• Affective Assessment is an

assessment based on the

student’s attitudes, interest and
values.
 Bloom's Taxonomy of Learning Domains
Bloom's Taxonomy was created in 1956
under the leadership of educational
psychologist Dr. Benjamin Bloom in order to
promote higher forms of thinking in
education, such as analysing and evaluating,
rather than just remembering facts (rote
learning). Learning takes place in 3 domains:

• Cognitive
• Psychomotor
• Affective
 Level and Definition
Receiving refers to the
student's willingness to
attend to particular
phenomena of stimuli
(classroom activities,
textbook, music, etc.).
Responding refers to active
participation on the part of
the student. At this level he
or she not only attends to a
particular phenomenon but
also reacts to it in some
way.
Valuing is concerned with
the worth or value a
student attaches to a
particular object,
phenomenon, or behavior.
Illustrative Verbs
asks, chooses, describes,
follows, gives, holds,
identifies, listens, reads,
locates, names, points to,
selects, sits erect, replies,
uses, writes
answers, assists, complies,
conforms, discusses, greets,
helps, labels, performs,
practices, presents, reads,
recites, reports, selects,
tells, writes, participates,
asks
completes, demonstrates,
differentiates, explains,
follows, forms, initiates,
invites, joins, justifies,
proposes, reads,
reports, selects, shares
Example
To listen to discussions of
controversial issues with an
open mind.
To participate in problem
solving activities.
To ask questions about the
issues in order to fully
understand them.
To demonstrate belief in the
democratic process of
solving a problem.
Organization is concerned
with bringing together
different values, resolving
conflicts between them,
and beginning the building
of an internally consistent
value system.
Characterization by a
value or value set. The
individual has a value
system that has controlled
his or her behavior for a
sufficiently long time for
him or her to develop a
characteristic “life-style.”
adheres, alters, arranges, To integrate related
combines, compares, personal experiences to
completes, defends, help solve a controversial
explains, generalizes, issue.
identifies, integrates,
modifies, orders,
organizes, prepares,
relates, synthesizes
acts, discriminates, To display self-reliance in
displays, helping to solve a social
influences, listens, issue.
modifies, .
performs, practices,
proposes,
qualifies, questions,
revises,
serves, solves, uses,
verifies
▶Certain positive values needs to be
introduced to our students through the
various academic subjects. For instance, a
mathematics teacher can develop and instill
the value of “self-discipline,” of “honesty,”
and “integrity“ in his lessons. It is well-
known that mathematics, apart from its
utilitarian function, develops disciplined
minds and forces the students to think
logically. A way to do this would be to study
the lives of great mathematicians whose
works inspire the students.
▶There is an on-going debate among
educators today about the relative
importance of developing a child’s IQ or
Intelligence Quotient as opposed to
developing his “EQ or Emotional
Quotient”. Research shows that, those
with fully developed “EQs” tended to be
more successful, better able to adjust to
his environment, and contribute more
positively to the society.
Affective Learning Competencies

▶Affective learning competencies are

often stated in the form of instructional
objectives.
These are the specific statements of learner
behaviour or outcomes that are expected to be
exhibited by students after completing a unit of
instruction. A unit of instruction may, for
example, mean:
- a six-week lesson on Filipino culture
- a one-week lesson on algebraic
expression
- a class period on “subtracting with
borrowing”
a.Behavioural objective- specifies an observable,
measureable behavior to be exhibited, content, the
conditions under which it is to be exhibited, and the
criterion for mastery.

Example: By Friday, the student will be able to recite

the names of the months in order.

b.Expressive objective- specifies an educational

activity/content but does not specify the particular
outcome of the activity.

Example: Trends and issues in the basic education.

Focal concepts in Affective Domain

- The word attitude (from Latin aptus) is defined within the

framework of social psychology as a subjective or mental
preparation for action.

- Attitudes are defined as a mental predisposition to act that is

expressed by evaluating a particular entity with some degree of
favor or disfavor.
▶Cognitions - cognitions are our beliefs, theories, expectations,
cause-and-effect beliefs, perceptions relative to the focal point;
statement of beliefs and expectations which vary from one individual
to the next.

