Assessment

in the
Affective
Domain

Reported by:
JEONALYN S.
CASTRO
3 Domains:
(Blooms Taxonomy, 1965)

1. COGNITIVE
2. AFFECTIVE
3.
PSYCHOMOTOR
Cognitive Domain- emphasizes
intellectual learning and problem solving
activities and is much concern with
knowledge comprehension and analysis.

Affective Domain-involves behavior

and educational objectives that have
some emotional overtones that deals
with attitudes, values, interests, beliefs
and appreciation.

Psychomotor Domain- deals with

motor and manipulative skills
 The taxonomy in the Affective
Domain
(Krathwohls Taxonomy of Affective Domain, 1964)

1. RECEIVING- BEING AWARE OF OR

SENSITIVE TO THE EXISTENCE OF CERTAIN
IDEAS, MATERIALS, OR PHENOMENA AND
BEING WILLING TO TOLERATE THEM.
2. Responding- committed in some
small measure to the ideas, materials, or
phenomena involved by actively
responding to them.

3. Valuing- willing to be. perceived by

others as attaching importance to certain
ideas, materials, or phenomenon.
4. Organization- relating the value
to those already held and bring it into a
harmonious and internally consistent
philosophy.

5.Characterization- act
consistently in accordance with
the values he or she has
internalized.
 Affective Learning
Competencies
Instructional
Objective
-specific, measurable, shirt-term, observable
students behaviours.

Objectives are the foundation upon which

you can build lessons and assessments
that you can prove to meet your overall
course or lesson goals.
 Receiving Responding Valuing Organization Characterizatio
n

Accept Complete Accept Codify Internalize

Attend Comply Defend Discriminate Verify
Develop Cooperate Devote Display
Recogniz Discuss Pursue Order
e Examine Seek Organize
Obey Systematize
Respond weigh

Figure 1. Appropriate Behavioural Verbs for Affective

Domain
Affective
Learning
Competencies
 Attitude

defined as a mental predisposition to act

that is to expressed by evaluating a
particular entity w/ some degree of favor
or disfavor.
Comprised of four components.
a. Cognitions
b. Affect
c. Behavioral Intentions
d. Evaluation
1. Cognitions
beliefs, theories , expectancies , cause-
and effect beliefs and perceptions
relative to the object.

2. Affect
refers to our feeling with respect to the
focal object such as fear, liking, or anger.

3. Behavioural Intentions
goals, aspirations, and our expected
responses to the attitude object
4. Evaluation
Consist of the imputation of some
degree of goodness or badness to an
attitude object.
Considered the central component of
attitudes.
Why study of
attitudes?
 2. Motivation

A reason or set of reasons for engaging in

a particular behavioral.

Refers to the initiation, direction, intensity

and persistence of human behavior.(Geen,
1995)
The Need Theory
I. Abraham Maslows Hierarchy
2. Frederick Herzbergs
Two factor Theory
concludes that certain
factors in the workplace
result in the job
satisfaction, while
others do not, but if
absent lead to
dissatisfaction.
o Motivators
o Hygiene Factors
3. Clayton Alderfer
. Dictum of ERG Theory
 MOTIVATION IN
EDUCATION
Can have several effects on how students learn
and their behavior towards the subject matter
(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.
Two Kinds of
Motivation
1. Intrinsic Motivation
.Occurs when people are internally
motivated to do something.

2. Extrinsic Motivation
.Comes into play when a student is
compelled to do something or act in
a certain way.
Two Kinds of
Motivation
3.3. SELF -EFFICACY

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.