
• Safety and security: home and family
• Social: being in a community
• Self esteem: self-understanding, self acceptance
• Self actualization: recognition, achievement
Herzberg's two factor theory of
motivation
• Motivators; (e.g. challenging work, recognition,
responsibility) which give positive satisfaction,
and

• Hygiene factors; (e.g. status, job security,

salary and fringe benefits) which do not
motivate if present, but if absent will result in
demotivation.
Motivation in
education effects
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.

Types of motivation
1. Intrinsic motivation occurs when
people are intentionally motivated to
do something because its either brings
them pleasure, they think it is
important, or they feel that what they
are learning is morally significant.
Types of motivation

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 (like money or good grades).
Self-efficacy
Self-efficacy is an impression that one
is capable of performing in a certain
manner or attaining certain goals.

It is a belief that one has the

capabilities to execute the courses of
actions required to manage
prospective situations.
Self-esteem vs. Self-efficacy
Self esteem relates to a
person's sense of self-worth,
whereas self efficacy relates to
.
a person's perception of their
ability to reach a goal.
3. Development of assessment
tools
Assessment tools in the
affective domain, in
particular, those which are
used to assess attitudes,
interests, motivations, and
self-efficacy, have been
developed.
A. Self report
• called "written reflections".
• most common measurement tool in the
affective domain.
• requires an individual to provide an account
of his/her attitude or feelings toward a concept
or ides or people.
• In using this measurement tool, the teacher
requires the students to write his/her thoughts
on a subject matter,
B. 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
rating scales
• basic feature of any rating scale is that
it consists of a number of categories.
These are usually assigned integers.
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.
Good ____ ____ ____ ____ ____ ____ ____ Bad
3. 2. 1. 0. 1. 2. 3
Semantic Differential
Scales
The scale actually measures two
things: directionality of a reaction (eg,
good versus bad) and also intensity
(slight through extreme).
Considerations in
SD
• Bipolar adjective scales are a simple, economical means
for obtaining data on people's reactions.
• Ratings on bipolar adjective scales tend to be correlated,
and three basic dimensions of response account for most
of the co-variation in ratings.
• Some adjective scales are almost pure measures of the
EPA dimensions; for example, good-bad for Evaluation,
powerful-powerless for Potency, and fast-slow for Activity
• EPA measurements are appropriate when one is interested
in affective responses.
Thurstone
and
Likert scale
Thurstone
Thurstone is considered 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.
Example:
Directions: Put a check mark in the blank if you agree with the item.

____1. Blacks should be considered the lowest class of human beings.

(scale value = 0.9)
____2. Blacks and whites must be kept apart in all social affairs where
they might be taken as equals. (scale value = 3.2)
_____3. I believe that blacks deserve the same previledges as whites.

(scale value = 10.3)

Likert scale
It requires that individual tick on a box to report wheter they "strongly
agree", "agree", are "undecided", "disagree" or "strongly disagree" in
response to a large number of items.

First: pick individual items to include.

Second: choose how to scale each item.
Third: ask your target audience to mark each item.
Fourth: derive a targets score by adding the values that target
identified each item.
Example:
Statement: I dont like to solve algebraic equations.

Response option:
* 1. Strongly disagree
* 2. Disagree
* 3. Agree
* 4. Strongly agree
Multidimensional Scale

• In 1944, Guttman suggested that attitude should be

measured by multidimensional scale as opposed to
undimensional scales
• He developed Scalogram Analysis, Cumulative
Scaling or usually called, Guttman Scaling.
• Guttman Scaling - the response to one item helps
predict the responses to other items.
CHECKLIST
• The most common and easiest
instrument in the affective domain
• Consist os simple items that the student
or teacher mark "absent" or "present".
Steps:
1. Enumerate all the attributes and characteristics you wish to
observe relative to the concept being measured.

2. Arrange these attributes as "shopping" list of characteristics

3. Ask the students to mark those attributes or characteristics

which are present and to leave blank those which are not.
CHECKLIST
FOR
TEACHERS
Getting students' attention
1. Ask an interesting, speculative questions, show a picture, tell a
little story, and read a related poem.
2. Try "playfulness, sillines, a bit of theatrics.
3. Use story telling.
4. Add a bit of mystery.
5. Signal students auditory.
Getting students' attention
6. Vary your tone of voice: loud, soft, whispering.
7. Use visual signals.
8. Frame the visual materials you want students to be focused on
with your hands or with a colored box around it.
9. If using an overhead, place an object to be projected on the
screen.
Getting students' attention

10. Clearly signal: "everybody..... Ready...."

11. Color is very effective in getting attention.
12. Model excitement and enthusiasm about upcoming
lessons.
13. Use eye contact