▶Affect – refers to feelings with respect to the focal object – fear,

liking, anger

▶Behavioral Intentions – refers to our goals, aspirations, and

our expected responses to the attitude object.

▶Evaluation – often considered the central component of

attitudes; it consists of the imputation of some degree of goodness or
badness to an attitude object.
Why study attitudes?

•Attitude 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, a concept,
or an idea.

Predisposition and Attitude

•Predisposition is an inclination beforehand to interpret

statements in a particular way while attitude is a complex
mental state involving beliefs and feelings and values and
dispositions to act in certain ways.
- It is a reason or set of reasons for engaging in
a particular behavior. The reasons include basic
needs, or an object, goal, state of being or ideal
that is desirable.
 “Motivation and desire represent the very
foundation of learning.
If students don’t want to learn, there will be no
learning.
If they feel unable to learn, there will be no
learning.
Desire and motivation are not academic
achievement characteristics.
They are affective characteristics.”
(Stiggins, 2005, pp. 199‐200)
 Theories
that Explain
Human Motivation
- Needs are arranged in order of importance, from basic to
complex.

- Human needs have wants and desires which influence

behavior: only unsatisfied needs can influence behavior,
satisfied needs cannot.

- The person advances to the next level of needs only after

the lower need is at least minimally satisfied.

- The further the progress up the hierarchy, the more

individuality, humanness, and psychological health a person
will show.
- It is sometimes called “Motivator-Hygiene
Theory”.

•Motivators – challenging work, recognition,

responsibility, which give positive satisfaction

•Hygiene factors – status, job security, salary and

fringe benefits – do not motivate if present, but if
absent will result in demotivation.
•This theory posits that there are three groups
of core needs—existence, relatedness, and growth—hence
the label: ERG theory.

•The existence group is concerned with providing our basic

material existence requirements.

•The second group of needs are those of relatedness, the

desire we have for maintaining
important interpersonal relationships.

•These social and status desires require interaction with

others if they are to be satisfied, and they align with
Maslow's social need and the external component of
Maslow's esteem classification.
 Motivation in education can have several effects on
how students learn and their behavior towards
subject matter.

- It can direct behavior toward particular goals

- lead to increase effort and energy; increase
initiation of, and persistence in activities
- enhance cognitive processing
- determine what consequences are reinforcing
- lead to improve performance
 occurs when people are
internally motivated to do something because it
either brings them pleasure, they think it is important,
or they feel that what they are learning is morally
significant

which comes when a student

compelled to do something because of factors
external to him or her like money or good grades.
•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 relates to a person’s sense of self-
worth, while self-efficacy relates to person’s
perception of their ability to reach a goal.
This the most common measurement tool in the
affective domain. It essentially requires an
individual to provide an account of his attitude
or feelings toward a concept or idea or people. It
is also called “written reflections”.
It refers to a set of categories designed to elicit
information about a quantitative attribute in
social science.
Example:
It 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.

Example:
Good ___ ___ ___ ___ ___ ___ ___ Bad
3 2 1 0 1 2 3
(3 – extreme; 2 – quite; 0 - neutral)
A number of basic considerations are involved in SD
methodology.

a. Bipolar adjectives are a simple, economical means for

obtaining data on people’s reactions.

b. Ratings on bipolar adjective scales tend to be correlated, and

three basic dimensions of response account for most of the co-
variation in ratings.

c. Some adjective scales are almost pure measures of the EPA

dimensions: good-bad (Evaluation), powerful-powerless
(Potency), and fast-slow (Activity).

d. EPA measurements are appropriate when one is interested

in an affective domain responses.
 Thurstone is considered the father of attitude
measurement and addressed the issue of 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:
Attitude towards Black People in America

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.

2. Blacks and whites must be kept apart in all social affairs where they
might be taken as equals.
3. I am not interested in how blacks rate socially.
4. A refusal to accept blacks is not based on any fact of nature, but on a
prejudice which should be overcome.
5. I believe that blacks deserve the same social privileges as whites.
In 1932,Rensis Likert developed the method of
summated ratings (or Likert scale), which is widely
used. This requires an individual to tick on a box to
report whether they “strongly agree” “agree”
“undecided”, “disagree” or “strongly disagree” in
response to a large number of items concerning
attitude object or stimulus.
Likert scale is derived as follows:

a. Pick individual items to include. Choose

individual items that you know correlate highly
with the total score across items.

b. Choose how to scale the items, or construct

labels for each scale value to represent
interpretation to be assigned to the number.

c. Ask your target audience to mark each item.

d. Derive a target’s score by adding the values that

target identifies on each item.
 Example

Directions: Indicate the extent to which you agree or disagree

with each statement by circling the appropriate letter to the
right of each statement.

Agree
Strongly

Agree

Uncertain

Disagree

Disagree
Strongly
1.I have hard time keeping awake in class. SA A U D SD
2.I daydream a lot in class. SA A U D SD

3.I often feel I like coming to this class. SA A U D SD

•They are quick and economical to administer and score.
•They are easily adaptable to most attitude measurement situations.
•They provide direct and reliable assessment of attitudes when scales are well
constructed.
•They lend themselves well to item analysis procedures.

•Results are easily faked where individuals want to present a false impression
of their attitudes.
•Intervals between points on the scale do not represent equal changes in
attitude for all individuals.
•Internal consistency of the scale may be difficult to achieve
•Good attitude statements take time to construct.
 the respondent must choose between
two options: yes to agree or no to disagree.

Example: circle yes or no to indicate whether you agree with each

statement.

1.I prefer volleyball to badminton. yes no

2.When I teach, I will use two-point scale. yes no

3.When I teach, I will give affective assessment yes no

an attention too.
It is the most common and perhaps the easiest
instrument in the affective domain.

Here are the steps in the construction of a checklist:

a. Enumerate all the attributes and characteristics you

wish to observe.
b. Arrange this attributes as a “shopping list” of
characteristics.
c. Ask students to mark those attributes which are
present and to leave blank those which are not.
 Yes No

1. The student is effectively uses eye contact.

2. The student dresses appropriately.

3. The student is clearly defines the topic .

4. The student provides evidence of extensive and valid research with

multiple and varied sources.

5. The student combines and evaluates existing ideas to form new

insights.
A Guttman scale is also used in attitude measurement. A series
of statements which represent a gradient of agreement to a
concept is presented to the respondent.
Perception of Students on their Behavior inside the Classroom
Indicators Mean Description
1. I have a hard time keeping awake in class. 3.23 Agree
2. I daydream a lot in class. 2.69 Agree
3. I often feel I like coming to this class. 2.59 Disagree
Weighted Mean 3.42 Agree
Interpretation:
The data imply that the students generally agree to observe in
themselves the identified behaviors inside the classroom. This is
indicated by the weighted mean value of 3.42.

Specifically, the students agree that they have a hard time

keeping awake in class and they similarly agree to daydream a lot
in class. These behaviors are indicated by the mean values of
3.23 and 2.69, respectively. However, the students disagree that
they often feel they like coming to class as evidenced by the
mean value of 2.59.
Perception of Students on their Ability to Solve Math Problems
Indicators 3 2 1
1. I am able to apply the correct approach to problem solving. (8) (1) (1)
2. I know when to use long or short method in solving. (6) (2) (2)
3. I carefully analyze the given and asked data before solving. (10) (0) (0)

4. I make sure to arrive with the correct answer for a problem. (5) (3) (2)

Instructions: Above is a survey for you to interpret. Before

providing your interpretation, you need to perform the following.

A. Provide the Likert Scale with three levels: 3 (Good), 2 (Fair), 1

(Poor). Show solution; no solution, no credit for the scale.
B. Compute for the means and weighted mean then assign
corresponding descriptions.
C. Interpret the results.